Tanglewood Case 5 Disparate Impact Analysis - Free Essay Example

Sample details Pages: 9 Words: 2708 Downloads: 1 Date added: 2017/09/12 Category Advertising Essay Did you like this example? Tanglewood Case 5: Disparate Impact Analysis Recruitment and Selection HRM 450 Current Needs Assessment Tanglewood prides itself on encouragement of diversity in the workplace. All hiring and promotion decisions should be made on the basis of character and quality of work. The ensuing lawsuit brings about a need to analyze Tanglewood’s selection strategies to ensure these practices are not hindering the promotion of diversity. In order to do this, it is necessary to study the flow and concentration statistics of the organization. Flow statistics are calculated by comparing the number of people hired and promoted in the organization with the total number of people that apply. These statistics are then divided into different groups (i. e. race, gender). The selection rates of the different groups are compared to determine if there is a significant difference in selection between the groups. An example of this would be to look at the number of total white applicants and the percentage of those applicants that were hired. Don’t waste time! Our writers will create an original "Tanglewood Case 5: Disparate Impact Analysis" essay for you Create order Then, look at the total number of African American applicants and the percentage of those applicants that were hired. These two percentages must then be compared. A useful comparison of these percentages would require that the number of African Americans selected equal 80% or the number of white employees hired. This is known as the four-fifth’s rule. The Uniform Guidelines on Employee Selection Procedures (UGESP) requires that all organizations keep records that will allow for calculation and comparison of these statistics. The UGESP also requires that the four-fifth’s rule be calculated in all organizations. If is it shown that â€Å"a selection rate for any†¦group is less than four-fifths (4/5) (or eighty percent) of the rate of for the group with the highest rate† then this will usually be considered to be evidence of adverse impact. Adverse (or disparate) impact occurs when staffing practices have potential discriminatory impact on individuals because of sex, race, religion, disability, national origin or age. Although the four-fifths rule is really nly a guideline, any digression from this rule should be thoroughly examined. It is also important to note that although the discrimination is not intentional, it may be occurring all the same and could possibly be deemed illegal. Along with the flow statistics of the selection processes in the organization, it is necessary to examine the concentration statistics among different groups in Tanglewood. Concentration statistics inspect th e total number of individuals employed in a certain position as compared to the number of individuals from different race groups employed in a certain position. For example, it is useful to look at the percentage of white employees employed in the position of Store Manager compared to the total number of Store Managers. Then, look at the percentage of African Americans employed in the Store Manager position compared to the total number of Store Managers. Also, it is useful to examine the percentage of African American employees employed in upper management positions as compared to the percentage of African Americans employed in the lower positions such as Store Associate. Although there are no specific legal guidelines for the analysis of concentration statistics, it is important to explore them as a means of determining any possible unintentional discrimination in selection practices. Current Organizational Statistics After careful examination of the Tanglewood’s flow statistics, there is evidence this organization may be involved in selection practices that have disparate impact on some minority groups. The following selection statistics are provided to show instances of violation of the four-fifths rule. Store AssociatesTotal WhiteTotal Non-WhiteAfrican-American Selection Ratio23. 0%22. 79%24. 00%24. 00% Shift LeaderTotalWhiteTotal Non-WhiteAfrican-America External15. 88%16. 31%13. 88%5. 88% (36%) Internal31. 65%32. 45%28. 03%13. 89% (42%) Dept. ManagerTotal WhiteTotal Non-WhiteAfrican-American External7. 57%7. 64%7. 14%6. 82% Internal21. 05%21. 22%20%14. 29% (67%) Asst. Store ManagerTotalWhiteTotal Non-WhiteAfrican- American External11. 11% 13. 33%0% (0%)0% (0%) Internal25. 00%27. 78%11. 11% (40%)25% Store ManagerTotalWhiteTotal Non-WhiteAfrican- American External10. 42%7. 69%22. 22%0% (0%) Internal16. 05%13. 64%26. 67%0% (0%) The selection rates of each category (white, non-white, etc†¦) are indicated in the column corresponding to whether the employees were hired from outside the organization (external) or promoted from within (internal). In order to calculate the four-fifth’s rule, it is necessary to examine these percentages. The first step is to divide the selection ratio of the minority group by the selection ratio of the majority group. For example, in order examine the four-fifth’s rule in regards to African American employees hired externally in the Shift Leader position, divide that selection ratio (5. 8%) by the selection ratio of white employees hired externally to the same position (16. 31%). .0588 ? .1631 = . 36 This indicates that the number of African Americans hired externally for the Shift Leader position is only 36% of the amount of white individuals hired externally for the same position. The number should be around 80% in order to fulfill the four-fifth’s rule . In performing these calculations across all positions, there is evidence that points to disparate impact throughout several positions. The instances in which disparate impact evidence is present are represented in the preceding chart. The percentage in parentheses beside the selection ratio is the percentage obtained by applying the four-fifth’s rule. The four-fifth’s rule was not satisfied for African Americans hired both externally and internally for the Shift Leader position. It was also not fulfilled for African Americans in the position of Department Managers hired internally. The Assistant Store Manager position showed disparate impact evidence for both African Americans and Non-White employees. The Store Manager position had no African Americans filling these positions. It is important to note that the terms ‘white’ and ‘African-American’ refer to employees that are Non-Hispanic. The computations for concentration statistics also indicate there may be unintentional discrimination occurring in the promotion practices of the Tanglewood organization. There seems to be a much higher concentration of white employees in the upper management positions as compared to African Americans in upper management. The concentration of certain classes is computed by dividing the number of persons in a certain class for any position by the total number of individuals employed in that position. For example, the percentage of Shift Leaders that are African American is 1. 81%. This can be compared to the percentage of Shift Leaders that are white, which is 84. 06%. It is also useful to compare percentages of lower level employees that African American to the number of upper level employees that are African American. In the following charts, these numbers have been calculated: Store AssociatesWhiteNon-WhiteAfrican American 83. 59%16. 41%3. 44% Shift Leader WhiteNon-WhiteAfrican-American 84. 06%15. 94%1. 81% Asst. Store ManagerWhiteNon-WhiteAfrican-American 92. 75%7. 25%2. 9% Store ManagerWhiteNon-WhiteAfrican-American 69. 57%30. 43%0% Total StoreWhiteNon-WhiteAfrican-American 84. 11%15. 89%3. 06% This table indicates that there are serious deficiencies of African-American workers in the upper level management positions at Tanglewood. Again, though there are no specific legal guidelines regarding concentration statistics, it would be in Tanglewood’s own best interest to investigate the cause of these discrepancies. It appears as though the organization should look into not only its initial selection strategies, but also the promotion practices used. Addressing Eaglette-Schubert According to the information presented in the case, Eaglette-Schubert is building a case against Tanglewood based on disparate impact. There are very few details of specific actions or behaviors that would suggest that Tanglewood is intentionally discriminating against minority employees. However, since Eaglette-Schubert is not arguing disparate treatment, but is arguing disparate impact, there is no need to prove that the discrimination was intentional, but simply that a difference exists between employment practices for majority groups and those in protected classes. Eaglette-Schubert is using the argument of homophily to base the disparate impact case on. Homophily is the phenomenon in which people seek to be around those people that are similar to themselves. It is often argued that companies are more prone to homophily in social networks when there is a heavy reliance on internal company networks, such as that of Tanglewood. An internal network is utilized at Tanglewood to find new employees through employee referrals, and to promote individuals within the organization. Promotion within the organization involves managers encouraging certain employees that show promise to apply for available promotions, and those that are recommended by supervisors have a strong advantage over those that do not. The argument is that this internal network process is closed to minority groups because of the concept of homophily in social networks. The statistics point to Tanglewood having disparate impact discrimination for African Americans in the positions of shift leader, department manager, assistant store manager and store manager. In court Tanglewood would have the burden of proof that its practices are job related and consistent with business necessity. Since this will be hard to prove, as other selection methods could be used in the place of the current discriminatory methods. As a result, Tanglewood should try to end the dispute through a consent decree. A consent decree is a voluntary, court-approved agreement between the plaintiff and the defendant. This decree may contain an agreement to alt certain discriminatory practice and an agreement to employ certain remedies. Tanglewood should also establish goals for future hiring and promotion activities to correct the underutilization. By seeking an out of court settlement, Tanglewood will decrease the amount of publicity and attention that this situation will cause. Written Statement for Tanglewood to Make It is important for Tanglewood to carefully consider any statement that is going to be put in writing because it could serve as evidence in court. Tanglewood should state that the company is committed to the openness, inclusiveness, and encouragement of diversity within the organization. It should be mentioned that Tanner Emerson and Thurston Wood tried to build the company on a model of inclusiveness, which judges individuals solely on the basis of work and character. Finally, Tanglewood should state that the company wants to take any possible steps to ensure that the company is not employing any practices that defy the goal of embracing diversity within the organization. Putting the organization’s commitment to diversity into writing may not help with the case of disparate impact, but it will let the employees and the general public know of Tanglewood’s sincere dedication to have a diverse workforce. Achieving EEO Outcomes In order to better achieve EEO outcomes in the future, Tanglewood should make some changes to its recruiting procedures. This can be achieved by implementing a strategy that incorporates all of the following aspects: Study – know the laws and standards, remove barriers to EEO, identify technical assistance prospects. The laws that Tanglewood should follow are: †¢Title VII of the Civil Rights Act of 1964 (Title VII), which prohibits employment discrimination based on race, color, religion, sex, or national origin; †¢The Equal Pay Act of 1963 (EPA), which protects men and women who perform substantially equal work in the same establishment from sex-based wage discrimination; †¢The Age Discrimination in Employment Act of 1967 (ADEA), which protects individuals who are 40 years of age or older; †¢Title I and Title V of the Americans with Disabilities Act of 1990 (ADA), hich prohibit employment discrimination against qualified individuals with disabilities in the private sector, and in state and local governments; †¢Sections 501 and 505 of the Rehabilitation Act of 1973, which prohibit discrimination against qualified individuals with disabilities who work in the federal government; and †¢The Civil Rights Act of 1991, which, among other things, provides monetary damages i n cases of intentional employment discrimination. Plan – formulate strategies for successful EEO results. Tanglewood could utilize a plan that is used by GTE, in which it targets activities such as career fairs and open houses where a diverse student population is key factor. Tanglewood could also use a strategy done by PriceWaterhouse, which recruits woman and people of color from approximately 250 colleges and universities throughout the country. PriceWaterhouse also forms partnerships with organizations and programs committed to supporting diversity. Lead – have senior, middle, and lower management champion the cause and provide actual leadership for implementation. Tanglewood needs to make sure that management is committed to supporting diversity so that they know how to get the rest of the company on board. Tanglewood could implement a strategy by Turner Construction, in which it puts forth effort into developing a future recruitment resource pool through its mentor/mentee program. This shows that the company is committed to diversity even in the long run and Tanglewood’s management should implement this strategy in order to make sure that the company is always committed to diversity. Encourage – identify and reward proper actions by managers, supervisors, and employees. After Tanglewood’s management gets the rest of the company on board with being committed to diversity, they can continue to develop this by rewarding employees who show they are committed to supporting diversity. For example, GTE gives bonuses for referrals that result in hire. Notice – take notice of the impact of your practices, monitor and assess progress, ensure that unfairness does not occur. Tanglewood always need to evaluate its methods so that the company is always pursuing diversity. It could implement a plan by GTE in which its’ multifaceted professional recruitment strategy in assessed annually. No matter how often the assessment is performed, it is a necessity to make sure Tanglewood’s recruiting methods are always supporting diversity. Discussion – communicate and reinforce the EEO message. Tanglewood should always be able to effectively communicate its vision in being committed to diversity. For example, GTE gives out monthly reports made of progress and results. As long as Tanglewood employees always know what’s going on in the company, they will feel valued and will be loyal to the company. Inclusion – bring all employees and groups into the process. This again goes along with effectively communicating. Tanglewood should implement a team environment so that everyone is working together toward the common goal of being committed to diversity. Dedication – assign needed resources, do not be afraid of bumps on the road. Tanglewood should be able to look to the future and anticipate problems so that it will know how to fix them in order to stay in accordance with EEO laws. Promotion and Career Development Procedures From the beginning, the Tanglewood culture has emphasized strong employee participation. Tanglewood believes in a workforce of committed, qualified individuals who will help carry the Tanglewood philosophy into the future. All employees are part of the core work force because Tanglewood believes a core work force is essential for the organization’s values and culture that it seeks to develop and maintain. Because of Tanglewood’s desire to maintain a core work force, it has been more inclined to promote and develop internally. Any company that focuses largely on internal promotion and development runs the risk of furthering any disparate impact that may already exist within the company. Therefore, Tanglewood should focus on the Equal Employment Opportunity Commission’s â€Å"Best Practices† list. This list was compiled after looking at many organizations and from them identifying the best practices of promotion and development for equal employment opportunity. Some changes Tanglewood can make to its promotion and development procedures are: †¢Revise its job posting policy—since Tanglewood consistently hires from within, the company needs to clearly state in its job posting policy that diversity is a consideration when filling jobs and will remain an important factor in workforce selection. This will let current employees know that the company is trying to correct and prevent future disparate impact upon minorities and that in order to do that, it may need to hire externally even though it had always hired from within. It is important to let the current employees know the reasoning behind changing he internal promotion method. The employees need to except the change, and in order to accept it, they must understand it. †¢Develop career development programs—these programs could aide the employees in reaching his or her full career potential by seeking out and eliminating any potential barriers to equal employment oppor tunities that may exist. †¢Training and development programs—these would be programs that would educate the employees on computers and information systems, as well as industry training. By educating all employees, this would limit the potential for disparate impact that a protected class might face. Employee development programs—these programs would cover executive training, diversity training, management development courses, team building, and conflict resolution classes. These programs would encourage the development and sensitivity to diversity within the organization by training all employees on the importance of diversity and how to manage it. Disparate impact is a serious problem within organizations that needs to be constantly monitored. If Tanglewood utilizes the Equal Employment Opportunity Commission’s â€Å"best practices† guide, it will be less susceptible to claims of disparate impact throughout the company.

