Monday, September 30, 2019
Drawing the Line on Political Correctness Essay
Introduction            It is funny how over the years, humor had changed tremendously. Television networks do not intend to offend anybody, except for the ego-driven celebrities and politicians as well as constant draws which satirize church people and family driven values.            It is not because some things are now regarded revered. The viewers have also changed. They cannot express amusement at themselves to any further extent. One concrete example is the old sitcom, titled Murphy Brown, which over ten years ago, has been the center of contention on the subject of political correctness. The show on October 11, 1993 was aired and was regarding a series of comments made on-air made by Murphy and Peter which all got gashed up, and had the entire staff production required to attend a session on political correctness (Tucker 1).            That particular episode exposed much of the irrationality of how people can get easily offended by the least thing said, such as: â€Å"I’m not black, I’m African-American†as one character protested. Another beamed up â€Å"I’m not African†¦I’m black†. â€Å"I’m not black†¦I’m brown!†Networks have determined that it is impossible to say anything without getting anyone offended by someone, so they have principally decided not to pronounce anything (Tucker 1). Political Correctness            In 1980’s, political correctness or PC emerged as a communal tyranny. It was an impulsive or unprompted statement of specific expressions, behavior and ideas considered legal but must be outlawed and those who disobey will be imposed with punishment. It began with little influence and later on had grown to such popularity till it then started written and unwritten law in the community. By way of those declared in the public as not being politically correct fitting the subject of state or mob prosecution (Atkinson 1).            In the effort of pointing out the detestable background of political correctness is to reiterate the vital significance of freedom of speech, freedom of voice and plain speaking; such are the safeguards of the community against the nuisance of tyranny, the absence of these factors indicates having no tyranny. For that reason, any form of expression prohibition or those summoned by the slander, libel and public decency laws, are considered matters of severity subject by methodology of common law and not by mob dictations (Atkinson 1).            The affirmed coherent of this oppression is to avert people from getting offended; to coerce each one to stop the use of behaviors or words which can displease women, non-whites, homosexuals, the fat, the stupid, the ugly or the crippled. This exposes not only its irrationality but its stimulation. The set of values which are not accepted are those apprehended by the earlier generation, for such reasons, the terms dagos, wogs, niggers, coon, sheilas, poofs, spastics and have turned out to be profanation, because, in an action of infantile rebellion, their issue have develop as well-regarded by the latest generation (Atkinson 1). Political correctness is simply the antipathy of spoilt children bound for against their values of the parents (Blazquez 1).            A decline in the community takes place at the time the greater part of its people turned out to be self-centered, and beneath this power it gradually takes apart all the manacles in the lead of decadence brought about by customs, law, manners, tradition and beliefs. As each succeeding generation of self-centered people accede to be in command of the community, it grabs its chance to desert further of the exasperating fetters that wisdom and genius had instilled. The social annihilation and its proponents attain their unfounded principle by openly taking on irrationality by means of slogans at the same time as defaming those who do not sustain their standpoint (Atkinson 3) .As part of the social decline due to political correctness it makes each generation by another one crafts public behavior less rational and less restrained.            In the present day we face up to a problem of political correctness which is the direct opposite of the liberal tradition. Wherein liberalism promotes challenging political ideas, political correctness, by language, conduct or law, tries to find how to hold back the expression of the ideas. The fundamental nature of social equality is the preference of opinions and ideas, and the liberty to convey the ideas. However democracy is not all about choice, it is moreover about majorities. The values and ideas of the greater part are capable to succeed over to other choices. The politically correct pay no attention to the autonomous ideal in terms of both the majoritarism and choice. It is their objective to have the institutions of the state captured and mould them to reveal their outlooks. The reality that their thoughts may not mirror the thoughts of the majority, or certainly are particularly conflicting to views of the majority, is of no importance. It is the views’ imposition that matters. Hence this is the deep-seated predicament with political correctness (Hanan 1).            There are three features in political correctness. The first is that, political correctness is a set of beliefs and attitudes which are separated from conventional values. Next, the person being politically correct has a narrow outlook on how people ought to sense and what they are allowed to talk about. Third and mainly significant, political correctness is rooted in institutions of the public, which comprise a lawmaking support, and which have compelling powers. It is this third feature that provides political correctness its influence. The absence of this confine of power the outlooks of the politically correct will merely be an additional view in the arena of ideas (Hanan 2). An institution, government is or a person is politically correct when they stop to correspond to the welfare of the preponderance, and become concentrated on the concerns and cares of sector groups of minority.            Political correctness and its origin does breed confusion. This is for the reason that political correctness has its beginning in equality campaigns, specifically the racial equality campaign, which has regularly been motivated by politics and its liberal side. The existing result is that the more raucous adversaries of political correctness plunge into the corner of involving, for instance, that racism is acceptable, basically since it is not politically correct. Doing the contrary to what is politically correct is not the base to be in opposition to political correctness (Hanan 3). This ensnares, on the other hand, point out why it is imperative to evaluate the predicaments emerging from political correctness.            Retorts about Vice Presidents are a revered custom on TV. But the issues of Dan Quayle in an Emmy Awards ceremony bear a resemblance to a Rodney King thrashing by the elites of Hollywood. Quayle is television’s superior beating guy ever in view of the fact that he made campaign issue on Murphy Brown; it was a ram of what appeared like every onstage joke. Diane English, the creator of Murphy Brown, topped the evening with an argument of single mothers that traversed the line into adherent nastiness. â€Å"As what Murphy has said to herself, ‘I couldn’t possibly do a worse job raising my kid alone than the Reagans did with theirs.’ â€Å" The viewers applauded and laughed on lines such as these. However the reaction was extra troubled and concerned. At a campaign rally Quayle used the Emmy volley to stress his point that â€Å"Hollywood doesn’t like our values.†Numerous parties in the industry of television approved that the entire flaunt was, at the semantically criticism like values of religious faith, marital fidelity and patriotism. Quayle writes that â€Å"Tens of millions of Americans now see the entertainment industry as an all-powerful enemy, an alien force that assaults our most cherished values and corrupts our children†(Zoglin 1). The Republican-political episode in which Murphy reacted to the Vice President, while hurriedly nursing to her new born; she heeds his remarks on television and responds with disbelief: â€Å"I’m glamorizing single motherhood? What planet is he on? I agonized over that decision.†Afterward, she emerges on her television show to respond to the charges of Quayle: â€Å"Perhaps it is time for the Vice President to expand his definition and recognize that whether by choice or circumstance families come in all shapes and sizes. And ultimately, what really defines a family is commitment, caring and love.†(Zoglin 1) Conclusion            What can be done to deal with political correctness and its problems is to eliminate the encouragement role of such seen on televisions. They should be apprehensive with the arbitration of rights, not disseminating the politically correct ideologies. Their backing character roots from their lawmaking permission. It is the point to eradicate this permission which does slight more than allow misinformation (Hanan 4).            In these modern times, many people are amused with how funny lines are thrown in television shows, especially when the icons make fun of prominent people using politically correct terms which are perceived to be satirical and insulting. Political correctness does not happen only in the industry of television, each individual may encounter such lines which can cause annoyance and getting offended. For instance when one is told that â€Å"she does not wear too much makeup, she is cosmetically oversaturated†or when one is told to be â€Å"afraid of commitment then he is monogamously challenged†. It can be very much insulting indeed. Political correctness is something that should be eradicated in the society. There should be lines drawn as to when joking or entertaining goes, it should not go beyond the point of insulting and degrading someone’s character, because no person has the right to insult nor hurt their sensible beings. The television industry is such a great means of influence; hence they should realize the sensitivity with which their messages affect their audiences. Works Cited Atkinson, Phillip. Political Correctness. 2000. A Theory of Civilization. 3 February 2008            . Blazquez, Augustin.April 8, 2002. Political Correctness: The Scourge of Our Times. Newsmax. 3 February 2008 . Path: Archives; Articles; 2002. Hanan, Ralph. The Problem with Political Correctness. June 22, 2005. National. 3 February 2008 . Tucker, Jamey. Politically Incorrect Humor. April 11, 2005. Jamey Tucker’s Blogsquat. 3            February 2008 . Zoglin, Richard. Sitcom Politics. Sep. 21, 1992. Time Magazine in parnership with CNN. 3 February 2008 . Path: Time; Magazine; Article
Sunday, September 29, 2019
‘Of Mice and Men’ †The Theme Of Lonelyness Essay
