Social Responsibility Essay Example

Social Responsibility Essay Social responsibility is known to be a doctrine aimed at identifying whether a particular entity (individual, organization, corporation, state or government) has certain responsibilities to society. However, responsibilities maybe either positive meaning that responsibilities aim at acting or negative meaning that organization may refrain from acting. Social responsibilities are claimed to voluntary. As it is noted, social responsibility is â€Å"about going above and beyond what is called for by the law†. Actually, each entity should think that acting to problem should be top priority instead of reacting to it. (Griffin Mahon 1997) The core principles of social responsibility are eliminating corruption and unfair policies within entity and avoiding unethical and irresponsible behavior. Therefore, social responsibility prevents entities from doing harm to people, community and environment. Usually, social responsibility is associated with corporations and large businesses, though it is also applied to activist groups, governments and communities. For example, the social responsibility of the state is to ensure performance of civil rights, whereas the social responsibilities of corporations and organizations are to respect employees and to promote the ideals of universal human rights. It is necessary to outline three issues in social responsibility: human, environmental and ethical corporate responsibility. (Maignan Ferrell 2001) We will write a custom essay sample on Social Responsibility specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Social Responsibility specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Social Responsibility specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Firstly, human responsibility aims at making entities responsible to people and society for actions taken and decisions made because people are strongly affected by performance of particular corporations. In other words, human responsibility suggests holding company accountable for its effect on particular society: company’s partners, employees and operating communities are involved. Social responsibility promotes the idea that business ethics should pay attention to responsibilities to customers meaning that customers should be treated with respect and managers should be interested only in sales and commission. Nowadays, human responsibility means that company mustn’t profit from its customers, instead it should care of customer’s needs, demands and wants. For example, accountability for employees is rather new concept. (Griffin Mahon 1997) Secondly, ethical responsibility is also of importance. Nowadays, public trust is rather shaken in the USA because of recent corporate scandals. Therefore, ethics should play important role in decision-making process as it gives thinkers an opportunity to make such a decision won’t oppose anybody’s suggestions or preferences. Therefore, corporations should be encouraged to feel responsible for people they directly or indirectly affect. Also corporations are responsible for indecision and inaction as well. Entities are provided with power to help people, to do no harm to them and to ensure moral responsibility. Finally, environmental responsibility suggests that corporations are responsible to the environment and the world. It means that companies operate on a larger scale than individuals and, thus, they produce greater harm to environment. For example, many products are wrapped up in far more packaging than it is needed. Certain products and actions aren’t available for customers and only few people have access to nuclear and toxic waste. Furthermore, people are involved in illegal production and dumping of those products. Therefore, the environmental costs and impact of the companies is in abilities to dispose packages in eco-friendly manner.   Only socially responsible entities take the mentioned considerations into account when making up decisions. However, it is difficult to push entity to be responsible and initiative for actions taken and to be taken. (Ncube Wasburn 2006) Corporate social responsibility should be core principle within organization meaning that it should consider interests of employees, shareholders and customers in all aspects of operations. Such responsibility reaches far beyond statutory obligation of a company, corporate responsibility suggests sustainable development meaning that entities should make up decisions which focus not only financial factors, but also on long-term social and environmental. (Ncube Wasburn 2006) References Griffin, J. Mahon, J. (1997). The Corporate Social Performance and Corporate Financial Performance Debate: Twenty Five Years of Incompatible Research. Business and Society, 36, 5-31. Maignan, I. Ferrell, O. (2001). Corporate Citizenship as a Marketing Instrument Concepts, Evidence and Research Directions. European Journal of Marketing, 35, 3, 457-484. Ncube, L., Wasburn, M. (2006). Strategic Collaboration for Ethical Leadership: A Mentoring Framework for Business and Organizational Decision Making. Journal of Leadership and Organizational Studies, 13, 1, 77-93.

The Benetton Group Essays - Benetton Group, Shock Advertising

The Benetton Group Essays - Benetton Group, Shock Advertising The Benetton Group The Benetton Group The Controversy Continues Problem Identification Benetton, the world famous clothing producer, once again dives into social issues that the United States may not be ready for. The Italy based group is well known for their shocking world issue advertisements that only bear the company logo. In fact, Benettons advertisements traditionally do not feature the clothes it sells; only the issues play the lead role. After years of controversy over ads such as AIDS, war, interracial relationships, and priests kissing nuns, it may be time for Benetton to campaign about something other than controversial social issues, like clothes. On January 1, 2000, Benettons new advertising campaign wasnt about sweaters or pants, but about convicted murderers that are on death row. The death row ads feature portraits of American death row inmates in prison uniforms with the slogan Sentenced to Death. The ads give the inmates name, date of birth, crime, and expected method of execution. Within the campaign, inmates also talk about topics ranging from their childhood to their dreams, everything except their victims. According to CNN, victims rights advocates are outraged as well as are the individuals that lost loved ones to the profiled inmates. Once again, Benetton is faced with another controversy that could perhaps worsen their already poor US market share. According to the New York Stock Exchange, where The Benetton Group is publicly traded, it seems that the company has lost over ten dollars per share since their peak of 50 15/16 in January. This decrease could be attributed to many things, but perhaps the most significant was the February announcement that Sears would immediately pull Benetton designed clothes from all 400 of its stores that had been selling the Benetton USA line. The Benetton USA line was specifically designed for Sears when the two companies joined last summer to introduce a new line of juniors, kids, and mens apparel. Troubled by the campaign, Sears renegotiated its contract with Benetton to gain the right to preview future Benetton ad campaigns. A revised clause in the contract also gave Sears the ability to withdraw from the deal without penalty if the two parties were unable to agree on future ca mpaigns, according to CNN. Regardless of these changes, the controversy was too significant for Sears to ignore due to the hundreds of consumer complaints that poured into the store after the campaign released. According to the February 21, 2000 article in Advertising Age, a Sears spokesman said the chain allied itself with Benetton because We thought they were past that and had come to a point where they were interested in selling merchandise. The whole episode is tragic, for the victims, for Sears and for Benetton. However, Sears is not the only one taking action against the company. According to CNN, it was announced on February 10, 2000 that the state of Missouri was suing Benetton for ads featuring death row inmates that reside in Missouri prisons. Missouri claims that the company deceived the state when it used the death row inmates as part of its ad campaign. The state thought the inmates were being interviewed for a project sponsored by the National Association of Criminal Defense Lawyers. In addition, according to the February 19, 2000 article in The Economist, a Benetton spokesperson in New York admitted that payment was made to two inmates for the rights to their likeness. The state accuses Benetton of fraudulent misrepresentation, trespass by deceit and trespass by exceeding the scope of consent. Although the problems with Sears and Missouri could have significantly decreased the overall value of Benetton, the fact remains that consumers ultimately decide the fate of a company by whether or not they shop there. It seems that sources such as CNN, Wall Street Journal, and Advertising Age, among others, have touched upon US consumer reactions to the new ad campaign. Overall, it is not being accepted well in the United States and an already weak market will continue to weaken as long as Benetton refuses to change its US advertising techniques. According to the Washington Post, Benetton is standing by its campaign. In fact, its US director of communications stated, Once again, its very hard for people to see what