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Michael Jordan was born on January 17, 1963 in Bro Essay Example For Students

Michael Jordan was born on January 17, 1963 in Bro Essay oklyn, New York and was raised in Wilmington, North Carolina. He has two brothers, is married, and has three kids. He is considered by many to be the greatest basketball player of all time (Kornbluth). My focus will be on his hardships, accomplishments, and people who influenced him. First, I would like to touch on some general information about Michael. He wears number 23 on his jersey because he considered it to be half of his brothers number, 45. He had wanted 45 because it was his brothers number and he deeply admired his brother, but he was on the same team as his brother so he needed to pick a different number. His most well known superstition is that he wears his University of North Carolina basketball shorts under his game shorts. When Michael was a kid, his favorite sport was not basketball. In fact, it was baseball. He was a pitcher on a little league team. He played baseball because he was short (Kornbluth). 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In his junior year, the Tar Heels went to the NCAA Championship game where he would hit a clutch game winning buzzer beater to win the NCAA Championship. In 1984, Michael played for the United States Olympic basketball team. Michael was among the best college players in the country and helped the team win the gold medal. Michael was also part of the 1992 United States Olympic basketball team. The team was composed of the best NBA players and was nicknamed The Dream Team. This Olympic team also won the gold medal (www.unc.edu/~lbrooks2/jordan.html). .u79647d814a839d81eb0bbff96c5605f0 , .u79647d814a839d81eb0bbff96c5605f0 .postImageUrl , .u79647d814a839d81eb0bbff96c5605f0 .centered-text-area { min-height: 80px; position: relative; } .u79647d814a839d81eb0bbff96c5605f0 , .u79647d814a839d81eb0bbff96c5605f0:hover , .u79647d814a839d81eb0bbff96c5605f0:visited , .u79647d814a839d81eb0bbff96c5605f0:active { border:0!important; } .u79647d814a839d81eb0bbff96c5605f0 .clearfix:after { content: ""; display: table; clear: both; } .u79647d814a839d81eb0bbff96c5605f0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u79647d814a839d81eb0bbff96c5605f0:active , .u79647d814a839d81eb0bbff96c5605f0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u79647d814a839d81eb0bbff96c5605f0 .centered-text-area { width: 100%; position: relative ; } .u79647d814a839d81eb0bbff96c5605f0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u79647d814a839d81eb0bbff96c5605f0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u79647d814a839d81eb0bbff96c5605f0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u79647d814a839d81eb0bbff96c5605f0:hover .ctaButton { background-color: #34495E!important; } .u79647d814a839d81eb0bbff96c5605f0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u79647d814a839d81eb0bbff96c5605f0 .u79647d814a839d81eb0bbff96c5605f0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u79647d814a839d81eb0bbff96c5605f0:after { content: ""; display: block; clear: both; } READ: The Navy Of The Civil War EssayMichael was drafted after his junior year in college and would be the third pick in the first round of the 1984 NBA Draft. 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Financial Strategies of Blackmore Company Sample for Students