Many of the characters in ‘Of Mice and Men’ are lonely. They experience loneliness and seek comfort in many different ways. Loneliness is defined as the unhappiness that is felt by someone because they do not have any friends or do not have anyone to talk to. People deal with loneliness in many ways. Introverts form a barrier and keep people away. They want to be isolated from others and keep to themselves. They have neither roots nor friends. Introverts usually keep quiet and draw in on themselves. However, extroverts are the opposite. They seek attention and react to their environment by being aggressive or are overwhelmed with emotions. Loneliness is a major theme in ‘Of Mice and Men’; George and Lennie manage to avert it by their relationship; it embitters Candy and Crooks and it kills Curley’s wife. Steinbeck sees loneliness as a part of the human condition, something we are born with, and something we either fight or endure for the rest of our lives. Soledad, ‘Our Lady of Loneliness’ is not a nurturing environment. It is a place where everybody is isolated because there is a lack of trust and friendship. The Great Depression of 1929 led to this because in many states of America there was unemployment, a lack of money and no relief offered to jobless men and women. Without work, many people lost their self-respect; others continually struggled to find work, often travelling thousands of miles across America, leaving homes and families behind them. They were known as itinerant workers. In the country things were almost worse than they were in the cities; farmers were being driven off their land, there had been a series of droughts which had ruined the crops and dried up the soil and farmers could not afford to re-pay the bank loans which helped them to buy their farms in the first place. Men used to move from ranch to ranch trying to look for work to earn a living and because of this, it was hard for them to make friends. Some who realise that they are lonely seek comfort in many ways such as having a ream or reading books like Crooks does. Others who are lonely, like Curley do not seek comfort because they are not aware of it. During that time, many of the Americans sought comfort by having the American dream; which was to own a piece of land however big it was and to earn money from it. One of the characters who experiences loneliness and seeks comfort by having a dream is George. He does not experience it as much as the other characters on the ranch as he has a companion, someone who he can befriend. George looks after Lennie and acts like a parent figure. An example of this is when Lennie drinks â€Å"from the surface of the green pool.†George is always looking out for him to protect him from danger. â€Å"‘Lennie!’ he said sharply. ‘Lennie, for God’s sake don’t drink so much.†George has to take care of Lennie, even though he knows that Lennie has a disability, he continues to teach him about what is right and wrong. However, George does suffer loneliness as he is often seen playing solitaire in the bunkhouse alone. George may be lonely because he cannot have intellectual conversations in his relationship with Lennie. Therefore, he often goes to the whorehouse with the other men on the ranch. Although George is more likely to be lonely than Lennie, they share true companionship. They are able to trust each other and are together as one. They are two completely different characters yet they are so close. George is like a parent figure who is â€Å"small and quick†and Lennie the complete opposite; someone who is â€Å"large.†The men on the ranch see it as a surprise to see the two of them together; they cannot understand the relationship that these two share as the have never had it themselves and do not understand that they themselves are lonely. Slim admires George and Lennie’s relationship because he understands that people do need friends. â€Å"He ain’t mean,†said Slim. â€Å"I can tell a mean guy a mile off.†His wise nature helps him to understand Lennie and the situation George is in. Although at first Candy does not understand George and Lennie’s relationship, he begins to understand it when he loses his dog. However, Carlson nor Curley do not understand their relationship, as they are not aware that it exists themselves. Those who do realise seek comfort. George and Lennie both share a dream together. â€Å"Some day- we’re gonna get the jack together and we’re gonna have a little house and a couple of acres an’ a cow and some pigs-â€Å" â€Å"An’ live off the fatta the lan.†The dream gives them something to live for; without each other, the dream is worthless. Later in the novel when Lennie is shot George does not want to continue with the dream because he knows that it cannot happen, as Lennie is not there anymore. George tries to seek his comfort by talking to Slim and telling him how he feels. He is able to do this, as Slim understands what he is going through. The dream he shares with Lennie also helps him to seek comfort; this makes him feel closer to Lennie as they are sharing it. George knows that the dream is unattainable yet he still keeps hold onto it. â€Å"I’m stayin’ right here. I don’t want to get mixed up in nothing. Lennie and me got to make a stake.†This suggests that George needs Lennie’s hospitality and without him, the dream is nothing whatsoever. Lennie seeks comfort by petting small animals. He has a need for physical contact, usually with small animals. This makes him unable to control this need to display warmth and he is unable to see the consequences even though he â€Å"were sick the previous night.†Being able to learn from the past is one of his dangerous failings and it seems to catch up with him wherever he goes. Lennie is not lonely because he has George. Without George, Lennie would not be able to survive because he constantly needs to be taken care of. Another reason why Lennie might not be lonely is that he does not know what loneliness is, therefore he does not realise that people on the ranch are lonely, he just knows that he does not like it on the ranch. â€Å"Le’s go, George. Le’s get outa here. It’s mean here.†This suggests that Lennie has some sense of danger; even though he does not know what it is, therefore he feels uncomfortable, scared, and insecure. Another character that is also insecure is Crooks; he is lonely because the other men on the ranch do not mix with him as he is black, a â€Å"Negro,†and has also injured his back. Even though he did have part of the dream when he was younger; he has now lost it and misses it. The fact that he did have the dream and has now lost it makes it even more distressing for him because usually if you have not had something you do not miss it. However, if you do have it and then you lose it, you become intense, insecure, and scared to communicate with others because you might be afraid that you may lose your individuality. There is racial prejudice in Soledad, which makes Crooks isolated therefore, he is aware that no one likes him and feels ostracised from the bunkhouse. Crooks is â€Å"proud†and â€Å"aloof†because he has learnt to be this way this due to the years of constant abuse therefore, he suffers alone in silence by reading â€Å"a mauled copy of the California Civil code for 1905†. This suggests that he is literate, independent, and knowledgeable as his purpose is to educate himself and is very aware of his rights. As Crooks is lonely, it has a negative effect on his behaviour as he becomes aggressive with anyone who comes into his bunkhouse and he does not like to communicate with others. He is more of a reserved character who gets angry and is emotional. He says â€Å"You got no right to come in my room†because he is not used to visitors as he is isolated from others and has no clue what George’s friendship means to Lennie when he tells Lennie that George is not going to come back. His anger and pride get the better of him on this occasion; he uses it as a defence against the harsh treatment he receives from the people on the ranch. Crooks tries to seek comfort from the loneliness he has; he does this by talking to Candy and Lennie about the past and his feelings even though he knew that Lennie is not listening to what he is trying to say. This made Crooks relieve the emotions he had drawn into himself. At first, he is â€Å"aloof†but gradually realises that Lennie is not a threat because his manner is open and not prejudice. He reveals about his childhood when he played with white kids and was unaware of prejudice. He happens to realise that the value of communicating is important and taunts Lennie with the idea that George might not return for him because he seems to get pleasure in Lennie feeling the loneliness he feels. Crooks happens to know â€Å"It’s just bein’ with another guy. That’s all †that counts. He causes torture and knows that Lennie is understanding about him being lonely because â€Å"Crooks’ face lighted with pleasure in his torture†and when â€Å"a guy gets too lonely, he gets sick.†He knows this because he has had the love and affection from his childhood and has experienced the American dream; the same dream George and Lennie want to achieve. â€Å"I remember when I was a little kid on my old man’s chicken ranch. Had two brothers. They was always near me, always there.†Crooks remembers a happy childhood with the companionship of his brothers. He becomes friendly with Lennie because he knows that Lennie wants the dream as much as he does and he also knows that â€Å"never a god-damn one of ’em ever gets it†because it is unattainable. Curley’s wife is another lonely character in â€Å"Of Mice and Men.†She presents herself as a tart because of the intense loneliness she experiences. She seems to always want to get attention from the other men however this does not happen the way she wants it to because everyone she approaches rejects her. She is treated like a possession by Curley and is not expected to have her own personality. Although the other people on the ranch do notice her, they do not communicate with her for fear of Curley’s anger. It is sad that she cannot communicate with the men and that there are no women on the ranch for her to befriend. She is vulnerable and a miserable, immature women who is desperate for love and companionship. The reason why she is so miserable is that she did not have enough confidence to trust her mother. She was brought up in the atmosphere of violence and this is what has made her personality, which is an extrovert, who seeks attention from others; but truly inside from the heart she is quite pleasant woman whose personality was not yet discovered by the men on the ranch until she was dead. Curley’s wife wears â€Å"her fingernails red†and â€Å"she has a little bouquet of ostrich feathers in the insteps of her mules.†Not only this but she also provokes attention by â€Å"thrusting her body forward†in the doorway when George and Lennie are introduced. Her â€Å"full rouged lips and wide spaced eyes, heavily made up†shows that she is always seeking attention, and is very flirtatious. The way she moved, â€Å"so that her body was thrown forward†shows she is provocative even with strangers, such as George and Lennie. At first she is portrayed as a tart because she is described as a girl â€Å"who had full, rouged lips†and â€Å"her fingernails were red†; this suggests that she is presented as a tart as red is symbolic for danger and passion; but a the novel develops we begin to understand why she behaves in a flirty way. We are able to see what she is really like inside and if she had more confidence and trust in her then maybe she could have been a different person. She â€Å"coulda been in the movies, an’ had nice clothes. all of them nice clothes to wear†and she â€Å"coulda sat in them big hotels, an’ had pitchers’ taken†of herself. However, her dream could not have been achieved because the man who promised her all this never wrote back. She wants to overcome her loneliness by being in the movies and wants to have some friends to befriend. Curley’s wife is lonely because of her actions. They have led to her being lonely and desperate for affection and comradeship. She has a different image to how the men perceive her. She wants recognition by others to show them that she is not a tart and she can be a friendly person. She shows her vulnerability and humanity by considering Lennie by trying to tell him how she feels. Curley’s wife tells Lennie her secret because she knows that Lennie will not say anything and even though he does not understand what she is trying to say, he is able to just listen to what she says. Candy is totally opposite to Curley’s wife as she is an extrovert and he is an introvert. Candy is lonely not only because he has lost his dog but his dream has also been shattered. Candy was very proud of his dog and it is a shame that they were parted; as together, their companionship was strong. Candy said â€Å"you wouldn’t think it to look at him now, but he was the best damn sheep dog I ever seen†because he loved his dog and it was the only thing that stopped him from being lonely; he was very compassionate about his dog. When Carlson assumes that Candy can soon get another pet, Candy is being pressurised by him and has to give the dog up. If you love someone so much then you will let them go because you would want to do the right thing for them rather than being selfish and choosing what is right for you. Candy’s dream is to be with George and Lennie and own a ranch. He announces to Curley’s wife that they are going to have a house of their own. Curley’s wife appreciates this and makes him angry but he controls his temper and orders her to leave, telling her that she is not wanted. Candy gains confidence and courage to tell her what people think of her. Candy’s eagerness shows that the dream is actually becoming a reality to him. â€Å"I ain’t much good but I could cook, tend the chickens and hoe the garden.