5 Tips to Write an Excellent UCF Application Essay

5 Tips to Write an Excellent UCF Application Essay SAT / ACT Prep Online Guides and Tips The University of Central Florida, commonly known as UCF, is one of the largest colleges in the United States. Over 50,000 students are enrolled at UCF, but that doesn’t mean it’s super easy to get in- UCF has an acceptance rate of 49.9 percent, meaning they accept just under half of students who apply. To set yourself apart from the crowd, you’ll want to write a stellar UCF application essay. Don’t think that the fact that these essays are optional means they’re not important; they’re an additional opportunity to show why you’ll be a great addition to the student body! In this guide, we’ll cover all the details of the UCF essay prompts, including how to answer them, what UCF is looking for, and a step-by-step guide to make your essay as strong as it can be. All roads lead to choosing to write the UCF application essay. What Should You Know About the UCF Application Essay? Unlike many schools, only freshman students can use the Common Application to apply to UCF. Otherwise, students must use UCF’s own application, which is also available to freshman students. However, there are some differences between the two. UCF's website includes a recommendation, but not a requirement, for a supplemental essay based on two of four prompts, outlined below.However, the instructions for the essay include the phrase, "The personal statements are a very important part of your application," so while they may not actually be required, you should write them as if they are. The Common Application includes two questions that do not appear on the UCF application, and reports from students suggest that UCF sends a follow-up email with instructions for how to complete the supplemental essays. The essays on the Common Application are flagged as optional, but, as with the UCF application, you should answer them as if they're required to be on the safe side. If staring wistfully out the window helps your writing process, do it! What Are the UCF Application Essay Prompts? Though the UCF essays aren’t technically required according to the college's website, it’s strongly suggested that you complete them. They’re an opportunity to flesh out your application with a more complete picture of yourself, which is valuable to both UCF and you. UCF has four essay prompts to choose from and instructs students to respond to two. According to previous applicants, UCF accepts those responses in one combined essay or in two separate statements. The responses, whether in one single essay or in two essays, should total no more than 500 words or 7,000 characters combined. Be sure that your essay or essays fall below both the word and character count. UCF has four essay prompts for you to choose from, though you only need to answer two of the prompts. The questions can either be answered in one essay or two, depending on which you prefer. If there has been some obstacle or bump in the road in your academic or personal life, please explain the circumstances. With this prompt, UCF is giving you an opportunity to explain any parts of your application that may not be as impressive as you’d like them to be. Many students aren’t able to commit to extracurriculars as deeply as they’d like because of financial problems or because they need to work or otherwise help out their family. Other times, students may not be able to keep their grades up as well as they’d like due to family illness or other obstacles that can make staying on top of homework difficult. Circumstances like these are out of your control but can cause hiccups in your education, which might not look good to colleges. This prompt gives you space to explain that, giving UCF a better picture of who you are as a student. So if you’ve encountered any hardship that’s had an impact on your education, it’s smart to take advantage of this essay question and explain it. If your grades dipped in junior year because you had to pick up an after-school job to help your parents out, let UCF know! Not only does that explain changes to your grades, but it also demonstrates responsibility. If you can explain your GPA based on outside circumstances, take advantage of the opportunity and do so. Be honest about challenges you’ve faced, and accept responsibility for things that you could have done better. Your answer to this question should demonstrate anything you’ve learned from the experience and how you’ve grown rather than just shifting blame to outside circumstances. Don’t stop at writing about what happened- continue on to answer what you did about it. However, be sure that what you write about is an actual hardship. Being bored with your classes or being more invested in something else, such as an extracurricular activity, doesn’t qualify- this question is asking for obstacles outside of your control. How has your family history, culture or environment influenced who you are? This is a fairly standard background essay, which asks you to think about your upbringing and how that’s shaped the person you’ve become. Because UCF has a fairly short word limit, be sure to pick one particular element and hone in on it rather than spending time painting a complete portrait of your family history. Information like this helps a college like UCF better understand what you’ll be bringing to the student body. Our upbringings often give us unique perspectives and abilities, which contribute to a thriving campus culture. In a school of over 50,000 students, it might feel like there’s nothing particularly unique about you, but there is- this essay prompt helps you discuss it. Don’t get too hung up on picking something dramatic to set your family or culture apart from everybody else’s. If you grew up in a family that really loves fishing and it’s made you a more patient, hands-on person, write about that! On the other hand, if you grew up as part of a traveling circus and that’s made you long for a place to put down roots, write about that! The most important thing with this question is to be honest, thoughtful, and specific. Pick something that really matters to you, and think deeply on what it means. Provided you are honest, thoughtful, and specific, there aren’t a lot of topics you should avoid on this one, though always be aware that, if you choose to write about something potentially inflammatory, the admissions office may not feel the same way about things that you do. Your audience is made up of strangers, so choose something you’re comfortable sharing with people who don’t know you and deciding whether or not you’ll get into college based in part on what you write. Why did you choose to apply to UCF? â€Å"Why This School?† essays are common in college applications because they require you to think beyond a school’s reputation and get specific about why you want to go there. Colleges want to know that your interest goes beyond ticking another box on your college list- you should have a reason to attend beyond that you think you can get in! To answer this question, try to get specific. What is it about UCF that appeals to you? You can look through their mission statement, course catalog, and clubs to find things that appeal to you, or refer to experiences at a campus visit or college fair. Connect your interest in UCF to something concrete. For example, UCF has part of its mission statement dedicated to creativity, which should â€Å"enrich the human experience.† Why does that matter to you? When you attend UCF, how do you hope to use creativity to enrich the human experience, too? If you can, make connections to real-life classes or clubs that you want to belong to, such as the Cypress Dome Society or Elements of Hip Hop. What interests do you have? What are your goals? How will these clubs help connect you to your student body? The most important things to avoid in this essay response are the things everybody else is already saying- that UCF has a good reputation and that it has a nice campus. Assume that both of those things go without saying. What else does UCF have to offer? What qualities or unique characteristics do you possess that will allow you to contribute to the UCF community? This prompt is the flip side of the â€Å"Why This College?