Question: Give a Breif Introduction of Blackmore Company. Answer: Introduction of Blackmores Company Blackmores is one of the leading natural health companies that are based in Australia (Blackmores.com 2017). The Founder of Blackmores, Maurice Blackmore was passionate regarding natural health as well as used to inspire people for taking control and devote in their welfare. Blackmores offers products as well as services that bring natural approach to wellbeing on the knowledge in minerals, herbs, nutrients and vitamins. Financial Strategies of Blackmores Company From the annual report on Blackmores in Australia, it can be noted that Directors reports an increase in sales that amounts to $341.4 Million as it is reviewed by the auditor (Blackmores.com 2017). Blackmores in Australia had involved in use of various financial strategies for gaining continued sales growth in and across the segments that leads to operational leverage as well as progressing the delivery of given strategic priorities (Pratt 2013). Blackmores in Australia uses various strategies and some of these are as follows: Consumer Centricity- Blackmores majorly believes in supporting the Australia business as well as improving the connectivity to customers through expansion of digital presence (Henderson et al. 2015). Growth- Blackmores made strategy for increasing the level of investment in and across the region so that they bring sustainable continuing enlargement for the Group as a whole (Blackmores.com 2017). Product Leadership- Blackmores believes in leveraging the knowledge so that they drive product leadership as well as innovation in order to get recognized as Authoritative Voice in Natural Health (Hoskin, Fizzell and Cherry 2014). Operational Effectiveness- Blackmores believes in improving the operational effectiveness as well as leveraging the size into scale (Deegan 2013). Blackmores in Australia sales for the year 2016 was $237.6 Million with 73% increase in the EBIT (Blackmores.com 2017). For the country Australia, Blackmores works best for the enhancing the performance as it reflects strong relationships with the retail partners as well as focusing on consumer connectivity as a whole. Blackmores balance sheet shows a healthy financial situation with a cash exchange rate at 112%, working capital at $46 Million as well as operating cash flow at $60 Million after comparing to the previous time. Net debt shows positive cash flow at $23 million with a net awareness cover with 50 times in comparison to 21 times as it was recorded in the previous period. This company has high presentation in Asia counterbalance as it has the possible collision of the weaker Australian dollar for making the purchase of raw materials that supports $0.5 Million net benefit on foreign exchange (Weil, Schipper and Francis 2013). References Blackmores.com. 2017.Blackmores vitamins and supplements- Australia's most trusted. [online] Available at: https://www.blackmores.com [Accessed 28 Mar. 2017]. Deegan, C., 2013. Financial accounting theory. McGraw-Hill Education Australia. Henderson, S., Peirson, G., Herbohn, K. and Howieson, B., 2015. Issues in financial accounting. Pearson Higher Education AU. Hoskin, R.E., Fizzell, M.R. and Cherry, D.C., 2014. Financial Accounting: a user perspective. Wiley Global Education. Pratt, J., 2013. Financial accounting in an economic context. Wiley Global Education. Weil, R.L., Schipper, K. and Francis, J., 2013. Financial accounting: an introduction to concepts, methods and uses. Cengage Learning.

Knowledge is a true organ of sight Essay Example

Knowledge is a true organ of sight Essay Knowledge is a true organ of sight, not the eyes is a quite interesting quote by Panchatantra. To answer this question it would be easiest that one would first translate it into an easy understandable sentence with a clear message, since this quote can have multiple meanings. The way I found this quote to make the most sense is when I translated it into the following sentence; Knowledge is a real consultable source of seeing, not the eyes. I find this the best translation to understand this quote, since it is very clear and straightforward. The next questions one could ask him/herself is: Is the quote true, and till what extent is this quote true. Is the quote Knowledge is a true organ of sight, not the eyes true or not? To say if the quote is true or not is a big statement to make right away, therefore I found It easiest to look at an example which could help to understand this quote better. A good example to start off with is this: When one is watching television and one sees something on the news about an arrested murderer and one sees his face one might think, he looks like such a nice guy, but one knows that he did commit murder and therefore is probably not such a nice guy as one thought initially. What you know to be true and what might seem true to the eyes is not always the same, this does not mean that it is never true but the eye can be misleading. We will write a custom essay sample on Knowledge is a true organ of sight specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Knowledge is a true organ of sight specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Knowledge is a true organ of sight specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In this case the eyes failed to lead you to the truth, but because you linked your knowledge to what you saw a correct image got created, therefore we can say that cooperation between both sources organs of sight created a correct image, had one organ failed than we could say that a faulty image would be there. An obvious question one could ask himself/herself states: What about a blind man? This is a quite difficult question to answer, to answer it we will have to ask ourselves: what do we actually mean by sight. If we interpret it the scientific way we can say that the blind man has no sight, since no light which is entering the eyes is being interpret correctly. If we look at it in an different way by interpreting sight to be analyzing what is around us, the blind man will have sight, since he can analyze specific objects, however he will need different sources organs to do so, for instance his hands. We know blue is blue, since we were told when we where little that the color we see is blue. Our sight was matched with what we know to be blue. Our knowledge is being matched with our sight, so that we know what something is. If one of these organs also known as sources does not work, or doesnt work properly a faulty image can be created. To prevent a faulty image to be created it is good to depend on both sources instead of only calling knowledge a true organ of sight. When taking this in account it can be said that the quote by Panchatantra Knowledge is a true organ of sight, not the eyes might not be fully correct, since the human depends on both the sources, knowledge and sight. It therefore only applies till a certain extent. When we relate this quote to science a whole new view gets created, when we look at biology we can see that observation by eye sight is needed to gain knowledge most of the time. Eye sight is initially needed for the first researchers to have gained this information. How would we have had all this knowledge if we did not find it out initially, it was initially found out by observing by eye, and therefore the eyes can also be seen as a true organ of sight. If eye sight was not available human beings would not have gained a lot of knowledge, and therefore human beings have to rely on both sources of sight and not just one.

Facts About Phylum Chordata - The Vertebrates

Facts About Phylum Chordata - The Vertebrates The Phylum Chordata contains some of the most familiar animals in the world, including humans. What sets them apart is that they all have a ​notocord,  or nerve cord, at some stage of development. You might be surprised by some other animals in this phylum, as they are very different from humans, birds, fish and the fuzzy animals that we usually think of when we think of the Phylum Chordata. Chordates Have Backbones or Notocords Animals in the Phylum Chordata may not all have a spine (some do, which would classify them as a vertebrate animal), but they all have a notochord. The notochord is like a primitive backbone, and is present at least at some stage of their development. These may be seen in early development, and in some they develop into other structures before birth: All have a tubular nerve cord (such as the spinal cord) above the notocord, which is gelatin-like and encased in a tough membrane.All have gill slits that lead into the throat or pharynx.All have blood enclosed in blood vessels, although they may not have blood cells.All have a tail that has no internal organs and extends beyond the backbone and anus. Three Types of Chordates While animals like humans, mammals and birds are all vertebrates in the Phylum Chordata, not all animals in the Phylum Chordata are vertebrates. The Phylum Chordata contains three Subphyla. The Vertebrates: Subphylum Vertebrata. When you think of animals, you probably are thinking about the vertebrates. These include all of the mammals, reptiles, birds, amphibians, and most fish. In vertebrates, a backbone develops around the notocord, made of bone or cartilage separated into segments called vertebrae. It protects the spinal cord. There are over 57,000 species of vertebrates.The Tunicates: Subphylum Tunicata. These include the salps, larvaceans, and  tunicates  such as the sea squirt. They are invertebrates as they dont have a backbone, but they do have a notochord during development. They are marine filter-feeders, with some tunicates living attached to rocks for most of their life except for a free-swimming larval stage. The salps and larvaceans are tiny, plankton-like free-swimming animals, although the salps  spend a generation as an aggregate chain. They have a very primitive nervous system. Many think that the ancestors of the tunicates also evolved into the vertebrates. There are about 3,000 species of tunicates. The Cephalochordates: Subphylum Cephalochordata. There are only about 30 species in this grouping. They include the lancelets, which are small aquatic filter-feeders that are fishlike. They have a large notochord and a primitive brain. Their circulatory system doesnt have a heart or blood cells. Classification of the Chordates Kingdom: Animalia Phylum: Chordata Classes (the classes in bold below include marine species): Subphylum Tunicata (formerly Urochordata) Appendicularia  (pelagic tunicates)Ascidiacea  (sessile tunicates)Thaliacea  (salps). Subphylum Cephalochordata Cephalochordata  (lancelets) Subphylum Vertebrata Actinopterygii (ray-finned fishes)Amphibia (amphibians)Aves (birds)Cephalaspidomorphi (lampreys)Elasmobranchii (sharks and rays)Holocephali (chimeras)Mammalia (mammals)Myxini (Hagfishes)Reptilia (reptiles)Sarcopterygii (lobe-finned fish)