†He is willing to help around the farm and to buy the ranch because he is desperate for his dream to become a reality and wants companionship. He knows that he is an old man almost useless because of his age and a broken hand yet he is willing to sacrifice everything he has just for his dream to come true. Candy is lucky to have a dog for companionship because he and his dog are the closest thing on a ranch to George and Lennie’s relationship. His dog was â€Å"a good sheep dog when he was younger. He stood his broom against the wall.†He is lucky because the other characters do not have anything to love or trust. He felt that he should have shot the dog himself. Candy is angry with Curley’s wife because he knows that she has destroyed their dream. But after he realises that she was in pain, was sad and looking for companionship. â€Å"Now Candy spoke in his greatest fear,†tells us that he was terrified that his dream had been shattered. Candy tries to overcome loneliness by shutting everyone out and is left to grieve in his own world. The silence indicates pain and loneliness. When his dog was shot, Candy â€Å"rolled slowly over and faced the wall and lay silent†because there was tension built up in the atmosphere and Candy was upset because of the loss of his dog. Candy curls up into a foetal position. His spirits are lifted when he is part of the dream but then again it is shattered when Curley’s wife dies. He forms a barrier and shields himself from the outside world. He experiences anxiety and does not want to talk to anyone because he is too upset and he finds it difficult to talk to them about his problems. Curley is also lonely but does not realise it. His loneliness has affected his character. He is very aggressive and feels superior to the other men, especially those who are larger than him. This suggests that he wants to have power over everyone else. His aggression shows his character suggests that he is very short tempered â€Å"an’ Curley’s handy, god-damn handy†as he â€Å"got in the finals for the Golden Gloves.†Curley has no trust in anyone not even in his wife as â€Å"he spends half his time lookin’ for her.†He treats her like a possession and even though he has only married her for a week, he is always looking for her. He is an extrovert who is insecure. He seeks comfort by beating up people. When the men on the ranch gather to attack him, he feels threatened by it and has to prove that he is superior to everyone else. He does this by attacking Lennie and lashing out on him even though Lennie has not done anything to him. He says â€Å"come on, ya big bastard†because he wants Lennie to feel how he feels and wants to beat him up because he is larger than him. Curley does not know that he is lonely; he thinks that everyone has a lower status than him so he can boss them around. His dream is to have power over everyone else and wants to get respect from them. His dream has already been achieved. In â€Å"Of Mice and Men†Steinbeck shows us that those who have no understanding of relationship are totally unaware of George’s and Slim’s emotions because they have no friendships themselves. Carlson’s final observations are insensitive and show that he is ignorant of his own loneliness. Neither he nor Curley understands the pain George is experiencing. George and Lennie manage to avert loneliness by their relationship. Steinbeck sees loneliness as a part of the human condition, something we are born with, and something we either fight or endure for the rest of our lives. â€Å"I seen hundreds of men come by on the road an’ on the ranches with their bindles on their back an’ that same damn thing on their heads. Hundreds of them. They come, an’ they quit an’ go on; an’ every dam one of ’em’s got a little piece of land in his head. An’ never a god-damn one of ’em ever gets it.†Steinbeck suggests that everyone has a dream even though it is unattainable; it keeps their spirits up and makes them look forward to achieving, something that is inspiring and to keep their hopes up.
Saturday, September 28, 2019
An Analysis Of Shaffer’s Equus
An Analysis Of Shaffers Equus The play is in two acts, the first consisting of twenty-one; the second of thirty-five scenes. It is not realistic in that it includes flashbacks performed onstage (like a movie). However, it is an explanatory one with Shaffer’s notes while read. It is a play consisting of individuals rather than types. Each character has his/her individuality along with his/her own perspective of life. We learn about the characters from what other characters tell about them; from what they tell about themselves; as well as from Shaffer’s explanation about them within parentheses. Although it is an open ended play it goes far from the lineer plot structure with its amazing climax. The forward and backward action of the play makes it a different one. Moreover while the play has speech when the time is present, it contains action when it is backward. It is a symbolic play and can be called â€Å"a journey into the mind†of Alan Strang, a seventeen year old boy. It analyzes Alanâ⠂¬â„¢s religious obsession with horses which is based on his complicated feelings due to his religious background and his increasing sexual side as a teenager. This confusion of religion, in fact, is a consequence of some signals from his religious, middle-class mother and his atheist, working-class father. Alan’s perception of religion and sexuality is conflicted and his way of praying becomes a fear of a horse spirit named Equus. He ends up with blinding six horses in the stable because of the fact that they have watched him with a girl. Rosefeldt states that Equus is â€Å"†¦inspired by a real-life event of which the author had very little details. Someone told Shaffer about a boy who blinded horses†(Rosefeldt 89). Equus, the horse gradually becomes a source of freedom and worship for Alan. As he worships Equus passionately, Alan goes away from being ‘normal.’ There are two main characters in the play, Martin Dysart and Alan Strang, the protagonis t. While the play is Alan’s story, it soon becomes Dysart’s story, too. Dysart is a psychiatrist and is asked to treat Alan Strang. Dysart admits to treat Alan as a patient, believing his lawyer friend Hesther Salomon that the boy has something special. In Act I, the audiences learn that Alan comes from a Christian mother – Dora Strang – and an atheist father – Frank Strang who have argument in agreeing how to raise Alan. Alan’s mother tries to impose religion on Alan and does not avoid talking about sex as well. As he grows up and becomes a teenager, his mother’s words become confusing for him. Alan’s obssesion with the horses is actually a typical result of his mother’s words: Dora. †¦ I used to tell him a funny thing about falling off horses. Did you know that when Christian cavalry first appeared in the New World, the pagans thought horse and rider was one person? Dysart. Really? Alan. (sitting up, amazed) One p erson? Dora. Actually, they thought it must be a god.
Friday, September 27, 2019
Occupational Safety and Health Administration (OSHA) Essay
Occupational Safety and Health Administration (OSHA) - Essay Example For those that do, OSHA enforces workplace standards, regulations, and subsequently conducts inspections in relation to chemical exposure, injury vulnerability, safety procedures, protective gear requirements, and certain information availability to employees (Reese and James 71). Workplaces that do not fall under the jurisdiction of OSHA are regulated by other relevant agencies. Most importantly, violation of OSHA regulations attracts fines and/or jail time based on the safety and health provisions violated. Over the last four decades, OSHA has had to deal with many different criticisms that cut across the administration’s operations. One of the most criticized areas of OSHA’s activities is the ever-rising number of inspections in workplaces that fall under its jurisdiction. The number of inspections has kept rising, but the outcomes of such inspections have had little positive results to show. The idea of inspections failing to reflect improved results in workplaces often spur controversy over the effectiveness and efficiency of the agency. Accompanying the inspection criticism is the argument that follow up practices are lacking in OSHA’s system of executing its mandate. In this respect, many workplaces change little, if any, aspects of OSHA’s concerns. In the same regard, majority of workplaces correct their safety and health practices only in anticipation of inspection. Once these inspections are undertaken, employees could end up facing working conditions that are unsafe and unfit for their health for years. Even as OSHA strives to be as effective and efficient as possible, the workload of its mandate is simply overwhelming. (Mayer 145) contends that it would take the administration over one hundred years to inspect and ensure regulatory compliance in all workplaces that fall under OSHA’s jurisdiction. What this shows is that OSHA will hardly account
Thursday, September 26, 2019
Corporate Social Responsibility Essay Example | Topics and Well Written Essays - 500 words
Corporate Social Responsibility - Essay Example The person wanted to know if the problem seen from the perspective of the employee and their particular obligation to the larger organizational community. I was asked to explain the many issues linked to CSR. A second question raised was related to the commitment to CSR, and whether CSR is designed to help an organization to make a profit, whether it is truly concerned with the company’s degree of social commitment. Organizations are set up and designed in order to be profitable. In order to focus upon this they must of necessity publicize themselves in markets both local and worldwide. They can do this by undertaking various organizations undertake various procedures. Another reason why companies need to promote themselves is the competitive element. There will always be other companies who are trying to get the edge over them. CSR is a positive response to such pressures and will be accepted in a positive way. A number of research studies have revealed the positive propertie s of CSR and its good effects upon employees (Ali and Ali, 2011; Gross and Holland, 2011; Brammer, Millington and Rayton, 2007) and upon the wider community (Tang and Tang, 2007; Mohr, Webb and Harris, 2001; Moir, 2001).