† prompt- instead of asking why you want to attend UCF, UCF is asking why they should want you. Think beyond everything UCF already knows about you, like your grades and test scores. Assume that every student applying has exactly the same grades and scores as you do, and then decide what it is about you that’s different. What else do you have to offer? Choose something you haven’t discussed already, and be sure that you embrace that UCF is asking for what makes you unique. UCF wants to know about you as an individual, which could be anything from how you have the patience to make the perfect tamale to how your time leading a guild in World of Warcraft taught you about leading by example and connecting with people. UCF has lots of people with good GPAs and test scores- does it have enough tamale makers and guild leaders? Aim to fill the unique gaps only you can fill! Attending college isn’t just about attending classes, getting good grades, and moving on with a degree to show it. You’ll be part of a thriving campus culture, and UCF wants to know that you’ll be participating and enriching it. Beyond not focusing on things UCF already knows, always be sure that you’re presenting your best self. The people reading your essays are strangers, and may not get your sense of humor if you try to be tongue-in-cheek in this section. Be honest and thoughtful in a way that others will understand, especially because this essay will likely be their first impression of you. A good notebook isn't required for writing your UCF essays, but it sure does feel nice. What Are the UCF Common Application Essay Prompts? If you're applying to UCF using the Common Application, the requirements are a little different. The Common Application includes two additional questions that do not appear on the UCF application, which are flagged as optional. Still, there's no reasonnot to answer them- the wordcounts are short, they provide extra context for your application, and they're valuable questions for both you and UCF to reflect on. According to students who've applied to UCF, after finishing the Common Application, UCF will follow up with you with additional requirements, including responding to the additional essay prompts covered above. Though these essays are optional, it's still a good idea to answer them. Be sure that you don't answer the same prompt twice, as one of the Common Application prompts is almost the same as the one in the UCF application.You only have 250 words each, so be brief and clear rather than spending a lot of time painting a vivid picture. Why are you interested in UCF? As in the UCF application essay prompts, this question is asking why you want to attend UCF. Think beyond widely applicable answers like citing their reputation, campus, or weather- assume the admissions office already knows all that. Why UCF over any other good, beautiful, warm-weather school? What specifically draws you there? UCF wants to know that you're committed to attending not just as somebody who wants a good name on their diploma, but as somebody who's dedicated to UCF's mission and programs. Showing that UCF, not just their credibility or campus, matters to you is a great way to set yourself apart from other applicants. To do this, you need to get specific. Drill deep into what makes you want to attend UCF, and connect it to specifics. Campus visits are a great way to make these specific connections, but if you can't visit, you can also comb through the course catalog, club list, or mission statement. Show UCF that you don't just see yourself proudly holding a diploma with their seal- show them you see yourself learning, growing, and participating in campus culture along the way. Discuss your reasons for pursuing the academic program (major) selected above. Like the first question, this prompt wants to know more about you as an individual student. Think about what draws you to your major beyond prestige or salary. What should UCF know about you and your connection to your program beyond your GPA and extracurriculars? Questions like this show your dedication, which can be an important factor in admissions. Schools want to know that you're committed to your studies, and an essay that shows a deeper connection to your field is more likely to impress them. Take some time to craft a response that's insightful and honest- this essay will show UCF that you're truly passionate about what you study. You don't have a lot of space to answer this question- just 250 words- so be sure to focus on one specific thing rather than being comprehensive. Did trying and failing to grow strawberries lead you down the path to becoming a botanist? Did you decide to put your reputation for bossiness as a kid to work as a business major? Due to the short wordcount, you're going to want to be brief. Don't pick a topic that's too big, and stay away from using answers that other people might use. It's great if you want to be a doctor because you want to help people, but why a doctor as opposed to a social worker? Your essay should clearly demonstrate why the field you've chosen is the perfect one for you. Believe it or not, relaxation is part of a good essay. Key Tips for the UCF Essay No matter what school you’re applying to, there are some strategies you can always follow to be sure that you have a good, strong essay. Follow these steps as you’re writing your UCF essay and you’ll have a much easier time wrangling your thoughts and shaping them into something that’ll impress the admissions office! #1: Brainstorm It’d be nice if you could just sit down and write a perfect draft on your first try, but that’s not how most of us work. Instead, start with a little brainstorming. Set a five-minute timer and give yourself free rein to come up with as many possible answers to the prompts as possible, even if the answers are silly or weird or absolutely not in a million years going to work. Don’t worry about it! Get everything you can think of down on paper now so you’re not trying to herd your thoughts back into shape later on. #2: Write a Draft The benefit of getting all your ideas down on paper is that now you can pick and choose the ones that sound the best without getting midway through an essay before deciding the topic isn’t working for you. Cross out the choices that aren’t strong enough to support a whole essay, even one as short as UCF’s, to get those out of the way. Spend a little more time brainstorming some different points to hit on with the remaining topics and pick the one that feels strongest. Using your brief outline, flesh the topic out into a full essay. Don’t worry about getting it perfect the first time- that’s what editing is for! #3: Edit Editing is tough; it means re-reading your work and dealing with all the flaws that creep in. But editing is what separates the good essays from the bad. Take a day or so away from your essay before diving back in to read it with fresher eyes, and try not to get frustrated as you go. Read your work aloud to help you find sentences that are too long or lacking in punctuation. Cut out extra words- those â€Å"really†s and â€Å"very†s aren’t doing any work for you- and rephrase to get as much of the essay into passive voice as you can. Read it aloud again, give it another pass, and keep going until you feel like your work is in as good of shape as you can possibly get it. #4: Get Feedback Now that you’ve put in some time in editing, it’s time for the next scary step: showing your work to others. Choose a few people who you trust to give you honest, useful feedback- people who know what a good essay looks like, not just people who are going to tell you it’s great- and ask them to take a look at it. Leave them with a copy to make notes on so that you can refer to them later. When you read their feedback, don’t take it too hard. Everything they have to say is a suggestion, and it’s ultimately up to you whether you want to use it or not. Your essay should always, always, always be your work; don’t rephrase things exactly as a teacher or counselor suggests if it isn’t how you would say it. Besides, readers aren’t always right about the best way to fix errors. If the people reading your essay are confused about something, take that seriously! But don’t feel like their suggestion to fix it is inherently the best way, especially if it contradicts your meaning. It’s okay to disagree- it is your essay, after all. #5: Revise and Submit Take another break from your essay. Always try to edit with fresh eyes, if you can- trying to make changes when you’ve already spent a lot of time editing can either mean you miss mistakes or that you get so frustrated you give up. Spend some time away, working on an essay for a different school or doing something else entirely before you come back to it. Now that you’ve had a break, take all that feedback you received and use it to spin your essay into gold. Smooth out places where readers were confused, and clean up any lingering grammar errors. Read it for clarity and flow, and tidy everything up. When you’ve reached a point where you’re satisfied, take one last break. Give yourself a little time away from it, then read it one more time. Are you happy with it? Great! It’s time to submit! Send it off to UCF and anxiously wait for your acceptance letter to arrive. What’s Next? As you're applying to UCF, it's good to be aware of their admission requirements. This guide will walk you through the average GPA and test scores at UCF to help you maximize your chances of getting in! College essays should always be targeted to the school you're applying to, but there are some essay-writing strategies that work no matter what school you're applying to. If you're applying to college, it's a good idea to be aware of how to apply for financial aid.Make a plan and stick to it to ensure you get the maximum money available to you! Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