Assignment Essay Example | Topics and Well Written Essays - 2000 words

Assignment - Essay Example The mayor of London was bestowed with the authority to take over the strategic roles and responsibility that would oversee the performance of different departments. In this consultative agreement, the mayor was assigned a major role to stimulate socio-economic expansion and development of the environment (Imrie, 2009). Moreover, the mayor was endorsed with the role of setting legislative strategies on various sectors in London such as transport, planning, and waste management. The aim of the statutory strategies was to improve the welfare of the people of London city as well as increase the power of the mayor of London. Moreover, the mayor was made responsible for setting up the budget of the city and the entire Greater London Authority. Moreover, the mayor was to oversee the budget planning of the subsidiaries of Greater London Authority such as the London Development Agency (LDA), the Metropolitan Police Authority (MPA) and London Fire and Emergency Planning Authority (LFEPA), Tran sport for London (TfL). In this agreement, the mayor was also responsible for appointing boards for the TfL, and LDA (Allmendinger, 2006). Literature Review Following the agreement, the mayor formulated policies that gave support to the development of sustainable environment. The aim of these policies was to facilitate well-organized age group use, and supply of energy in London. In addition, the aim of these policies by the mayor was to reduce greenhouse gas emissions and to deal with issues of climate change. Change of climate has been one of the most daring threats for the lives of the people of London city. Furthermore, London is challenged by lack of fuels therefore necessitating the formation of policies which would that would emphasis on the environment especially the issues that facilitate preservation of the surroundings for better well-being among the people (Greater London Authority, 2010). In his policy, the mayor of London was supposed to develop a legislative responsib ility that permits formulation of strategies that favor energy policies that are auspicious to the environment. The policies would achieve this through distribution of energy efficiency expenses to meet the wants of diverse individuals in the city. Recent research has predicted that water will be an unavailable resource in London owing to climate change and the growth of population in the region. The policies have led to the formation of Mayor’s Water Action Framework that is accountable for the regulation of water price limits in London (Greater London Authority, 2010). According to The Greater London Authority (2010), the framework molded would function under the leadership of environment agency. It is mandatory that all issues related to energy sources and water distribution be environmentally friendly in order to safeguard the well-being of the people of London is enhanced. It is imperative to take into consideration that manufacturing firms can easily contaminate the env irons through emission of fumes such as Carbon IV oxide, which destroys the ozone layer. Furthermore, discarding waste products such as chemical compounds, which are by-products of manufacturing processes, can also contaminate the surroundings through pollution of water particularly in the

Sociology- Egoistic Suicide Research Paper Example | Topics and Well Written Essays - 1000 words

Sociology- Egoistic Suicide - Research Paper Example The sociologist’s contribution to our understanding of suicide â€Å"is the relationship between society and the person who commits suicide† (Holmes & Holmes 25). According to Durkheim, egoistic suicide is illustrated by the â€Å"greater rate of suicide among modern individuals in the liberal, more educated, more well-to-do classes† (Lemert 46). This type of suicide is caused not by knowledge and education itself, but by the individual becoming too individualistic as a result of modern society’s failure to integrate the individual and provide moral protection. Egoistic suicide is sometimes the outcome of a person no longer finding a basis for existence in life. Thesis Statement: The purpose of this paper is to examine Durkheim’s theory of egoistic suicide, identify the similarities and differences between egoistic suicide and other types of suicide, and discuss Durkheim’s theory on the rates of egoistic suicides. Emile Durkheim’s Theo ry of Egoistic Suicide In Durkheim’s (1951) book on suicide, the sociologist delineated the fundamental differences in rates and types of suicide between traditional and modern societies (Appelrouth & Edles 111). Egoistic suicide results from a pathological weakening of the bonds between an individual and the social group. According to Durkheim’s theory, the two explanatory variables are integration and regulation. In societies where integration is low egoistic suicide results; when integration is high altruistic suicide results; when regulation is low anomic suicide results; and when regulation is high fatalistic suicide results† (Breault & Barkey 321). The extent of regulation in society depends on the extent of its control on the emotions and motivations of individual members. Breault & Barkey (p.321) conducted a comparative cross-national test of Durkheim’s theory of egoistic suicide involving indicators of religious, family, and political integration; while excluding the theory of regulation. The results of the study showed that the relationships between religious integration and suicide, family integration and suicide, and between political integration and suicide are inversely proportional. Further, the relationships between the independent and dependent variables are strong and very significant. Together, the researchers’ indicators of relgious, family and political integration explain about 76 percent of the variation in international rates of suicide. Egoistic Suicide in Relation to the other Types of Suicide A similarity between anomic and egoistic suicide is that both spring from the individual’s inadequate engagement with society. In egoistic suicide there is a lack of interactions in society and collective or group activity in the person’s life, thereby causing an emptiness deprived of purpose and meaning. However, in anomic suicide, society’s influence on controlling an individual’s p assions is lacking, causing an absence of a check-rein (Lemert 47). Thus, in egoistic suicide life may have been unbearable because of excessive self-discipline, while in anomic suicide life may have been unbearable due to inadequate self-discipline (Broom & Selznick 30). Similarly, there is both likeness and difference between egoistic and fatalistic suicide, because in both types one of the components is a lack of integration with society as a result of which life becomes devoid of meaning. However, in fatalistic suicide the person suffers a trapped feeling, and believes there is no escape (Lemert 47). In egoistic suicide there is no cause the individual dies for, the most important factor is the individual. This person

Coffee Industry and Todays Economics Demands Term Paper

Coffee Industry and Todays Economics Demands - Term Paper Example This essay stresses that economists posit that increased supply control, price regulation and fair trade initiatives could help solve the current coffee crisis. Fair trade guarantees farmers a fixed minimum price for their coffee, which can equal nearly two or three times the unsubsidized market price. Fair trade also eliminates the middlemen exporters involved in the coffee trade, who often pay farmers below market rates and then sell at the rates set by the New York Coffee Exchange, pocketing the excess money for themselves. This paper declares that the decline of the coffee prices is the worst news for the farmers but it is not as bad news in United States of America as in any other part of the world because they are the largest consumers of coffee. The world trade organization also plays a key role in determining the price of coffee. The policies of the world trade organization supports free trade which benefits both exporters and importers but at the end who is benefited largely depends on the price of the coffee. Because of the fall in demand the price of coffee has also fallen, which is quite natural considering the demand and supply function of the microeconomics. If there is less demand, the price of that particular commodity takes a toll and the price automatically falls. The price of coffee has taken a toll because of the decrease in demand, the only way out for the farmers and for all other people who want coffee to generate much more profit is to promote coffee and make sure that more and more people across the globe drink coffee.