Paraphrasing Essay Example | Topics and Well Written Essays - 250 words - 8
Paraphrasing - Essay Example Tocqueville stipulated that democracy plays a crucial role with respect to influencing opinion of the members of the public, serving as the foundation of the country’s economy, and in helping people to realize their freedom and authority (Nolla 36). The spirit of patriotism is the one that drives American citizens. They are also self-governing and the will of the people is the one that determines how the nation will be ruled. Tocqueville refers to this as â€Å"majority omnipotence,†which means that the mainstream society is the one that rules the nation while the minority get oppressed. To demonstrate this, Tocqueville offers an example of the American Indians and the blacks who were subjected to suffering for centuries in their own country (Nolla 37). Though Tocqueville significantly approves the amount of freedom that is present in the US, he reveals elements of pessimism when he points out the concept of the â€Å"art of being free.†Here, he stipulates that freedom in America is in a constant process of transformation; whereby as one form becomes non-existent another one emerges. Since this transformation process cannot be avoided, people are encouraged to stand ready and fight for their independence. Conversely, Tocqueville demonstrates significant attentiveness to the US since it serves as the foundation for democracy, which cannot flourish for long in the face of individual manifestation (Nolla
Wednesday, September 25, 2019
Poverty in relation to Child Welfare Essay Example | Topics and Well Written Essays - 1500 words
Poverty in relation to Child Welfare - Essay Example ldren provided clear resolutions to provide public assistance through financial aid for various individuals and families requiring the support in identified needs. The impetus of federal and state legislators to design social welfare programs stem from the factors contributing to poverty in the United States. Poverty has always been considered a social dilemma afflicting people from diverse backgrounds. It has always been an intriguing and challenging concern due to the multitude of factors that interplay and contribute to its existence. People could be misguided that poverty does not exist in a progressively developed country such as the United States. However, this social stigma pervades people from the lowest income levels despite the economic condition of the country they reside. In this regard, in view of the contention that â€Å"poverty is one of the major risk factors of child abuse and neglect†, the essay aims to provide a brief summary of the history of social welfare programs developed to address the issue of poverty. Likewise, the discourse would seek to identify, from among the proffered programs, the most effective one in alleviating poverty and improving children’s welfare. Poverty is generally defined as â€Å"the state of living in a family with income below the federally defined poverty line†(About.com: Economics, 2010, par. 1). The U.S. Census Bureau (2010) defines poverty, to wit: â€Å"Following the Office of Management and Budgets (OMB) Statistical Policy Directive 14, the Census Bureau uses a set of money income thresholds that vary by family size and composition to determine who is in poverty. If a family’s total income is less than the family’s threshold, then that family and every individual in it is considered in poverty. The official poverty thresholds do not vary geographically, but they are updated for inflation using Consumer Price Index (CPI-U). The official poverty definition uses money income before taxes and does not
Tuesday, September 24, 2019
Dessert cafe Essay Example | Topics and Well Written Essays - 2000 words
Dessert cafe - Essay Example There are a lot of dessert cafes in Australia and these cafes offer some of the world’s greatest dessert items. The demand for dessert products is seen not only in sweet toothed customers but also others who occasionally opt for something sweet after their meals. The curiosity of trying something new along with the need for sweet food items pushes the people to want to taste the innovative products produced in these cafes. They are incredibly a feast to the eyes and taste even better than they look. Possessing this kind of a combination of looks and taste, such a thing is difficult to be resisted. Sweet items like chocolate and ice-cream are said to change the moods of a human, that is, turn an upset person into a happy go lucky. Desserts have an ability to console the souls of people through their sense of taste. So when these items are consumed when a person is in a really good mood, then there is no doubt that he would experience heaven right here on earth. Although a lot o f eating healthy trends have arisen, desserts have not lost their prominence in the lifestyle of people. When such trends arise, desserts undergo more innovation and integrate more nutrients that make it healthier. Even people who are health-conscious and those who go to gym prefer desserts once in a while if not frequently. Desserts have special powers in them that make customers stick to them and the people just cannot seem to get enough. This helplessness to resist dessert items of the people is exploited by dessert cafes in Australia such as Chocolate By The Bald Man, Spats and Capers. Chocolate which is an all time favorite of children would definitely lure in all the small chocolate lovers right through the doors of this cafà ©. Chocolate is also an element that remains best loved among most grown ups. With their preference to chocolate backed with the novelty of the products offered, the people are sure to treat themselves to the delicious desserts offered in this
Sunday, September 22, 2019
Strategic Marketing Essay Example | Topics and Well Written Essays - 1000 words
Strategic Marketing - Essay Example Understanding the company's operating environment in this way can help the small business owner to formulate an effective strategy, position the company for success, and make the most efficient use of the limited resources of the small business. Techniques used to assess market and industry attractiveness when entering a new business Many business owners depend only on very few marketing strategy but there are very many business techniques, which must be encouraged. Some are costly while some are less costly but this will depend with the financial status of the business owner (Robertson, Para 1). One is supposed to watch his or strategy consistently to avoid losses in the process. Successful marketing strategy considers a range of products and the styles used by competitors. Any marketing strategy to be adopted should satisfy the need of the customers (Marketing strategy, Para 1). There are very important techniques that must be adopted to asses the market and attract customers when starting a new business. A good businessperson should try one or more of these techniques to lead his or business to success. The first technique is creating a marketing plan that will help in the first assessment of the market. The Marketing plan must be based upon the objectives set in the business plan. A thorough revision, analysis, and understanding of the company's business plan are the first strategies in creating a marketing plan (Dolak, Para 2). There is a technique of business networking commonly used by small business owners. Normally, one attends several business and networking functions that enable meeting as many people as possible. In the process of talking and exchanging business ideas, a businessperson should hand out his business card. However, the most important thing here is to stabilize and strengthen relationship first from the new business partners and give referrals from other members in the forum (Robertson, Para 2). The price or the selling effort strategy should also be, considered since it is the central value surrounding every business. In the process of introducing your business product, one is required to sell to the innovative customer at a premium price. The price has the probability of falling down as the business faces more competition. Here, one is supposed to adopt a penetrating strategy of increasing the price and sacrificing short-term profits when a market share is achieved (Marketing strategy, Para 5). When a businessperson fully understands the goals and objectives of his or her business then it will easier to understand the benefits and services you offer to your customers. One will also get to know how to deliver those products and services to targeted customers and explore strategic opportunities that increases the benefits and profits of the business (Dolak, Para 3). One should also try to identify the organizational, information and human resources that is needed to provide support to the business. This will invol ve learning and assessment of how the business organization can support internal processes. Members of the organization should undergo training of the business activities through information technology and incentives for the purpose of implementation. (Hutt and speh, 440) There is also the use of Newsletters a very strong marketing strategy to put your name on top
Saturday, September 21, 2019
Nature vs. Nurture Essay Example for Free
Nature vs. Nurture Essay It is a matter of concern whether human behaviors and characteristics are determined by nature or nurture. If a person’s behavior is inherited directly from the genes of his/her parents or other biological factors, then it is the nature that determines his character. But if the environment that a person grew up in, affects his behavior, then it is the nurture that determines his/her character. It became a great matter of controversy among scientists, psychologists and sociologists. Previously, many people believed that human behavior was instinctive. It can neither be taught nor learned. But later some psychologists came to the conclusion that human behavior is learned throughout the lifetime which is not instinctive. I believe that it is the combination of both nature and nurture that determine one’s characteristics. Nature only or nurture only cannot be the determining factors for one’s behavior and characteristic. A person’s behavior is determined by the equal blend of nature and nurture. Brent Staples in his essay â€Å"Black Men and Pubic Space†proves that one’s character cannot always be determined by their race which is a biological factor or one’s upbringing and society. But both the nature and the nurture affect the way one behaves, â€Å"I grew up one of the good boys, had perhaps a half dozen fistfights. In retrospect, my shyness of combat has clear sources†(Staples 315). Although the society he lived in was not good, he became a good person. It might be because of his behavior inherited from his parents and the good manner he was taught by his parents. So both nature and nurture by his parents work here and the environment of bad people didn’t affect his behavior. However, he once says that â€Å"Women are particularly vulnerable to street violence, and young black males are drastically overrepresented among the perpetrators of that violence†(Staples315). This makes the reader little confuse whether he himself is b eing racist, but he is actually trying to explain that particularly African American males commit crimes more than others because of the environment they grew up in and the choice they made. This may not be because of particularly being a black man, but because of the culture he has adopted since his childhood. Here he somehow takes the side of nurture. Many black people are assumed to be criminals. People judge them just by their appearance and the impression black people have made in today’s world. But this does not always mean that every black people are criminals and it’s their biological factor that makes them do crimes. We can take the example of Brent Staple. Even though he was an educated and good person, many people and especially white women fear of him. But he was neither an uneducated person nor a criminal. He was brought up in a good family and properly nurtured by his parents. Therefore, nurturing became the factor for his behavior. Similarly, there are examples given by another author Amy Cunningham in her essay, â€Å"Why Women Smile†. Although she focuses primarily on a smile, she tends to explain the actual cause of one’s behavior. She explains that a smile or particularly a women’s smile comes from both natural happiness as well as the hope of people living around them,  "The behavior seems to be an equal blend of nature and nurture†(Cunningham 190). She further explains that both a normal baby and a blind baby smiles, although it may take a little longer for the blind one. It means that the smiles are natural and should not be taught in all cases. However, there are situations where people and especially women are social pressurized to smile and show a good behavior even if they don’t want to, â€Å"Evidently, a woman’s happy, willing deference is something the world wants visibly demonstrated†(Cunningham 191). It is both natural as well as nurtured along with the situations. For example: It is more likely for a child to be a doctor in the future if his dad is a doctor too. Nature plays an important role here because the intelligence of the child is inherited from his father. But if the child is not given proper care of his education or if the parents encourage him to be something rather than doctor, he may choose other professions too. If the child is given proper care and if he is psychologically prepared that he should be a doctor in the future, nature and nurture plays equal role. There are many debates still going on whether human behavior is affected by nature or nurture. Many psychologists and scientists are still researching on whether it is one’s genes or the environment that affects one’s behavior. Yes, one’s genes affect their characteristics but the environment they are cultured in also affects the way they take actions. Since childhood, people are taught moral education at school and home. They learn how to talk, behave, act and respond. These all are nurture. If they are given good lessons, they will be able to be good in the future. But if one does not get proper guidance, he will turn out to be a morally bad person. These are the examples of human behavior affected by nurture. When we think about nature, different personality of people develops according to the genetics tendencies. For example it is likely for a person to have the habit of being aggressive if his father or his mother or any of his biological family has the same habit. Also there are many styles of talking, eating or walking that are inherited by oneâ €™s parents or biological family. Paul Theroux somehow agrees the equality of nature and nurture. In his essay â€Å"Being a Man†, he explains how nature and nurture has affected a man to be like a man. According to him a girl since her childhood is encouraged to behave in a cute way but a boy is instructed to behave roughly or so called manly, â€Å"It begins with mother encouraging little girls to say (to other adults? â€Å"Do you like my new dress?