The Semai Community Research Paper Example | Topics and Well Written Essays - 750 words

The Semai Community - Research Paper Example The individuals in the community share more that only among family. However, everybody in the Semai camp has to share the items or food that they have obtained for the day; including those that were injured or even too sick to be able to take part will be given their share. Nonetheless, this is a good example of a generalized reciprocity whereby one might give something without expectations of receiving something in return, maybe in some way or even some other day. The concept or idea of possession among the Semai is different from that of the West. For instance, in the United States of America, it would be felt that the meat’s owner was the one who brought the animal down. However, among the Semai community, the owner of the meat is the one who unleashed the arrow. In this manner, more individuals have a chance of contributing toward food. They are normally happy to do trade with the others since they lack the means to keep or store food (Laird 18). An individual who possesses meat would wish to exchange with another thing since it is possible that the meat would go bad before he or she would finish it all up. The Semai people have a robustly peaceful image of themselves, they consider themselves as being nonviolent individuals who are not always angered or do harm unto others. They, in fact, sometimes disagree and get angry, but have less violent expressions of fury, and they nearly never beat up their children. These people regard themselves as non-violent, nurturing and dependant; a character that allowed violence would challenge their definition of good value (Peaceful Socities.org 16). Their view of the world and the place of humanity in it does not have any place for aggression.  

To what extent can working conditions affect well-being in the Essay

To what extent can working conditions affect well-being in the workplace - Essay Example decades.The paper will be discussing the extent to which the working conditions in the organizations of today’s world are affecting the well being of the employees with detailed discussion from different perspectives. The working environment in an organization is the product of the behaviors, interactions and synthesis among the employees working in that organization. In this respect the concept of organizational behavior can be said to be occupying an important place. Deflecting its path away from the conventional disciplines in academics, the dimension of organizational behavior (OB) uses various attributes from different fields and applies them in the changing of different priorities of the organizations. OB is a field that investigates the impact that individuals, groups and the structure possess on the behavior within the organizations. This dedicated towards the purpose of applying such knowledge towards the improvement of the effectiveness of an organization. OB also directs towards understanding the behavior of the people, the process of management, the organizational context, organizational process as well as the execution of work as well as interaction with the external environment. OB also centers on the process of what people do in an organization and how that behavior affects the performance of the organization and also deals with the study and understanding of the individual’s behavior which leads to the enhancement in the predictability. The behavior of the people, process of management and that of the organizational contexts are based on the elements of environmental influence, the process of organization and the correction of work which leads to the improved performance within the organization and also to increase its effectiveness. At the initiation phase, the practices of the organizational behavior included psychological application to the workplaces followed by rigorous research concerning various problems evolving in the workplace. It