Impact of Interprofessional Working on Service Users

Impact of Interprofessional Working on Service Users The purpose of interprofessional education is to allow students from multiple health care disciplines learn together in the same learning environment, gaining a greater understanding of each disciplines roles and contributions. Barwell, Arnold and Berry (2013) points out that interprofessional learning has shown to create teams that work together more effective and improve patient’s experience. This essay is aimed at discussing how service user’s experiences are influenced by interprofessional working. Furthermore, it will critically analyse how increase knowledge of other professional roles, service-user centred care (SUCC) and hierarchy influences the care received by service users (SU). An interprofessional working is defined as the relationship between two or more professionals working together, combining their skills and knowledge to provide quality, individualised care for patients (Nancarrow et al, 2013). In order to optimise the health care and well-being of the SU, health care professionals must work together to achieve the best possible outcomes. This is further supported by Department of health (2010) stating that, to optimise the care of the SU, successful interprofessional working is essential. According to Bridges et al (2011), elements of interprofessional working include; responsibility, coordination, accountability, communication, cooperation, assertiveness, autonomy and mutual trust and respect. This is the partnership that creates an interprofessional team designed to work on common goals to improve SU’s outcomes and experience. However, Robertson (2011) accentuated that, if there is no interprofessional working between health care professionals it can results in lack of coordination, poor communication with SU, increased lengths of stay in the hospital, increased service costs and death. As revealed in tragedy associated with the death of Victoria Climbie and Peter Connelly (Baby P), ineffective team work and poor communication among health care professionals contributed to the care experienced by SU. For this reason, the Lord Laming led inquiry (2003) emphasised the need for health care professionals to work together more effectively to improve service user’s health and well-being. SU are people who use health and social services, or who are potential user of health and social care services (Essen, 2010). SUCC is fundamental as it involves putting patients and their families at the heart of all decisions as suggested by De Silva (2014). Putting SU at the centre of their care will enhance emotional well-being and increase sense of SU empowerment and self-esteem. Similarly, Kelly, Vottero Christie-McAuliffe (2014) highlighted that interprofessional teams establishes a partnership between SU and their families to ensure decisions respects SU needs and preferences. This has the potential to improve SU satisfaction with their care as well as their clinical outcomes. Hence, providing reassurance, making SU more informed, providing support, comfort, acceptance and confidence are the basic functions of SUCC (Longtin et al, 2010). Although there is an agreement to Longtin et al (2010) and Kelly, Vottero Christie-McAuliffe (2014) evidence, however it has been argued that overwork and staff shortages are the main barriers to SUCC observed in the practical setting (PelZang, 2010). Likewise, West, Barron and Reeves (2011) study found sample of nurses working in 20 acute London hospitals were asked to complete a postal questionnaire based on a prototype employee survey established in the United States and adapted by the authors for the use in the United Kingdom. According to their findings, nurses are aware that there are deficits in standards of care in areas that are mainly important to patients. Their result found that 64% feel overworked and report that they do not have enough time for SU and their relatives. The heavy workload also reduces the time spent by nurses collaborating and communicating with other professionals, which can have a direct effect on patient’s safety. Furthermore, Dunn (2003) identified that lack of time, wisdom and motivation acts as barriers to SUCC. Owing to time and staff constraints, health professionals do not often sit with their patients, and when they do, they often listen to their concerns hurriedly (Buerhaus et al, 2006). This can be seen as one of the leading causes of poor communication and information and was linked to poor care and ineffective treatment outcome. Effective and efficient communication in interprofessional working is critical for the provision of high quality care (Mitchell et al, 2012). Epstein and Street (2011) articulated that patient values good communication, want to share in decisions and be treated with empathy and compassion. Besides, a shortage of staff results to rituals and routines of practice which hinder the development of SUCC in the hospital. PelZang (2010) added that, even in health care practices where SUCC is valued, the need for caring for many patients at a time can undermine profe ssional’s ability to provide physical and emotional support and respect for their SU preferences. Various research has found that SUCC improve the experience SU have of care and help them feel more satisfied, reduce how often people use services which will in turn reduce the overall cost of care, encourage people to lead more healthy lifestyles, such as exercising and eating healthier, improve SU knowledge, confidence and understanding in dealing with their health problems, ultimately, improving how confident and satisfied professionals feels about care provided (Adams, Maben and Roberts, 2014, Tsianakas et al, 2012, Eaton and Roberts, 2015). However, despite the significant of the positive outcomes of SUCC, Weinberg, Cooney-Miner, Perloff, Babington and Avgar (2011) noted that decision-making in interprofessional health-care teams is often hierarchical rather than collaborative. The authors recognised that those at the top have the greatest influence. This is in agreement with the views of Daniel and Rosenstein (2008) who mentioned that hierarchy differences can come into play and diminish the collaborative interactions needed to ensure that the proper treatment are delivered appropriately. Hence, this is detrimental to the delivery of SU care, consequently limiting SU from decision making regarding their care. Eisler and Potter (2014) emphasised on the need to avoid the negative influence of hierarchy on the quality of care delivered to SU as all members of the teams including the SU and relatives must participate in decision making and planning, so as to propel team work that will move the team forward for the best int erest of the SU. It is essential that health-care professional’s work together with SU and share knowledge, this way team members can contribute to a healthy work environment where all team members including SU feel empowered, engaged and respected (Fund, ‎2012). Working with other professionals is part of day-day practice in health and social care (Day, 2013). Within a team collaboration is only truly gained when everyone is working towards common goals, with a shared understanding of the means to reach them (Sheehan, Robertson, and Ormond, 2007). This has to be based on mutual trust and respect between team members, understanding, recognising and valuing each other’s skills and values endorsing what each member contributes to the team (Mitchell et al, 2012). Hence, in order to have a successful interprofessional practice, each team must agree to individual roles and responsibilities and have knowledge of other professional roles (Sutter et al, 2009). Interprofessional teams are established to meet the needs of SU (McDonalds et al, 2010). In order to provide the most effective and comprehensive service users care, team member must develop and maintain readiness to utilize the knowledge and skill of the interprofessional team members (Brdiges et al, 2011). McDonalds et al (2010) further discussed that; all health team members must have an understanding of the knowledge and skills that each team member can contribute in a given situation. Spaholt (2012) agreed to this and stated when health care professionals understand each other’s role and able to communicate and work together effectively, SU are more likely to receive safe quality care. Thus this will allow members of the team to be able determine who is best-suited to implement any given intervention that is required for effective SU’s care. Although Spaholt (2012) evidence was important, however the limitation of this study is the size of the sample was small whic h affected the generalizability of the study to larger population. Nevertheless, Kanaga Prestridge (2011) argued that, when roles and responsibilities are not clearly understood by team members, there is potential for essential tasks to be overlooked or duplicated. They further recognized that role overlap has been noted to exist in interprofessional care. McDonalds et al (2010) supports the argument of Kanaga and Prestridge(2011) evidence and stated that, when team members belongs to professions that are similar in terms of analysis, implementation, planning and evaluation of SU’s care, overlapping professional skills that lead to conflict and tension among member of the interprofessional team occur. Indeed Hartmann and Crume (2014) expressed that conflicts among member of the team can adversely have an impact on SU’s care and experience. So, to avoid this tension and conflict, health care team members should develop competence in recognising the skills which they can contribute to the team, as well as the knowledge and skills that o ther members of the team possess (Caldwell and Atwal, 2008). Pellat (2007) emphasised that, when a team member see other team members as having similar or overlapping roles, team members should clearly designate the professional who will assume responsibility for that aspect of care on behalf of the team. This will save time and effort for the team members and avoid frustration for the SU as long as findings are communicated efficiently among members of the team (McDonalds et al, 2010). In conclusion, SU’s care and outcomes are improved by effective collaboration and joint working between professions. Conversely, it is important to note that poor interprofessional collaboration can greatly have a huge impact on the quality of SU’s care. Thus skills in working as an interprofessional team, gained through interprofessional education are essential for high quality care. Undertaking this essay and participation in the interprofessional learning has allowed student to gain a clearer understanding of the importance of interprofessional working in improving SU’s clinical outcomes and experience.