†In a sense, little girls are traditionally urged to please adults with a kind of coquettishness, while boys are enjoined to behave like monkeys toward each other.†(Theroux177). This shows how a girl and a boy are nurtured differently which determines their characteristics. Healso takes the side of nature where some different behavior between men and women comes naturally, â€Å"Femininity- being lady-like-implies needing a man as witness and seducer: but masculinity celebrates the exclusive company of men†(Theroux177). We can know from th is that not only a nature of a girl or a boy separates each other from their behavior but also their parents or the environment or the nurturer encourage them to behave separately. Therefore, the behavior is determined by both nature and nurture. In conclusion, it can be stated that human behavior are both the result of nature and nurture. One can neither neglect the effect of biological factors one have on them nor disprove the behaviors that are affected by the environment one is living in. It is important for a person to have a good environment even if his biological parents are good in nature. Also, some characters are inherited from genes of one’s parents that might last forever although he is far from his parents. Therefore, both the nature as well as nurture has equal effect on determining human behavior. Work Cited Staples, Brent. Black Men and Public Space. The Norton Reader: An Anthology of Nonfiction. New York: W.W. Norton Company, 2012. Print Cunningham, Amy. Why Women Smile. The Norton Reader: An Anthology of Nonfiction. New York: W.W. Norton Company, 2012. Print Theroux, Paul. Being a Man. The Norton Reader: An Anthology of Nonfiction. New York: W.W. Norton Company, 2012. Print
Friday, September 20, 2019
Selection Of Needs Analysis Approaches
Selection Of Needs Analysis Approaches ESP (English for Specific Purposes) is defined as an approach to language teaching in which all decisions as to content and method are based on the learners reason for learning (Hutchinson and Waters, 1986). In other words, ESP courses are designed with the intention of meeting learners needs. Moreover, they also indicate that ESP is just one branch of EFL/ESL, the tree of which is nourished from communication and learning. Thus, like other forms of language teaching, ESP courses are designed in order to meet the certain purposes which learners are required to learn English for. They can be academic purposes (EAP) or work/training purposes (EOP/EVP/VESL). In another classification, the purposes of ESP courses can be for Science and Technology, Business and Economics or Social Sciences. As those above-mentioned purposes are quite various, it raises the necessity of Needs Analysis, which is considered as the irreducible minimum of an ESP approach to course design (Hutchinson and Waters , 1986, p54) or a vital step in the process of designing and carrying out any ESP courses (Songhori, 2008) or the very first step of course design process which provides validity and relevancy for all subsequent course design activities (Johns, 1991). With such increasingly importance of Needs Analysis to ESP course designers, this paper is conducted as a practice of carrying out Needs Analysis. However, due to the timing constraint as well as the requirement of the course, the paper just focuses on choosing an appropriate Needs Analysis approach to collecting the information of a specific group of learners needs. The paper also provides a detailed rationale and some samples of the means of data collection in order to support for the selection. NEEDS ANALYSIS THEORIES Since Needs Analysis is performed in order to find out not only the necessity, the lacks and the wants of learners towards the target situations (target needs) but also the learning needs or what learners need to do in order to learn, there exists different approaches to Needs Analysis, namely Target Situation Analysis, Present Situation Analysis, Pedagogic Needs Analysis. Deficiency Analysis, Strategy Analysis or Learning Needs Analysis, Means Analysis, Register Analysis, Discourse Analysis, and Genre Analysis. The term Target Situation Analysis (TSA) was first introduced as communication in the target situation in Chambers article (1980). However, in his book published in 1978, Munby already mentioned the target situation which, according to him, was closely concerned with the target needs and target level of performance and this has been followed by many researchers (Hutchinson and Waters, 1986; Dudley-Evans and St. John, 1998; West, 1994) with inheritance and development. Yet, whatever similarities or differences they share, they all use TSA with the same aim of finding as thoroughly as possible the linguistic form a prospective ESP learner is likely to use in various situations in his target environment. For example, Hutchinson and Waters (1986) considered Target Needs Analysis as in essence a matter of asking questions about the target situation and the attitudes towards that situation of various participants of the learning process (p59) and most of those questions are closely related to Munbys parameters. The second type of Needs Analysis that needs mentioning is PSA or Present Situation Analysis which may be posited as a complementary to target situation analysis (Robinson, 1991). As presented from its term, PSA is used with the attempt to find out the information about learners at the beginning of the course. It may estimate the strength and weaknesses of learners in all aspects, including language, skills as well as learning experiences. It may also involve information about the teaching and learning settings or the user-institutions reference. The information for PSA can come from a well established test or from learners previous learning results. Deficiency analysis or lack analysis is claimed to form the basis of the language syllabus (Jordon, 1997) since it is supposed to provide information about both the present situation and target situation and thus, the gap between them for the course designer to consult. Strategy analysis or learning needs analysis is another important type that the course designer should take into considerations when he/she designing an ESP course. It is concerned with learners view of learning or their learning preferences. It tries to establish how they wish to learn rather than what they need to learn and consequently help course designer to find ways of motivating and enabling learners to reach the goals of the course. Means analysis is considered to provide the course designer with information about the environment in which the course will be run (Dudley-Evans and St. John, 1998, p125) and consequently, the approach attempts to adapt the ESP course to the setting of the learning institution. The last type mentioned in this paper is Pedagogic Needs Analysis proposed by West (1998). It is considered to be a combination of all above-mentioned approaches with the hope to compensate all shortcomings of the above approaches through the combination. However, in some cases, it does not always work. In the history of ESP development, there may exist some other Needs Analysis approaches. However, due to the limit of this paper, only nine above approaches are selected to be briefly described. BRIEF DESCRIPTION OF TARGET LEARNERS As aforesaid, this paper only focuses on finding a suitable Needs Analysis approach for a specific group of learners. More specifically, they are twenty 2nd-year students of Electronics and Telecommunications Department, College of Technology. They have just finished two terms of General English. According to their learning results of the first two terms, they are pre-intermediate English learners. This ESP course is their 3rd and also the last term of learning English at university and it is supposed to be a preparation for them to be ready for their future career of telecommunication engineers. The course is planned to last four months which will be divided into fifteen weeks of learning. In each week, learners are intended to attend seven 45-minute periods which will be allocated in two different mornings. The institution (i.e. College of Technology) assures to provide all needed facilities for the process of learning and teaching. For instance, essential teaching aids like tape/CD players, computers, projectors and a well-equipped library are always available for use. Teachers are also promised to have best conditions of finding appropriate materials as well as creating teaching environments to assist to process of learning and teaching. Above is all provided information about the target group of the English course for Telecommunication which is taught in the third term of the university curriculum. APPROACH SELECTION WITH A DETAILED RATIONALE In order to support the process of designing the most appropriate and effective course for the above-mentioned target group, it is necessary to give an adequate profile of the above-mentioned learners needs by means of a combination of two approaches: (1) target needs analysis and (2) learning needs analysis. The reasons for such selection are discussed as followed: Firstly, as aforesaid, an ESP course is designed to meet some certain needs of learners by bridging the gap between a current state and a desired or target one (Graves, 2000). Thus, it is necessary for the course designer to be aware of the learners states at both point of time. In other words, he/she is suggested to carry out both TSA and PSA. However, in this situation, since the target group of this ESP course is in their 3rd term at university, the course designer is quite sure about the current state of the learners as well as the current state of the institution facility. He/She knows where the learners are and what the learners lack. He/She also know what kinds of facilities are available to support the process of learning and teaching. Consequently, there is no need of carrying out a PSA for learners existing state of language/skills or the conditions of learning but there must be a necessity of TSA which is supposed to gather adequate and specific information about how the l anguage will be used, what the content areas will be, who the learners will use the language with, where and when the language will be used, etc. (Hutchinson and Waters, 1986) or about purposive domain, setting, interaction, instrumentality, dialect, communicative event, communicative key and target level (Munby, 1978). In conclusion, TSA is hoped to be a reliable indicator which can determine the destination of the course. It can also act as a compass to give the direction for the journey of teaching and learning. Nevertheless, TSA only provides the course designer with the information of the target situation. In other words, TSA can just answer the question of what to teach and how to teach. In this case, that is not enough. As this term is a part of a learning process, it is also crucial for the course designer to take into considerations the learners learning preferences. Thus, the employment of another needs analysis (i.e. learning needs analysis/LSA) is a good choice to make the process of course design perfect. Moreover, it is believed that the learning preferences and strategies for GE (general English) may be different from those for ESP. As a result, the course designer needs to know these differences in order to design an appropriate course for most of the learners. All in all, a combination of TSA and LSA is considered inevitable and is expected to offer the ESP course designer a full profile of both target situation and learning preferences for the 3rd-year students of Electronics and Telecommunications Department, College of Technology. SAMPLES OF THE MEANS FOR DATA COLLECTION As decided in the previous part, a combination of TSA and LSA is employed to give a detailed profile of target situation and learning preferences in order to support the design of the English course for Telecommunication. More specifically, both formal and informal means will be used to collect the data for the needs analysis at the beginning and during the course. At the beginning of the course, formal interviews with the managers of some telecommunication foreign companies will be carried out to identify the target situations in which learners will have to use the language. Below is some sample questions that may be included in the interview: Who will your employees speak English to? Native or non-native speakers? What is their level of main interlocutors knowledge? Expert or layman? Where will your employees have to use English? In the office, at the workshop or in the meetings? Can you mention some other situations? Firstly, an informal questionnaire with both closed and open-ended questions will be delivered to learners to find out the preferences of learners learning. Below is one sample question that may be included in the questionnaire: What kinds of materials do you want to work with in the course? (Please tick on the box the materials you want to work with) Textbooks provided by teachers Authentic materials (manuals, articles about telecommunication in newspaper, magazines, etc.) provided by teachers Authentic materials (manuals, articles about telecommunication in newspaper, magazines, etc.) searched and selected by learners A mixed use of all kinds Informal interviews with ex-learners (i.e. learners who already took the English course of Telecommunication) will be also utilized to specify the information of what they think should be included in the course as well as the way they think the best way to learn the target language. Below is a potential question that may be included in the interview In your point of view, which is the most important language skill that learners of this ESP course should improve? Reading? Speaking? Writing? Or listening? Why do you think so? During the course, another informal questionnaire will be delivered to learners of the course in order to check whether the course goes right or not.