Ethical And Legal Implications Of Euthanasia Essay Example for Free

Ethical And Legal Implications Of Euthanasia Essay The term euthanasia is derived from the Greek words â€Å"eu† which means good and â€Å"thanatos† which means death. Hence the literal translation of euthanasia is good death. Majority of countries around the world has prohibited euthanasia yet particular countries and states still apply this concept without much regard to the laws governing this issue. Unfortunately, cases of euthanasia still flourish because the physician conducting euthanasia is often left unharmed. Among all the countries around the world, the Netherlands has been identified as the prime country that allows the application of euthanasia in hospital cases. The topic of euthanasia is a controversial topic in human health. Euthanasia has been associated with medical issues, as well as ethical, legal, cultural and religious issues. Euthanasia has been originally defined as a method of accelerating death of a patient in order for the patient to avoid additional pain and misery due to his current medical condition. Since this classical definition is very sketchy, it is important that the different forms of euthanasia be described in detail. Voluntary euthanasia pertains to the hastening of death based on the consent that has been provided by the patient. It is a common situation in voluntary euthanasia that the patient signifies his wish to end his life because of the hardships he is currently experiencing as a consequence of his medical illness and another individual accomplishes euthanasia to fulfill the patient’s wishes. In the case of involuntary euthanasia, the patient remains competent is signifying his wishes and even decide what he wants to happen to himself, but euthanasia is still performed on the patient without even discussing this option with him. There are also cases wherein the patient is not able to express his wishes because he has lost his ability to communicate and non-voluntary euthanasia is conducted on the patient. The loss of ability to communicate is often observed among adult patients who are in a comatose or mentally deficient condition. The condition of not being able to communicate may also be observed among newborn babies that have congenital anomalies. There are also different forms of euthanasia that is based on how it is conducted. Active euthanasia pertains to the accelerating of the death process through the act of injecting a toxic substance that would result in death of the patient. Passive euthanasia, on the other hand, refers to euthanasia that involves the removal of treatment or the refusal in providing treatment to the patient. This type of euthanasia entails giving up the use of any life support systems or treatments and reflects an individual’s intention that the patient die after soon after the act is performed. The word passive often confuses the public because the word connotes not performing any particular act but the phrase passive euthanasia technically means the induction of death through the removal of supportive systems to the patient. Several other phrases have been used interchangeably to denote euthanasia. These are physician-assisted suicide of killing, withholding treatment, mercy killing or medical futility. In physician-assisted suicide, the medical practitioner supplies the patient with a lethal substance which the patient himself administers on himself in order to end his life (Materstvedt et al. 2003). In the case of withholding life-sustaining treatment, the physician attending to the patient decides that the use of further medical equipment and medications will not benefit the patient. In addition, the decision of withholding life-sustaining treatment is also based on the patient’s and the family’s request. Most of the hospital cases that withhold life-sustaining treatment are also futile in terms of medical procedures and treatments. There is much controversy with regards to the use of euthanasia around the world. It has been reported that majority of the physicians would support the authorization of euthanasia in medical practice. Particular countries and states have actually rejection or overturned earlier promulgations that are related to the conduct of euthanasia. In Australia, the Rights of the Terminally Ill Act was disallowed in 1997. In the state of Oregon in the United States, the Oregon Death and Dignity Act was discarded in 1999 (Miller et al. , 2004). These Acts were denied based on a number of ethical implications. One of the major issues related to euthanasia is that the suffering of the patient was not alleviated correctly. It has been pointed out that there is a possibility that the appropriate palliative care was not provided to the patient hence the patient would experience pain and discomfort. The availability of euthanasia thus influences the decisions of the physician wherein the physician would not look into the patient’s condition in detail because he is aware that there will always be the option of performing euthanasia in case the patient does not feel better as soon as expected. It is also possible that the amount of pain medications were below the optimal concentration that would be needed to eradicate the pain the patient is experiencing. There are also instances when a patient with a terminally ill condition is also suffering from a second medical disorder. Co-morbidities often occur with cancer patients, wherein they also suffer from major depression or another form of mental health disorder. Clinical research has also showed that patients with terminally ill conditions are more likely to request euthanasia in order to end of his suffering and frustration. It is thus important to determine whether the suffering of a patient continues due to patient negligence or mainly due to the illness itself. Another ethical issue related to euthanasia is that patients generally change their mind with regards to their requested treatment and wishes during the course of their ailment. It has been observed that among the patients who initially request for euthanasia or physician-assisted suicide, only approximately one-third of the patients remained with their decision of using euthanasia. As for the rest of the patients, they eventually changed their minds with regards to requesting euthanasia because an alternative method was provided to them that changed their perception of their terminal conditions. The alternative option actually made their conditions and current lives tolerable and still worth living. If euthanasia were legalized, it would be a great loss to the human population to see a significant number of patients that would instantly resort to giving up their lives just because of the idea that there is suffering and pain due to their illness. The value of life is also questioned in the act of euthanasia. Christianity has taught that only God will provide and take away life hence any person does not have the right to end an individual’s life, regards of his medical condition or state. The ethical issue of the patient’s and the physician’s rights to life are also questioned in euthanasia. In the medical Oath of Hippocrates, it is stated that a physician will do no harm to the patient and this should not be confused with the patient’s decision to die because this does not automatically mean that the physician has the right to kill the patient that signified his intent to receive euthanasia. The slippery slope phenomenon has been strongly linked with the issue of euthanasia, resulting in the need for a thorough sociological review of the act. Initial cases that employed euthanasia often involved hastening death among terminally ill patients. Euthanasia is secondarily provided to patients diagnosed to be chronically ill. The slippery slope phenomenon pertains to the application of euthanasia on other medical cases that show vague definitions with regards to futility and recovery. These medical conditions include the persistent vegetative state, which involves a patient that had undergone an episode of coma and then reawakened with a destructed brain stem. A patient in a persistent vegetative state thus presents with the inability to communicate but is actually conscious and can only perform the gag reflex. The persistent vegetative state is an exception to the definition of brain death, because only one of the two major components of the central nervous system is affected by the condition. Brain death has been classically defined as the shutting down of the entire central nervous system, including the cerebral cortex and the brain stem, resulting in the loss of breathing and stoppage of beating of the heart. In the case of persistent vegetative state, the patient remains awake yet has lost the capacity to perform any other motor activities. If euthanasia were legalized, this would provide physicians and family members of the patient an option to decide on whether it is right to end the life of a patient if he is in a persistent vegetative state. Other patients suffering from AIDS would also be given a quick solution to get away from their suffering of AIDS-related complications and would not learn to live the rest of their lives with AIDS. It is also alarming to imagine that if euthanasia were legalized, any elderly person may be subjected to euthanasia in order to circumvent the responsibility of caring for a senior individual. The issue of euthanasia also affects the patient’s trust in a physician. These medical professionals have long been perceived as skilled individuals that have a great knowledge in saving and prolonging the life of an individual. It is thus a normal implication that these medical professionals also have the expertise in hastening and terminating the life of an individual should he be asked to perform this or should he decide that ending a life of a person is the right thing to do. Hence if euthanasia is legalized, patients would feel that the physician carries the option of whether he shall or shall not live. Another sociological issue related to euthanasia is that the patient may be pressured to decide on euthanasia because of his family’s treatment on him (Ganzini et al. 2002). If euthanasia were legalized, any patient that feels that his illness is becoming a burden to his family members may easily pick the option of euthanasia to avoid the disappointment and anguish that his family is experiencing due to his illness. As for other elderly patients who are chronically or terminally ill, they would rather avoid being a burden to their families hence they would most likely request for euthanasia. Euthanasia is also implicated with sociological issues such as the eradication of unwanted ethnic groups. The historical incident of the mass murder of Jews by the Nazis during World War II is an extreme example of the use of euthanasia. The decision to eradicate Jews was then a political move that was performed using a medical procedure. The incident of mass murdering of Jews by the German Nazis is also strongly associated with the concept of eugenics, or the biased selection of individuals that are allowed or accepted by society. Eugenics has also been linked with the eradication of criminals in society during the earlier centuries.