Violence in The Crusades :: essays research papers

The Crusades were a bloody time period. They were a military campaign by the pope and the Roman Catholic Church to take back Jerusalem from the Muslims. They lasted from the 11th- 13th century. They were catastrophic and left Europe in ruins. Although the Crusades were such a violent period of time, they had a positive impact in history because of their role in the renaissance and exposing the Western world to the Eastern. The Crusades were an outlet for the intense religious tension between the Muslims and the church which rose up in the late 11th century. This all started because the church and the Catholics wanted the Holy Lands back from the Muslims. Around this time the church was the biggest institute and people were god-fearing. Pope Gregory VII wanted to control more lands and wanted to get back the lands that they had lost to the Muslims (Medieval Europe). So in order to get back these lands he launched The Crusades which he insisted to the peasants was a holy war instead. A major part of the fighters in the crusades were untrained and unqualified peasants who went out to get back the holy lands for the church from the ?evil Muslims? (Medieval Europe 164-167). This was called the Peasants Crusade. In order to get these peasants, who knew no better, to go and fight the church told them that if they were to go and fight these ?horrible Muslims? then they would automatically get admission into heaven. Of course this automatically appealed to the peasants being that they were so god-fearing. They thought that if they helped the church then they would go to heaven and so they jumped at such an opportunity to get a get-into-heaven-free card. These people in all their religious glory went in and attacked the city of Nicaea (TWW, 104), and got killed. The city of Nicaea was a well fortified city controlled by Seljuk Turks. The peasants went in and attacked and literally got slaughtered. Only 2000 peasants survived their hasty attack. Unfortunately mo st of the crusades went this way(TWW) The goal of the Crusades was to regain the Holy Lands in the name of the church and drive the Muslims out of Jerusalem. Violence in The Crusades :: essays research papers The Crusades were a bloody time period. They were a military campaign by the pope and the Roman Catholic Church to take back Jerusalem from the Muslims. They lasted from the 11th- 13th century. They were catastrophic and left Europe in ruins. Although the Crusades were such a violent period of time, they had a positive impact in history because of their role in the renaissance and exposing the Western world to the Eastern. The Crusades were an outlet for the intense religious tension between the Muslims and the church which rose up in the late 11th century. This all started because the church and the Catholics wanted the Holy Lands back from the Muslims. Around this time the church was the biggest institute and people were god-fearing. Pope Gregory VII wanted to control more lands and wanted to get back the lands that they had lost to the Muslims (Medieval Europe). So in order to get back these lands he launched The Crusades which he insisted to the peasants was a holy war instead. A major part of the fighters in the crusades were untrained and unqualified peasants who went out to get back the holy lands for the church from the ?evil Muslims? (Medieval Europe 164-167). This was called the Peasants Crusade. In order to get these peasants, who knew no better, to go and fight the church told them that if they were to go and fight these ?horrible Muslims? then they would automatically get admission into heaven. Of course this automatically appealed to the peasants being that they were so god-fearing. They thought that if they helped the church then they would go to heaven and so they jumped at such an opportunity to get a get-into-heaven-free card. These people in all their religious glory went in and attacked the city of Nicaea (TWW, 104), and got killed. The city of Nicaea was a well fortified city controlled by Seljuk Turks. The peasants went in and attacked and literally got slaughtered. Only 2000 peasants survived their hasty attack. Unfortunately mo st of the crusades went this way(TWW) The goal of the Crusades was to regain the Holy Lands in the name of the church and drive the Muslims out of Jerusalem.

Ethics of Kant and the Categorical Imperative Essay

What is a categorical imperative? A categorical imperative is a moral obligation which is absolute and necessary in any moral situation and isn’t reliant on a singular person’s desires or wills. For Kant, categorical imperatives are the foundation for morality because they invoke â€Å"pure† reasons for our moral actions and decisions since each rational being reasons to act outside of their own personal desires or will which may cloud judgments or impose a biased verdict of the situation. Kant explains this by distinguishing two different kinds of imperatives; categorical and hypothetical. Obviously Kant is interested in categorical imperatives and uses this distinction to show the difference between them so that categorical imperatives come out stronger. As stated before, categorical imperatives according to Kant are moral obligations which are absolute and necessary in any moral situation and isn’t reliant on a particular person’s desires or purpose. He also says that categorical imperatives (obligations) are such if they are of a commanding or imposing nature. For example â€Å"Don’t murder! † is a categorical imperative which is binding to every rational person and forces a person to act of good will. Hypothetical imperatives on the other hand are obligations in which there is an end result of your action which is in turn a result of your personal desires our thoughts. An example of a hypothetical imperative is the statement â€Å"If you want to stay out of jail, then don’t murder†. Here, there is no sense of authority behind it; it doesn’t have any weight or value behind it. He further distinguishes that there are different types of imperatives which make us act or think the way that we do in a question of morality. These distinctions are imperatives of skill, imperatives of prudence, and imperatives of morality. Kant does recognize the imperatives of skill and prudence even though he doesn’t believe them to be intrinsically â€Å"good† or â€Å"of good will†. Imperatives of skill call for action and are a means to an end in which the end that the person is seeking isn’t the end result of happiness but something else. An example of this would be the duty to not smoke cigarettes in order to live a healthy lifestyle. Here, your end goal is to live a healthy lifestyle in order to avoid conditions associated with smoking. Imperatives of prudence also calls for action and is a means to an end but with the end result being a product of the person hoping to achieve happiness. For example, the duty to be polite and respectful so that others will do the same unto you and in turn you will be happy. Here, you are hoping to achieve the end of being happy by acting in a polite and respectful way. Imperatives of morality for Kant are totally different from those of prudence and skill. These duties do not have a specific means to an end but instead they represent a way of determining what to do because of what is morally right. These imperatives are the ones in which they are categorical since a rational being is one in which you are exposed to a situation in which you must determine what the right thing to do is and being a rational being, you choose the action which has good will which in turn means you are acting my duty due to respect and understanding of morality in general. For example the duty to not physically harm another person doesn’t have a specific end that will satisfy yourself but it is the morally right thing to do if you are a rational person who respects the wellbeing of yourself as well as others. How does he arrive at the conclusion that The Categorical Imperative is the â€Å"purest† way to reason your morals? He reasons that the only thing that is unconditionally good is the good will and that good will is an act of duty. For Kant, acting from your duty means not acting by your own desires and wills but for respect of morality in general. Looking at the Categorical Imperative versus other moral theories, the Categorical Imperative is the only one in which a person’s desires or inclinations aren’t needed to make a moral decision (versus Aristotle’s view that a person’s skill and acting prudently is what contributes to moral decisions). Therefore; the only thing that is unconditionally good is to act according to The Categorical Imperative. From this, Kant is saying that the amount of value placed on morals of any action or decision depends on moral duty and moral law. For Kant, if a person acts from a good will then they are acting by moral duty and if a moral decision is binding to every person capable of having a rational thought, then they are acting by moral law. Since both are required for a â€Å"pure rational reason†, then The Categorical Imperative is the only moral law which allows us to meet these requirements of allowing us to act from good will and to also be binding to every person. Even though Kant does seem to be making his point, he has many flaws in his reasoning. One problem is that he doesn’t look at the big picture; he seems to say that if we are to make a moral decision then it should be based on being intrinsically good so that you are able to universalize it which is a good thought however he doesn’t look at situations case by case. He doesn’t believe that there are any exceptions to his theory about categorical imperatives, he believes that it is morally right to act in a certain way for one situation, then you should act that way in all situations and also if it is wrong to act a certain way then it is wrong to act that way in any situation you are in. An example of this is say your best friend is very sick in the hospital and is feeling down. None of his/her friends seems to be coming to visit so your friend’s mom asks you to go and visit but then she adds that she will pay you twenty dollars if you go and do it. So you go and visit your friend which cheers them up. A few weeks later when they are out of the hospital, your friend’s dad accidentally tells your friend that you were paid by their mother to go visit. Your friend is infuriated and confronts you about the situation. Here is the dilemma: do you tell your friend that you were going to visit them anyway and the money was a bonus or do you lie and say that you never took the money in order to save your friend from hurt feelings and a damaged friendship? In this situation Kant would have you tell the truth because lying in general is immoral so if it is immoral in one situation, it is immoral in all situations no matter the circumstances. Another problem with Kant’s theory is that it creates contradictories since there is no room for exceptions even though some duties conflict with each other. An example I will use to show is this from the Bible in Numbers 10:4-6: â€Å"Who will give us meat to eat? † they said. â€Å"Think of the fish we used to eat free in Egypt, the cucumbers, melons, leeks, onions, and garlic! Here we are wasting away, stripped of everything; there is nothing but manna for us to look at! † Here, the Israelites are complaining about their new source of food which God provided for them, because it isn’t tasty and that is the only thing they have to eat. The Israelites are contradicting their new found freedom by wishing for the food they had back in Egypt when they were enslaved under the Pharaoh. Should they be thankful for their newfound freedom even though they have bad food or should they desire the good food they had while they were enslaved? This is a contradiction. Kant seems to only focus on the motives for our actions in moral situations versus the actual outcomes of our actions (which is kind of the point in acting or not acting in a dutiful way). There are many times in which we have good intentions for a situation but what ends up being the outcome of those intentions are abysmal. For example, consider a family member is terminally ill and is in constant pain on a daily basis. There is no hope of a cure or for the pain to diminish; your family member must endure the pain until the illness kills them. What if your family member asked you to aid in their plan to commit suicide in order to escape their pain? Say you come to the decision to help them after deciding it is the morally right thing to do. Without thinking of the outcome of the situation, you are soon found guilty of a felony charge of aiding in a suicide. Even though you had good intentions, the outcome of a person dying with the help of another person clearly outweighs the good and the outcome of the act is just as important as the decision itself. Overall, morality is too complex and full of exceptions to situations so that specific decision procedures won’t work. Kant believes that morality necessitates that we do the morally right thing because it is right, and for no other reason. He also believes that we should account ourselves to the same standards we would require of everyone else so that we aren’t placing exceptions for our own benefit. We must use our reason to come to our own conclusions about good will and ignore our predispositions even if they tend to point in the right direction. An action or decision is only intrinsically worthy because of your ought to do it, because of your obligation to do it. I think what Kant was trying to aim at was the importance of a person’s character (acting the right way even when you may not want to). Only the actions done from our obligations have any value. They have value because we will them from our obligations not because of the goal we try and achieve or the outcome we intend to happen. We have obligations to each other and our actions are right when we are correctly motivated in the face of every obstacle keeping us from those obligations. It isn’t easy being unbiased by our predispositions or desires, but predispositions and desires are often conflicting with what is right. Works Cited The Holy Bible: King James Version. Dallas, TX: Brown Books Publishing, 2004. Kant, Immanuel. Groundwork of the Metaphysics of Morals. Cambridge University Press. 2012. Print.