Thursday, September 19, 2019
Keep Joe Camel out of the Mall :: essays research papers
Keep Joe Camel Out of the Mall!      â€Å"†¦I marle what pleasure or felicitie they have in taking this rogish Tabacco: it is good for nothing, but to choake a man, and fill him of smoake, and imbers...†(Jonson, Act 3, Scene 3.2) These were the words of Ben Jonson, a 17th century English poet. In agreement with this quote, smoking should be banned from all public places. This opinion is supported by the evidence that secondhand smoke is very harmful. Additionally, if a child sees an older person smoke (in a public place), the child might be influenced to smoke. Lastly, cigarette smoke can affect people with allergies or other respiratory problems or diseases. The effects of passive smoke are numerous.      Secondhand smoke is very harmful. Secondhand smoke is estimated to cause 53,0000 deaths each year among non-smokers in the United States. (Garrison 44) That’s a lot of deaths. About 3,000 of these deaths are due to lung cancer caused by non-smokers breathing the smoker’s smoke. People should care more for the people around them. Some of those 3,000 were probably children. (Garrison 44) Cigarette smoke increases the risk of lung cancer and heart disease, even in a non-smoker. Even the non-smokers have to watch out. â€Å"One thousand Americans stop smoking everyday†¦by dying.†(Smoking Quotes 1) Some Americans die without even starting smoking themselves. Children are particularly vulnerable to the negative effects of cigarettes.      One reason smoking should be banned in all public places is that children are easily influenced by watching the actions of others. Some psychologists say people function as audiences for each other and for activities that surround them in public settings. (Poland 183) Ninety per cent of new smokers are under 19 years of age. (Bailey 54) Children regularly take up smoking despite health campaigns about the dangers of smoking. Children see smoking on pop-ups on computers, in advertising, and in public places. (Connolly, 10) As the adolescent brain seeks to specialize in rewarding activities, addictive substances can crowd out other activities, shrinking the repertoire being learned. â€Å"When you’re addicted, all your motivation gets funneled into seeking or taking the drug,†said R. Andrew Chambers, Assistant Professor of Psychiatry at Yale University. (McGough) This quote illustrates how easily adolescents are influence by others. Besides adolescent s, another group of people that is vulnerable to smoking are people with allergies and respiratory problems.      Several EPA (Environmental Protection Agency) studies performed since the early 1970’s have concluded that secondhand smoke not only causes lung cancer in non-smokers, it worsens asthma symptoms.
Wednesday, September 18, 2019
Corporal Punishment :: essays research papers
"The fundamental need of American education is to find ways of engaging today's children in the thrill of learning. Fear of pain has no place in that process." - The Christian Science Monitor. Because Ms. Peà ±a and I are in compliance with this statement, we have decided to bring to the attention of the community, the corporal punishment of Sinton High School. There are many effective ways of properly punishing a disobedient student, but there are also limits to certain disciplinary measures. Grant it that a student from Sinton High School may now choose their own punishment, with consent from the parents, it is up to the administrator to keep in compliance, and with in the limits. Bruises, cuts, and/or broken skin should not occur in the process of administering corporal punishment. The eight constitutional amendment clearly states that â€Å"no cruel or unusual punishment should be inflicted.†If markings are found on a student, the boundaries and law have been broken. Rupturing these boundaries surfaces the question, â€Å"Just exactly WHY are we administering the corporal punishment to students, to hurt them?†"...the use of corporal punishment in schools is intrinsically related to child maltreatment. It contributes to a climate of violence, it implies that society approves of the physical violation of children, it establishes an unhealthy norm...Its outright abolition throughout the nation must occur immediately." - U.S. Advisory Board on Child Abuse and Neglect. It has been made known to the students of Sinton High School, and now to the parents and community, that the administrators of the corporal punishment, Mr. Mike Burger, and Ms. Linda Harrison, have left numerous marks on students through corporal punishment. Many of the marks have lasted at least a week and many up to two. Physical child abuse is defined and characterized by inflicting physical injury by several means, and result in bruises and many other markings. Although the injury is not an accident the person may have not intended to hurt the child. The injury may have resulted from over-discipline or physical punishment. Dennis Randall of www.familyeducation.com once stated, in relation to the corporal punishment he received, â€Å"When I think back, I can’t remember why I was punished, and the only thing it taught me, was to loathe that teacher.†How can we teach children that violence is such a horrible thing when if, for say, they do something violent, they will get punished with violence.
Creation vs. Evolution :: essays research papers
Origins Missing Links      Many people in the world have claimed to find these missing links between animal and man. These finds are said to support evolution, but in turn all they do is put evolution down. Several examples of missing links are, Piltdown man, Neanderthal man, Australopithecus, and Homo Erectus. All of these missing links have been proven false, and as hoaxes. One point for creation. Shrinking Sun      Scientist today have noticed something about our sun. The sun seems to be shrinking. Based on this information scientists can actually measure how much the sun has shrunk. This means that they can tell how big the sun would have been at any certain time. So take the argument from evolutionists that the earth is billions of years old. When scientists calculate this, the sun would have swallowed the earth. One more point for creation. Moon Dust      Scientists have also found something as a result of our travels to the moon. They have noticed that the moon collects dust from outer space. They have found the rate at which the dust accumulates on the moon. So they now can tell that the moon is relatively young, because if it were billions of years old there would be a lot more dust on the moon than there is right now. Evolutionists have slipped up and said that the earth and moon are about the same age. So this pushes them into a corner once again. Creation three, Evolution zero. Magnetic Field      Scientists have realized that the magnetic poles loose strength every so often. They know the rate in which the magnetic strength decays, so they now can predict what it used to have been at any given point in time. So the said what if the earth was billions of years old, what would the magnetic field look like. Well it would be so strong that we would suck almost everything into us, somewhat like the sun. Once again Creation is greater than Evolution. Mutations      There was a Dutchman named Hugo DeVries who found something interesting one day. He found a flower that had mutated. All of the Evolutionists went crazy over this and thought that this was their big breakthrough as to how life evolved. But scientists refute this claim because they can find no incident where a mutation is good. Every mutation that they have come across has hurt or damaged the organism. They describe a process called natural selection.
Tuesday, September 17, 2019
Construction industry
In construction industry, professionals must be able to follow different rules, policies for designing and building any infrastructure. One of these is the adherence of construction professionals for sustainable design. Accordingly, the practice of enhancing the efficiency of the buildings and their use of water, materials, and energy as well as reduction of building impact on the health of the people and the environment is called sustainable designing or also known as sustainable building.In doing so, the authorities responsible for green building adhere to this needs by conducting an effective and efficient complete building life cycle which include better sitting, designing, constructing, operation, maintenance and removal (Hopkins, 2002). Sustainable design brings together an immense array of approaches and practices to decrease or completely eliminate the negative effects of buildings on the environment.Accordingly, sustainable design can be defined as structures or buildings wh ich have minimum or low adverse effects on both natural and build environment as well as the immediate surroundings and the wider regional and global setting. The adherence of sustainable design can affect my career in many ways. First, sustainable design trends in terms of methods and materials may have a great influence on how I consider the materials and methods that I can use for sustainable designing.being a professional who adheres to the trends of sustainable or green building I can say that this concept affects me in thinking about how the construction materials and methods will affect the occupants. Herein, I am able to determine quality and the conditions of the materials and anticipate its impacts on the health of the occupants.Secondly, this context affects my career in a way that I can be able to be more competitive I using materials which has natural benefit to the design, In this regard, I can be able to be more resourceful and environmental friendly by fitting the co nstruction and its design procedures into the natural environment (Jones, 1998) in order to take advantage of existing free benefits like heat and light from the sun, the shading from the trees as well as the insulation from hillside topography in order to decrease the land impact and the need for non-renewable resources or wasteful use of resources.Lastly, my career can be affected by sustainable design in a way that it will help me broaden my knowledge in identifying the most appropriate and environmental-friendly technological and technical equipments. Some scholars believed that even if technology can enable people to gain sustainability, it also have the capacity to harm the environment if it will not be used cautiously.Hence, being a professional, I can be able to determine which can be used in the sustainable designing. Reference Jones, DL 1998. Architecture and the Environment, Woodstock and New York: The Overlook Press Hopkins, R. 2002. A Natural Way of Building. Transition Culture.