National Missile Defense (NMD) Research Paper -- Military Integrated D

National Missile Defense National Missile Defense (NMD) is an extremely complex land-based ballistic missile system with the sole purpose of defending the United States against a ballistic missile attack from a foreign country. The NMD architecture consists of five main components. 1. Ground-Based Interceptors (GBI): The purpose of the GBI is to destroy the incoming nuclear weapon. The interceptor is a multistage rocket, which is launched after receiving a firing solution from the command and control system. After exiting the atmosphere, the Exoatmospheric Kill Vehicle (EKV) is released. This is the actual equipment that is to intercept the incoming warhead and destroy it by colliding with it. The EKV has on-board thrusters that enable it to change course if required to intercept the warhead. 2. Battle Management, Command, Control, and Communications (BM/C3): The BM/C3 component is divided into two main parts. First, the Command and Control (BM/C2) system controls the overall NMD system. Information from sensors is forwarded to the BM/C2, which processes the data and determines the targets for the GBI to intercept. Second, the In-Flight Interceptor Communications System (IFICS) is a network of ground systems that relay communications to the GBI while in flight to guide it to the incoming warhead. 3. X-Band/Ground-Based Radars: These radar systems gather tracking information regarding the incoming warheads during the mid-course phase of the missile. This data is then sent to the BM/C2, which in turn is sent to the GBI for guidance to intercept the warhead. 4. Upgraded Early Warning Radars (UEWR): These radars systems detect targets near the horizon, early in the ballistic missi... ...s?† Coalition to Reduce Nuclear Dangers. 29 Sep 1999. < http://www.clw.org/coalition/ucsnmd092999.htm> 5 Class Notes from website 6 Class Notes from website 7 Gronlund, Lisbeth. â€Å"The Planned US NMD System: Is the Technology Ready for Deployment? Will the Pentagon Know If It Is?† Coalition to Reduce Nuclear Dangers. 29 Sep 1999. < http://www.clw.org/coalition/ucsnmd092999.htm> 8 Galum, John, Joshua Shakon and Tan Mau Wu. â€Å"National Missile Defense – A CS91 Final Project.† < http://www.cs.swarthmore.edu/~eroberts/cs91/projects/national-missile-defense/index.html> 9 Approaching Ethics, Class notes regarding instructions for the Ethical Decision-making Group Capture Worksheet 10 Approaching Ethics, Class notes regarding instructions for the Ethical Decision-making Group Capture Worksheet