Juvenile Court Systems

Juvenile Court Systems Free Online Research Papers Our juvenile court systems have come a long way. Juveniles sometimes need help to get there life’s in order and track. There are various ways for juveniles to get the help they may need to get back on track The major difference between our juveniles and the adults they commit crimes is that there are many private facilities for the juveniles. There are different types of facilities that can and do benefit our juveniles we have many short-term facilities for examples like shelters and detention centers, diagnostic centers and reception. You also have the Long-term facilities boot camps half way houses group homes and many more. There are so many options that a juvenile has but are not limited to psychiatric hospitals private institutions. Correctional programs are designed as an option that gives the offender with official approval and management in a commune place location than being in a jail house. Commune based correction came about in the 1960’s, but through the early 1970’s and 1960’s federal grants were presented to community correction programs. Then they began expand, but â€Å"cbc† was only suppose to be in the vicinity of the eight judicial districts. Some programs may offer the offenders an education which is known as a halfway house for juveniles to live together and go to school, work with guardianship and therapy. Correction centers are mostly for juveniles that are considered status offenders. Theses juveniles are the ones that are charged with an offense that the court see as an adult may do. Things like a juvenile that runs away from home, breaking the curfew violations, skipping school underage drinking, , or beyond a parents control. When a child gets there first Statu s offender charge they are usually not incarcerated on their first offense, but once the juvenile has violated a court order they are labeled a delinquent and they will be sent to a detention center or corrections facility. There is a children’s home in my area called The United Methodist Children’s Home. The home provides many services for all types of kids. Lot of the youths in the home is referred by division of family and children services and also private referrals are accepted. The average stay in the home is around 18 months. The home helps with campus care group care, independent living programs, short-term family housing, foster care, transitional living program, counseling, education foster adopt programs and much more. The facility is not mainly for juveniles that have committed crimes but for the ones that have nothing else and 9 times out of 10 will turn to crime. The home helps kids see that there are people that can and will help them see what else there is out there to keep them out of trouble. It helps them get an understanding on life and the positive things in life. It gets them ready to live in the real world. The value of a detention center is reliant to lead us to deal with the issues the juvenile will confront. The juvenile detention center isn’t like the group homes or shelters in a secure facility but the juvenile is only placed there for a provisional point of time until legal action is taken. Juvenile detention facilities are here to up hold youths in the juvenile justice system that are waiting to go to court and are also waiting to hear the decisions like hearing, probation, confinement or community service. Juveniles are also sent to a detention centers by court order, most of the time it is no more than 120 days. Juveniles are put in detention facilities under court order, if they cannot be sent home, or to prevent them from harming themselves or others. We have many youth detention centers in our area. Sad to say but it is a good thing because we need them but the fact that we have so many is a sign that we have a lot of juveniles that have to be sent there. We have one in the metro are in Atlanta called Metro Regional Youth detention center and also one closer in Warner Robins called Houston county Youth detention center. They both have a lot in common. In my area they all are ran pretty much the same. the community detention centers are programs provides a non secure alternative to detention in a regional detention center there programs consist of in home supervision at which until the child goes to court they are allowed to stay at home then there is electronic monitoring this is when the child wears a leg monitor and is not allowed to leave home after a certain time. In my area we also have what you call alternative schools this is for kid that get in repeated trouble at there regular school. In my opinion this is a step before a child gets into serious trouble and has to go to a real detention center. When a child get into trouble at school they are sent to alternative school so they will be able to bet there education but they are being punished at the same time for what they have done at regular school. In my opinion juvenile are given many choices and chance to get there life’s together before they become adults and end up in prison and treated like adults. References Houston County Detention Center. (2009). Houston County. Retrieved May 8, 2009, from houstoncountyga.com/government/sheriff/sheriff-detention-center.aspx Metro Regional Youth Detention Center. (). Education.com. Retrieved May 8, 2009, from education.com/schoolfinder/us/georgia/atlanta/metro-regional-youth-detention-center/ Research Papers on Juvenile Court SystemsThe Relationship Between Delinquency and Drug UseNever Been Kicked Out of a Place This NicePersonal Experience with Teen PregnancyCapital PunishmentInfluences of Socio-Economic Status of Married MalesEffects of Television Violence on ChildrenThe Effects of Illegal ImmigrationHip-Hop is ArtRelationship between Media Coverage and Social andMarketing of Lifeboy Soap A Unilever Product

How to Conjugate the French Verb Adorer (to Adore)

How to Conjugate the French Verb Adorer (to Adore) The French verb  adorer  means exactly what it looks like: to adore. Its a regular verb and that means that it follows a simple pattern when conjugating it to fit the subject and tense of your sentence. This is an easy French lesson and by the end, youll know exactly how to conjugate  adorer. Conjugating the French Verb  Adorer In French, verbs are conjugated in order to match the tense and subject pronoun of the sentence. The pronouns are the I, you, he, she, we, and they that act as the subjects. These are the basic pronouns like  j, tu, il, nous, vous, and ils that you learn in basic French lessons. Adorer  is a  regular -er verb  and it follows a simple pattern for changing the ending as we conjugate it from tense and subject. Once you are familiar with the pattern, you can conjugate any number of similar verbs. The following chart explains how  adorer  is conjugated into the  present, future, imperfect past, and present participle tenses. You will match the word with the subject your speaking about. For instance, to say, I adore, you would simply say jadore in French. Its actually quite easy when you put it to practice. Subject Present Future Imperfect j' adore adorerai adorais tu adores adoreras adorais il adore adorera adorait nous adorons adorerons adorions vous adorez adorerez adoriez ils adorent adoreront adoraient Adorers Present Participle The  present participle  of  adorer  is  adorant. The -ant  ending is used in a similar manner to the -ing in English. In this form,  adorant  can be used as a verb. You may find it helpful as an adjective, gerund, or noun as well. Adorer  in Past Tense Beyond the imperfect past tense, you can also use the common  passà © composà ©Ã‚  to express that you adored something.   In order to do this, you will need to add the  auxiliary verb, or helping verb,  avoir  in a conjugated form. Also, rather than changing the  adorer  verb to match the subject, you can simply use the  past participle  of adorà ©. For example, to say I adored, you can simple say jai adorà ©. Likewise, to say we adored in French, you will say nous avons  adorà ©. In these phrases, ai and  avons are conjugates of the verb  avoir. More Conjugations of  Adorer Those are the easy conjugations and the ones that you will use most often in French. There are special circumstances when you will need to use another form of  adorer. The subjunctive is a verb mood that expresses that an action is subjective or uncertain. The conditional verb mood tells you that the adoration only applies under certain conditions. You may never use the passà © simple or imperfect subjunctive as these are used in formal writing. However, its a good idea to be aware of how they are used. Subject Subjunctive Conditional Passà © Simple Imperfect Subjunctive j' adore adorerais adorai adorasse tu adores adorerais adoras adorasses il adore adorerait adora adorà ¢t nous adorions adorerions adorà ¢mes adorassions vous adoriez adoreriez adorà ¢tes adorassiez ils adorent adoreraient adorà ¨rent adorassent The imperative form of  adorer  is the last conjugation that you may use from time to time. This is also a verb mood and it allows you to refrain from using the subject pronoun. For instance, instead of saying tu adore, you can simply say  adore. Imperative (tu) adore (nous) adorons (vous) adorez More Ways to Express Love and Adoration in French French is often called the language of love. While you are studying the conjugations of  adorer, you might want to expand your vocabulary to include other French words for love. Its fun and a lesson that youre sure adorer.