Monday, September 16, 2019
Can Ethics be tought
The notion that ethics is a process of communication that gives way to new understandings and commitments to our social fife has been utilized herein to explore several questions. Should ethics teaching be via standalone modules or embedded in ethics discussion within curricula? Clearly both have merit yet we argue that authentic ethics discussions should pervade curriculum, be conceptualized and multifaceted. This attention to implementation and the notion of a possible ethics framework to structure student experiences was explored.Key Words : Ethics, Teaching, Curriculum, Instruction Introduction Ethics is often presented in classes by well meaning educators as a moral philosophy hat infuses critically assumed beliefs which are used to search for a good†human life. To most this is a classical understanding, however if we were to suggest ethics could be inherent in the duties humans owe to each other we would be touching upon a modern understanding. Educators and students con fronted with these understandings may frequently face a predicament.The educator may discover or currently know that they cannot teach ethics because of religious (spiritual) and cultural disagreements linked to what should be taught (curriculum). Many students draw upon background pre-understandings and are perplexed when confronted with ethical understandings of both peers and professors (Emerson & Convoy, 2004). To choose to not discuss ethics may be a safer path yet avoidance sends messages that this topic is a private matter and not suitable for discussion.It is not a private matter yet avoiding discussion of ethics at all levels of education may only fuel mystification and/or ignorance. Discussing ethics should not be a private matter it should be within educational programs and rightly so, according to the many business school deans who rank ethics among the top five learning goals for their programs (Martial & Cauldron, 2005). Herein, we could consider ethics as, the general study of goodness and the general study of right action †¦ [which] constitute the main business of ethics.Its principal substantive questions are what ends we ought, as fully rational human beings, to choose and pursue and what moral principles should govern our choices and pursuits. (Audio, 1995, p. 3) This study of right action could be viewed as a system of rules or principles rooted in the legal system however ethics can also be understood as a set of skills (acts) yet this understanding has limitations. Ultimately, we can view ethics as a process of life. Our argument is that we should discuss ethics in educational programs order to develop our understandings and enrich our lives.Our present day society is reeling from ethical wrongdoing (crime) and challenges (bad decisions) reported in the media yet these ethically challenged people behind these scandals share a common experience, school. O Centre for Promoting Ideas, USA www. Subsistent. Com Perhaps, each person attend ed school until the law no longer required them to attend or until the person attending deemed they were ready to leave school. Many complete only secondary school and work their way into executive positions; some go Arthur and deeper in post-secondary stepping directly into professional roles.The path we examine is of importance herein since the following words address and illuminate the teaching of ethics at the post-secondary level within the subject area of business over the past thirty years and we ask: Can ethics be taught? Secondly, if it is to be taught, than how should it be taught? 1. 0 Curriculum: Can ethics be taught? Current research and the researchers behind this research were searching to discover the root causes of well reported ethical problems, dilemmas and challenges in all areas of society (Frank, Bookie, & Garnished, 2010).The investigation of unethical activity may lead back to a common experience point for the people within the scandal and that often is schoo l. Herein we launch into a cursory inspection (due to page limitations) of the construction and delivery of curricula within business at the post-secondary level over the past thirty years. We illuminate the issues and discover if there is or was a linkage between what is, or is not taught, and the causes of unethical behavior which has inspired many researchers to take an even closer look at how texts are written and how professors teach within business courses.Stark (1993) indicated that the unethical behavior is not the result of an absence of business ethics curriculum since, â€Å"over 500 business-ethics courses are currently taught on American campuses; fully 90% of the nation†s business schools now provide some kind of training in the area†(p. 38). Perhaps the problem lies not in the sheer number of ethics courses offered, but possibly the ethics courses are not being taken seriously (Emerson & Convoy, 2004; Stephens & Stephens, 2008).Alternatively, it could be that professors, who hold questionable ethical philosophies, inadvertently rejecting this onto their students or it could be a dearth of real life†application in textbook case studies (Wittier, 2004). The reason for our current predicament is puzzling. There exists an argument as to whether or not ethics should be taught in a post-secondary environment (Ritter, 2006). Dodo (1997) explains that, â€Å"†¦ The primary reason for discussing ethical issues in the business classroom is for the students to develop a process which considers the ethical implications of business decisions†(p. 96). Weber (1990) reviewed four studies and found that three of the four indicated a costive shift in ethical reasoning as a result of ethics education. Boyd (1981) indicated an increase in moral reasoning and Stead & Miller (1988) saw an increase to students†awareness and sensitivity towards social issues following ethics coursework. Burton, Johnston and Wilson (1991) also sh owed an increase of ethical awareness when compared to a control group within their research.Even though published research has indicated that ethics education improves ethical attitude, there are others that have shown a negative relationship (Cohen & Bennie, 2006; Stephens & Stephens, 2008). Crag (1997) argued that ethics cannot be taught and a study conducted by Bishop (1992) further supported this assertion. Bishop (1992) concluded, that â€Å"another interesting criticism of ethics is that as long as we have laws that dictate what is permissible; we do not need courses in ethics†(p. 294). Pavement (1991) found that††¦ There are serious flaws in the very foundation of the business ethics course – [and] ethical theory itself†(p. 92) because most of what is provided in business ethics texts does not involve ethical dilemmas and many instructors place too much emphasis on ethical situations dealing with policy Pavement, 1991). Crag (1997) and Ritte r (2006) unidentified other groups, such as, the Association to Advance Collegiate Schools of Business (CABS international) who have questioned this dilemma. Ritter (2006) suggested, â€Å"academics concerned about including ethical decommissioning strategies or other content in their classroom are hard pressed to find simple answers in either the theoretical or empirical research†(p. 153).Perhaps this situation arises due to the fact that within Goldberg†s Theoretical Model on Moral Development, â€Å"character development has already occurred by the time an individual reaches college age†(Ritter, 2006, p. 154). McCabe et al. (1994) supported this perspective while researching MBA students utilizing the Research Terminal Values Scale as a means to gauge the ethical predisposition of respondents; similar to what was done in the 1994 study conducted by Skull and Costa. This longitudinal study used the same sample of respondents over a two year period, yielding n o significant changes in their ethical attitude.Areola and Lurch (1983) also conducted a similar study where respondents were contacted years after administration of the original study, indicating a deterioration of ethical attitude. 45 1. 1 Morals and Ethics. Churchill (1992) believed that there was a misconception behind whether or not ethics can be trained because many who attempted to answer this question often confused the terms â€Å"ethics†and â€Å"morals†suggesting they shared a similar meaning. He defined morals as the behaviors of a human and ethics as a â€Å"†¦ Systematic rational reflection upon that behavior†(p. 297).Crag (1997) noted a similar distinction between moral standards and ethics when he stated: I do not want to teach moral standards; I want to teach a method of moral reasoning wrought complex ethical issues so that the students can apply the moral standards they have in his view, the primary function is to teach ethical systems of analysis, not moral standards of behavior. (p. 19) Being able to teach ethics within a program requires instructors to be able to grasp the process of moral reasoning to a point where this can be taught as a necessary route to arrive at ethically sound outcomes.Instructors therefore need to have an understanding of the moral relationship with ethics, something that may take a great deal of experience with the unique curricula o fully grasp. Gunderson, Capitol and Raja (2008) supported the development and implementation of ethics curriculum suggesting â€Å"individuals should become more ethical as they increase their educational accomplishments because of increasing exposure in both receiving and administering ethics curricula†(p. 315). Hence, the ethics course advances along with the instructor†s understanding of the ethics curricula and related instructional theory. . 2 Teaching ethics: Goal establishment. Regardless of the method of instruction utilized to deliv er business ethics; strategic Laos and objectives must be first identified within the curricula. Weber (1990) believed that ethics instruction must achieve some goal or set of goals before integrating it into the curricula. For instance, Belton and Sims (2005) highlighted several goals when teaching business ethics at the undergraduate level, stating, 1 . Assist student in the formation of their personal values and moral ideas, 2. Introduce them to the broad range of moral problems facing their society and world, 3.Provide them contact with important ethical theories and moral traditions and 4. Give them he opportunity to wrestle with problems of applied business ethics, whether personal or professional. (p. 388) Bishop (1992) also reported a set of ethical curriculum objectives created by The College of Business. Similar to the objectives outlined by the Belton and Sims (2005) study, The College of Business wanted to help guide and plan the implementation of ethics curriculum. Belt on and Sims (2005) suggested that it is also vitally important to know the backgrounds of each of the students.Some cohorts of students might have a mixture of backgrounds, while in another cohort students might be composed of tauter students coming directly from industry for retraining. In order to achieve goals or objectives, approaches to curriculum might be based on the backgrounds of the students in the classroom. Belton and Sims (2005) explain: Students, especially those with little exposure to the larger world, often bring to the classroom values that they have adopted from their parents, church affiliations, peer groups, or similar persons or forces of influence.The students in their thinking and actions simply reflect the values of their reference groups without having examined or evaluated them. P. 389) Business ethics education is about helping the student bring to consciousness their own set of values, but also, recognize how their values may conflict with the values of the business world (Belton and Sims, 2005). Ritter (2006) agreed and concluded that ethics education must be relevant to the student in order for it to transfer once they have graduated and are out working. 