Organizational Development Term Paper Essay

2.1 MEANING OF HUMAN RESOURCE DEVELOPMENT (HRD) (Rao 1990) Human resource development is the process of helping people to acquire expertise. In an organizational context, it is the process by which organizations help their employees in a continuous and planned way in order to: †¢ acquire or sharpen the abilities required to perform various functions associated with their present or expected future roles; †¢ develop their general skills as individuals, discover and utilize their inner potential for their own and/or organizational development purposes; †¢ develop an organizational culture in which supervisor subordinate relationships, teamwork and collaboration among sub-units are strong and contribute to the professional well-being, motivation, and pride of employees. The Human resource development process is facilitated by mechanisms (instruments or sub systems) such as performance appraisal, training, organizational development (OD) feedback and counseling, career development, potential development, job rotation and rewards. Employees are helped constantly in order to make them to acquire new skills. This aid is offered through a process of planning, performance, feedback and training. It also includes, assessment of the developmental needs, periodic reviews of performance, and the creation of development opportunities through training, job rotation, responsibility definit ion and similar other mechanisms. THE CONCEPT OF HUMAN RESOURCE DEVELOPMENT (HRD) Human resource development is a people-oriented concept that focuses on developing the skills, knowledge and competencies of people. Human resource development can be applied both at the organizational level as well as the national level. Various authors have not yet been fully successful in conceiving the whole concept of human resource development. They have defined the term from their standpoint due to the fact that it is a recent concept and therefore is still in the conceptualizing stage. Lifelong learning has become an important topic under the globalization perspective, the whole world develops into a â€Å"learning society† (Gass,  1996). Work organizations are becoming important partners in this learning society, as they provide more and more opportunities for continuous learning to their employees with the objective to optimize organizational learning as a whole (Karen et al., 2001). Despite the growing number of publications on Human Resource Developments (HRDs) role in organizational learning many uncertainties remain. However, many interesting initiatives are being undertaken by HRD practitioners in facilitating employee learning and professional development (Tjepkema, 2000). Many organizations have renamed their training departments to human resource development departments. Surprisingly some organizations renamed their personnel departments to human resource development departments. Some educational institutions started awarding degrees and diplomas in human resource development, with the fact remaining that the concept is not yet crystal clear. It is a concept not so old that sufficient human input could have been possible. The concept of human resource development was introduced by Nadler (1984) in a conference organized by the American society for training and development. Nadler (1984) defines human resource development as â€Å"Those learning experiences, which are organized for a specific time and designed to bring about the possibility of behavioral and attitudinal change. 23 General Assembly resolution 44/213 of UN in 1989 states: Quote†¦ â€Å"HRD is a broad concept— requiring integrated and concentrated strategies, policies plans and programs to ensure the development of the full potential of human beings—so that they may, individually and collectively, be capable of improving their standard of living†.——unquote. Alvin Toffler, the author of â€Å"future shock† and â€Å"The Third Wave† wrote about the importance of learning in the 21st Century and how the use of learning skills will denote literacy. The definition he used has more meaning than ever in current times and can serve as a gauge for us as individuals and as organizations both in measuring our own concepts regarding HRD skills and in planning learning experiences with others. The term learning experience refers to purposeful or intentional learning not incidental learning as  cited by John (2005). Organizational view point is that human resource development is a process in which the employees of an organization are motivated to acquire and develop technical, managerial and behavioral knowledge skills and abilities (John 2005). Their values beliefs and attitudes are reshaped in order to perform present and future roles by releasing the highest human potential with a view to contributing positively to individual’s social goals as well as the organizational goals. A comparative analysis of these definitions seems elaborate and comprehensive as it deals with the developmental aspects of all the components of human resources. Furthermore, it deals with all skill sets, the present and future organizational needs and aspects of contributions at organizational level. The analysis of the definitions further shows that there are three aspects in human resource development: †¢ Organizational employees are helped and motivated †¢ Various aspects of human resources are acquired, developed and molded †¢ Contribute to the organizational, group, individual and social goals. Initially the helping and motivating factors of human resource development, like organizational structure and climate, human resource development climate, human resource development knowledge and skills of managers and resource planning recruitment and selection may be called enabling factors. The second aspect deals with techniques or methods, which mean to acquire, develop and shape up the various human resources. These techniques include; performance appraisal, potential appraisal, career planning, and development, training, management development, social and cultural programmes, workers participation in management and quality circles. The third category includes the outcomes contribution of the human resource development process to the goals of the organization, group, individuals and society. 2.3 ELEMENTS OF HUMAN RESOURCE DEVELOPMENT: The following are the elements of human resource development discussed in detail: †¢ human resource development activities to be the joint responsibility of  various target functionaries, such as managers, govt. functionaries and in case of education, teachers and parents as well. †¢ reducing direct recruitment by retraining and, redeployment of existing manpower, so as to encourage professionalism with a reasonable uplift to the status of a professional approach specially required in education. †¢ placing emphasis on human resource development strategies which would suitably match the individual and organizational needs, with special reference to teacher education where trainees are enjoying double role – as a student and as a teacher also this magnifies the significance of professional needs to be addressed on priority. †¢ using training as the main human resource development strategy; utilizing performance and potential appraisal not only as mechanisms for deciding rewards and punishments but as an effective tool for development, as a trained individual a teacher in this case has also to lead his / her students to 25 an optimum possibilities of innovation and creativity which will be impossible without quality development considered in training scope. But moving a bit beyond by incorporating all aspects of HRD which are required for developing softer images in the personalities of these trainees who are supposed to facilitate students rather than pulling into a hard, rough and tough situations where the softer aspects of students’ personalities have hardly any space to grow. †¢ making jobs more meaningful and providing challenges and intrinsic motivation so that they become the strongest motivators, as without proper motivation both at teachers and students end, canvas of creativity cannot be widened. †¢ developing the line staff as competent resource people for human resource development, in the environment of intellectual development for quality assurance. †¢ conducting periodic reviews of the organizational health introducing suitable interventions on a long-term basis but with a suitable / workable frequency to make the development . †¢ encouraging, adopting and experimenting with new interventions aimed at human resources development and liberally encouraging research and to find new horizon for mental caliber of trainee teachers. †¢ conducting regular audit of the effectiveness of the personnel and human resource development systems, so that this system is obliged to be economically viable and practical. †¢ developing and implementing a mechanism for clarification of goals and roles for individuals and groups; and making them capable of goal oriented. That will make their job experts with a stress to time constraints. †¢ arranging for a continuous exchange of ideas with eminent professionals, so that the development process covers wider canvas and involves mutual interest and understanding. 