Global teamwork and management through network technologies are now Research Paper

Global teamwork and management through network technologies are now available to all companies, large or small - Research Paper Example t virtual teams are, there characteristics, their merits and demerits and finally how to ensure that one succeeds in using them now and in the future. From literature there is no unified definition of what virtual teams are. However from the numerous definitions the recurring descriptions are that they are teams working across boundaries of space and time – here referring to geographic or temporal dispersion – with coordination of work done predominantly through the use of electronic information and communication technologies (Ebrahim, Ahmed, and Taha 2654; Ganguli and Mostashari 3). That said the most widely accepted definition of virtual teams is that they are â€Å"a group of geographically, organizationally and time dispersed workers brought together by information technologies to accomplish one or more objectives of the organization (Powell, Piccoli, and Ives 10).† From these definitions we identify three predominant characteristics of virtual teams. The first is that at least a member of the team has to be located in a different location, time zone or organization. Secondly, communication within the team is done mainly through the use of Internet and electronic media. Lastly, most of the virtual teams are created to do projects. This implies that virtual teams get disbanded on project completion. So if these teams often get disbanded at the end of a project the question is why should an organization choose to go through the trouble of establishing virtual teams? To begin with virtual teams provide organizations with unprecedented levels of flexibility and responsiveness (Powell, Piccoli, and Ives 15). In today’s rapidly changing business environments due to disruptive innovations organizations cannot afford to be laggards. It is quicker to set up a virtual team to strategize on short-term response measures to mitigate the effects of a competitor while the company devises a long-term strategy. This is because with virtual teams the company can

Green Computing Case Study Example | Topics and Well Written Essays - 500 words

Green Computing - Case Study Example The software component shall also look at aspects and areas of conserving energy. The project will be implemented as part of the larger organizational strategy and policy of the company. As part of the objectives of the project, all staff are expected to receive a very high level of education and awareness on how they can, on an individual basis apply basic rules and principles on the effective and efficient use of information systems. The training is expected to be part of the skills and knowledge of all existing staff as well as new staff. Much of the desire to go green in computing will come with the use of the right IT tools that have been passed for efficiency and effectiveness. To this end, there will be an outsourcing exercise to replace all existing IT tools that cannot guarantee this purpose. This is going to be the major task involved in the green computing project. As there continue to be an enlightened awareness among the public on the need to protect the environment towards future preservation, more and more people are becoming inclined on the need to do business with companies that guarantee environment protection (Perry, 2008). It is therefore an objective of the project to help raise a competitive advantage (Risk Management Guidelines, 2004) for the company by the close of the project. The success of projects is best tested when they achieve the objectives for which they are carried out (Perry, 2008). A very basic success criterion that will be used to measure the impact of the project shall therefore be a project objective scorecard or checklist, which shall be marked after six months to determine the areas of achievement and areas of failure. A very basic approach that will be used in managing the project shall be a delegation and decentralized approach whereby there shall be various divisions among the departments of the company. Under each of these divisions, there shall be a head, to who members of the

Evaluate the career opportunities and challenges for a new Essay

Evaluate the career opportunities and challenges for a new practitioner in the film discipline - Essay Example It should be noted that the film industry have evolved majorly since 1880 and for nearly century and half it has become the main source of entertainment for the society (Rousseau 2012, p.132). The growth in the film industry has also led to the growth in the size; thus, the employment opportunities. The film industry has engulf numerous sectors due to the advancement in the technology and societal expectation thereby providing numerous job opportunities in line with acting, producing, directing, editing, special effect management, designing, and even adaption and translation (Hjort 2013, p.45). Other than acting, film discipline offers development in dram techniques that involves particularly fiction. Fiction is a human performance of theater. It is complex and combines numerous transitional elements to arouse feelings, ideas, as well as unique state of mind to the audients. Despite the career opportunities in filming industry, the industry also poses the numerous challenges; thus, t his easy aims at analyzing numerous career opportunities and challenges in the film profession. Career opportunities that practitioner of the film discipline varies with the interest line or profession that an individual is in interested to pursue. Despite the general introduction to the discipline, the practitioners may opt to specialize at different levels of study mainly in undergraduate or graduate levels. Some of the major career opportunities that filming for the practitioners includes animation, narrative, documentary, production, and screenwriting as well as dancing (Smith & Dean 2009, p.167). The studies of films and its related disciplines involve critical examination of theatre, film, music, dance, performance, and dramaturgy. Moreover, film production also requires the analysis of the performance of actors and film producers. Despite the career line of film studies, the field requires the studies of history of theatre, acting, dramatic theory and criticism,

Teaching Without Joy and Learning Without Hope by Gandhi Essay Example for Free

Teaching Without Joy and Learning Without Hope by Gandhi Essay I would like to begin my sharing with this paragraph that I read from the book of Dr. Jesus Palma, on Curriculum Development System: â€Å"The teacher performs two very important functions in the educative process. One function is that of â€Å"character formation† which is caused out through modelling, counselling and the application of behaviour management or discipline. The second function of the teacher is that of â€Å"instruction† which consists of a set of experiences and resources that the teacher and learners utilize to achieve the learning objectives. The two aspects of instruction are â€Å"teaching† and â€Å"learning†. TEACHING is the responsibility of the teacher, a professional adult person trained for the job. It involves the intelligent arrangement of the environment and resources of learning that will evoke the right kind of response from the learners, a group of young maturing individuals under the care of the teacher. LEARNING is done by the learners by using optimally the learning resources and undergoing the planned learning experiences. The common concern of the teacher and the learners is that curricular requirements are met and standards of achievement attained so that learners develop according to the profile of the â€Å"IDEAL GRADUATE†. † Yes, indeed, learning is the top priority in our educational system and teaching or what the teacher does is important only insofar as it advances the intended learning outcomes to have an ideal graduates! I see teaching as a process of â€Å"helping† the learners learn or a process of â€Å"facilitating† learning. The word â€Å"help† and â€Å"facilitate† I think can only be possible with JOY. If learning is the top priority the teacher must not hold back on this so that he/she may able to show HOPE in learning. As I am reflecting, every day I am looking forward to feel the passion and joy to act in this profession though many times I feel it is tough and not easy. I believe that â€Å"teaching without joy† may lead towards â€Å"learning without hope†. Allow me to share with you the following daily reminders of joy and hope for a teacher to avoid these blunders and to keep the joy in teaching and so to advocate hope in learning 1.  Harness the virtue of patience inside me: it helps, however, it is much great indeed if I am showing by example how to hold my students with arms of love (hold my temper I guess ? ); 2. Be creative to use different options and utilize every â€Å"tool† (strategy and methodology) that I have. It is really a great help for the students to see from their teacher the effort of being creative, because in creativity there is joy; 3. Be wise not to teach everything that I know, never stops learning from as many sources as possible and not to bother learning what is unimportant to teach wisdom beyond knowledge; 4.  Seek always for serenity: I will not allow students to dictate my own mood or my stress level, as much as possible I will choose to stay calm and cool; 5. Learn to listen: we can also learn from our student’s point of view and actions. I am not in the classroom just to give my lecture but I am with them as their guide who willingly partakes in a give and take relationship of love and friendship; 6. Persevere: never give up on my students, continue to motivate, encourage them to turn their dreams into reality and make them realize that a goal is worth pursuing until it is reached; 7.  Be gracious in speech: thinking, â€Å"what was the last word I’ve said to my students? † of course it is important to express gratitude for their lives rather than irritation with their faults; 8. Doing what is best: with all sincerity, it is important also to ask God what He desires for my students and then I will line up my teaching efforts accordingly; 9. Radiate Sunshine: I will always remember that every class is a blessing and I shall not forget to light up the classroom with a sincere smile. I will teach with a happy heart; At the end of the day I think it is good to have, 0. A moment of reflection of what had happened in the whole day. If I find myself tired and empty, I will try to restore in me the joy. If I have lost enthusiasm for teaching, I will go back again with my mission statement, I will ask God to renew my vision and courage and recapture the essential meaning of â€Å"Why I became a teacher? † definitely, I am not a perfect teacher bu t I know in my heart I am trying to find my own purpose and meaning as I spend my time in the classroom each day of my life. In all humility, I am accepting this profession as my ministry more of as a job. I am praying that the Master of all Knowledge, the Almighty will give me strength to pursue and enlighten my whole being and so to desire always to give my best and passion in teaching. Teaching is just like a service, Gandhi said: â€Å"Service which rendered without joy helps neither the servant nor the served. But all other pleasures and possessions pale into nothingness before service which is rendered in a spirit of joy†.