1. Coursework: The stand-alone ethics course. Offering business ethics as a stand-alone course or integrating it across the curriculum has sparked much debate. Henderson (1988) believed that by offering rouses solely devoted to business ethics †.. Sends a powerful message: A top priority at this school is for all students to know and follow the generally accepted rules of business†(p. 53). Weber (1990) identified, in a national survey of graduate and undergraduate students, that fifty three percent of students prefer to have a separate course in ethics.More recently, the CABS†s Ethics Education Task Force (2004) put forward this position: Business schools must encourage students to develop a deep understanding of the myriad challenges surrounding corporate res ponsibility and corporate governance; revive them with tools for recognizing and responding to ethical issues, both personally and organizationally; and engage them at an individual level through analyses of both positive and negative examples of everyday conduct in business (p. 9).What is certain is that ethical dilemmas occur, and within a context that is not always reproducible in coursework. Understanding and applying rules is but one half of the equation within an ethical dilemma because â€Å"the typical approach to ethical dilemmas is a two-step process: we locate a rule, and then we assume or Judge that it applies to our situation†(Labeled, 1985, p. 5). It is the ability to Judge or evaluate, which is a higher order thinking skill, which challenges us to do the right thing†within a situation. 1. 4 Embedding ethics curriculum.Researchers such as Ritter (2006); Ukuleles (1988) and Dodo (1997) argue that stand- alone courses are disconnected from real-world appli cation and that ethics must be integrated throughout the curriculum. Wynn and Meager (1989) conducted a study only to discover no significant changes in ethical decision making took place as a result of taking a course in ethics. Saul (1981) suggested that in order for business ethics to succeed, ethical considerations must be woven into every aspect of the â€Å"decision making repertoire as economic ones†(p. 273).Belton and Sims (2005) further supports this by stating â€Å"ethics is embedded in all business decision-making. A given decision may be described as marketing, production, or financial decision, but ethical dimensions are intertwined in the decision†(p. 381). Even if ethical decision making is integrated into business curriculum, Sims (2002) argued that the success of this approach would materialize only if the entire faculty and administration were in agreement. Alternatively, Stephens and Stephens, (2008) concluded: Ethics courses may be resulting in b etter ethical decision making.Perhaps alerting students to ethical violations is making them more aware of their decisions in the workplace. The results indicate that requiring an ethics course does make an immediate (albeit perhaps short term) difference in ethical decision making or in assessing potential ethical/unethical behavior. (p. 54) The variety of opinion is easy to find within the last few years hence the problematic nature of our question Should we (can we) teach ethics in classes?If yes, then how must it be done to achieve desired outcomes? 1. 5 Effective implementation. Ritter makes mention in her 2006 study that â€Å"†¦ Most theorists suggest that given the proper implementation, an ethics curriculum can be designed for effective learning†(p. 154). A study conducted by David, Anderson and Lawrence (1990) reported that only 24% of the respondents indicated that ethical issues were emphasized throughout their program.Surprisingly this study concluded, Full y 92% of respondents indicated they never attended a business ethics seminar in college; 80% never had a course in business ethics; 92% never wrote a business ethics term paper; 75% never heard a faculty lecture on ethics; and 56% never participated in a case study with ethics issues. (p. 29) The results of this study can be linked to a current study that concluded â€Å"professors are ill prepared or uncertain about how best to teach accounting ethics†(Frank, Bookie & Garnished, 2010).Alternatively, perhaps, it is not that ethics cannot be taught, but rather, how ethics education is delivered which might be the reason for poor ethical attitude amongst students and recent graduates. Ritter (2006) identified a multitude of perspectives throughout the iterate, and determined three common questions surfaced frequently which asked: â€Å"how [should we] teach ethics in business school, what to teach, and even if [we should] teach it at all†(p. 153). Burton et al. (1991) indicated that students preferred discussing ethical business scenarios instead of a lecture that is philosophical in nature.Researchers Pizzicato and Evil (1996) discovered that only 10% of the students preferred lectures, and yet this approach had been used 68% of the time. Students did, however, express their preference for class discussions when learning about business ethics (Pizzicato & Evil, 1996). More recently, Pettifog, Stay and Opaque (2000) conducted two-day workshops on ethics in psychology and after the workshop, the different teaching approaches used throughout (lectures, questions and answers, group discussions, videotapes, recommended readings, problem-solving, essays and exams) were rated by the participants.Ethical discussions for the workshop were divided into several categories: philosophy and theories of ethics, codes of ethics and guidelines, ethical decision-making, ethical sensitivity, legal issues, disciplinary issues and selfsameness. Preferred teaching ap proaches varied depending on the topic. 7 For example, when discussing philosophy and theories of ethics, respondents preferred lecturing and answering questions, whereas, students preferred discussing vignettes when reviewing codes of ethics, ethical dilemma decision making and sensitivity to ethical issues.When learning about legal aspects of ethics and disciplinary matters, respondents preferred video (visual). Pettifog et al. (2000) identified a unanimous rejection of the traditional approaches to learning: writing essays and studying for exams, but it was noted that essays or exams were not used throughout the workshops. Most intriguing, Pettifog et al. 2000) explained that the most effective teaching approach, not only depends on the student†s learning styles, but also depends on what is being taught (content). Preceding this research, Burton et al. 1991) also supported these findings, indicating a strong preference for in-class discussions of hypothetical scenarios vers us philosophical lectures on ethics. This 1991 study also indicated that gender and teaching method did not produce any results of significance (Burton et al. ). Earlier research conducted by Webber (1990) indicated that 50% percent of participant students felt as though ethics was not tresses enough and 53% felt as though a separate ethics course should be offered. 1. 6 Normative theory: A framework. Bishop (1992) defined a philosophically-oriented approach to ethics as â€Å". Rigorous in terms of theory, logical foundations, and abstract conceptualizations of business ethics problems†(p. 293). Later in the decade Dodo (1997) investigated students at a particular school who were required to complete an undergraduate degree with courses in philosophy and religion. It was these philosophy courses where utilitarian theories, deontological theories, theories of Justice and theories of rights were explored. The ethics content was infused in the curricula and yet the courses lac ked practical application depending predominately on theory.This imperfection within curriculum is commonplace and can be traced back to academic valuing of theory within course content over authentic societal issues, problems and dilemmas. Bringing the daily news and event s into the classroom is a start but threading this authentic content into curricula is a goal however; is this proper way to teach ethics? It may be a popular more with students but professors may not value this approach. Doing what is right and acting within a context calls upon each person†s understanding and perception, it is â€Å"not simply a matter of following rules or calculating consequences.It is a matter of discerning which rule are called into play in a situation †(Labeled, 1985, p. 29). Your values, morals and philosophical orientation among other variables come into play as your very perception filters the events. This fact can change the manner in which we teach a course in ethics as we need to discuss how one can make a distinction from what is important to that which is less so. 1. Issues: Students and Curricula Pavement (1991) contended, â€Å"what may be clear to the trained philosopher is not at all clear to the student.Philosophers have had extensive training in logical analysis and argumentation†(Pavement, 1991, p. 387). In many instances, students who register for an ethics class, are usually at the very introductory stages of learning philosophy and are not able to apply these abstract and sometimes contradicting philosophies to business scenarios (Pavement, 1991; Tuneless,2008). Pavement (1991) goes on to say â€Å"†¦ The texts†lack of specificity of method for applying theory, ND the lack of resolution in dealing with competing theories, is compounded by the professor teaching the course†(p. 387).For instance, even the Normative values framework is quite expansive and based upon several theoretical frameworks, for example: Egoism (hedonistic or otherwise), consequentialness utilitarian and non-, act or rule utilitarianism, moral sense theories, a veritable menagerie of deontological theories of varying stringiness, constitutionalism, natural law theories, etc. , are all in hot contention for the exclusive franchise on the Good and the Right. (Miller, 1991, p. 397) To expect a student entering an ethics course to have a grasp of these theoretical frameworks seems somewhat unfair to the student.It now becomes a challenge to identify a starting point in any ethics course. We need to know from the onset of the course, the level of preparedness of each student. Failing this, the course could literally miss its mark as the content could be too advanced. Historically researchers such as Farman (1990) explained that using a principle- based approach to learning ethics, assumes students are functioning at Goldberg†s autonomous stage, but it was through Farman†s experience she concluded that most de nts have difficulties breaking free from ethical relativism.Interestingly, Pavement (1991) analyzed two hundred syllabi and was able to identify an examination question that created confusion and influenced students to think in a relativistic or subjective way. 48 Pavement (1991) stated, â€Å"this typical question asks the student to analyze and discuss a particular business situation using â€Å"either†utilitarian or deontological theory †¦ The professor thinks that the use of either one is K†(p. 388).Farman (1990) added that poor ethical attitude â€Å"cannot be remedied in the course of a ten-week ethics lass; a reflection of my failure as a teacher; or, more significantly, a measure of the impracticality of teaching ethics in this way? ‘ (p. 32). Dodo (1997) explained that philosophy courses are usually offered in a department separate from the business department. These courses offer very little practical application that usually results in a weak t ransfer of ethical reasoning in a business context (Dodo, 1997).Offering a course from within the business department provides students with an opportunity to consider ethical decision making as it relates to everyday business activities. Business ethics provides a link from what is learnt in a philosophy course to what students are faced with once they get out into the work world. Dodo (1997) explains that there must be cooperation between the philosophy department and the business department to ensure students receive a balance between theoretical reasoning and their application into today†s world.Robertson (1993) defined normative research as †.. The values, norms, or rules of conduct which govern ethical behavior and which are presented as an ideal†and argued that much of the research in business ethics lacked validity because searchers did not incorporate these theories into their studies†(p. 586). Some studies in the area of business ethics are groun ded in normative theory while others are not. For example, Warner (1988) conducted a study on the rights of individuals and responsibilities of shareholders during a merger and acquisition.
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