2.4 DIMENSIONS OF HUMAN RESOURCE DEVELOPMENT (HRD) Human resource development is considered the key to higher productivity, better relations and greater profitability for any organization. Iqbal (2007) says human productivity is crucial for growth and survival of organizations. Cheney (2002) supported the concept that higher productivity leads to ultimate societal benefits. As far as the dimensions/components/sub- systems of human resource development are concerned, mechanisms of human resource development have been designed in different ways and various thinkers and professionals have offered divergent views. Rao (1988) suggests that human resource development sub-systems comprise performance appraisal, potential appraisal, career planning, training, performance coaching, organization development, employee welfare, rewards, qualities of work life and human resource information system. Pareek (1983) refers to performance appraisal, feedback, counseling, potential appraisal, career advancement, career planning and training as dimensions of human resource development. Varadan (1987) traces human resource development mechanism into performance appraisal, role analysis, organization development and quality circles. Though there is diversity among these arguments, but one can trace out that on some of the dimensions  there is unanimity of opinion among the experts. Iqbal (2007) refers, improvement in human productivity is crucial to a country like Pakistan where the rate of investment has already been low and falls in the range of 17 to 18%.Therefore organizations need to develop employees to enhance productivity. 2.5 HUMAN RESOURCE DEVELOPMENT COMPONENTS Jayagopal (1988) proposed a comprehensive framework for human resource development program, comprised upon four major areas with nineteen functions under them. and also suggest a dense network of interconnections between these functions. That framework was thrashed and most necessary components are only discussed in detail. 2.5.1 Manpower Planning Manpower planning is the process which assesses and determines that the organization will have an adequate number of qualified persons available at specific times, performing jobs which would fulfill the needs of the organization and which would provide satisfaction for the individuals involved. It is an endeavor to catch demand and supply, it involves: †¢ calculation of net human resource requirements based on present level of human resources; †¢ based on the objectives and long-term plans of the organization, an estimation of present and future requirements and supply of human resource; †¢ to develop the human resource of existing employees and planning an approach that will enable the organization to get the rest of human resources from outside the organization. †¢ initiating steps to change, mould and develop the existing human resource to meet the future human resource requirements. 2.5.2 Recruitment, Selection and Placement Generation of applications for specific positions for actual or anticipated vacancies is known as Recruitment. Through ideal recruitment procedure suitable applicants could be identified. Selection is the process of ascertaining the qualifications, experience, skill, knowledge etc of an applicant with a view to appraising his/her suitability to a job. The  selected candidate is assigned the most suitable job is Placement. Right person on the right job may produce the best results. 2.5.3 Training and Development The two terms are quite identical to each other, but they are not the same in meaning. Training is a learning process that aims to permanently improve the ability and behavior of the employees by enabling them to acquire new skill, knowledge and attitude for more efficient performance. Which includes: †¢ identification of training needs †¢ developing suitable training programmes †¢ providing requisite job skills and knowledge to employees †¢ evaluating the effectiveness of training programmes Development is the growth or realization of a person’s ability, through conscious or unconscious learning. Development programs usually include phases of planned study and experience, and are usually supported by a coaching or counseling facility. Development occurs when a gain in experience is effectively combined with the conceptual understanding that can illustrate it, giving increased confidence both to act and to perceive how such action relates to its context (Bolton, 1995). 2.5.4 Performance Appraisal Performance appraisal is the process which helps determine the efficiency of a worker in his/her job performance. It provides a mechanism for identification of merits and deficiencies observed in an employee in relation to his/ her job performance. Appraisal is to determine the present state of efficiency of a worker in order to establish the actual need for training. The process of performance appraisal consists of following: †¢ Setting the standards for performance †¢ Communicating the standard to the employees, measuring the performance, comprising the actual performance with the standard set. 2.5.5 Job Rotation The distribution of responsibilities it is suggested will result in specialization. However, to be able to utilize their specialization in the  best possible way, the worktasks should be rotated among the employees so as to broaden their field of specialization as well as their knowledge about the organization’s operation as a whole. Therefore, once a year the work-tasks, should be rotated among the various employees depending upon their qualifications and suitability to perform the new work-task. 2.5.6 Wage and Salary Administration The principal need of all employees is adequate wage and salary, which should be proportionate with his/her duties and responsibilities. Wage and salary administration refers to the establishment and implementation of sound policies and practices of employee compensation. It includes areas such as job evaluation, development and maintenance of wage structure, wage surveys, wage incentives, profit sharing, wage changes and adjustments, supplementary payments, control of compensation costs, etc. Wages and salaries are important in determining the standard of living, per capita income, productivity, moral and economic well being of the workers and employees. 2.5.7 Career Planning and Development The concept of career planning emerged in the USA in the 1970s, and become popular .It encouraged employees to analyze and assess their ambitions and provide them with the information about a company’s career opportunities. It focuses on generating an awareness of strengths and weaknesses among employees and at helping them to match their skills and abilities to the Heads and demand of the organization. Without development of people in the organization, the organization cannot prosper. The General Electric Company (GEC) in USA has brought out the ‘Career Dimensions’ work books. The four areas where career planning program can benefit a company are; †¢ They maintain a positive relation with employees. †¢ They help to avoid mismatches between what an employee wants and what a company needs and can offer. †¢ They provide a way of identifying opportunities for continuous career growth. †¢ They improve the utilization of professional and managerial staff. 2.5.8 Organization Development Organization Development (OD) is an organization-wide, planned effort emphasizing appropriate intervention in the continuous activities of the organization, which is managed from the top. Robbins (1993) describes OD as, ‘A collection of planned change interventions, built on humanistic-democratic values, that seek to improve organizational effectiveness and employee well being’. It consists of the activities related to organizations as social systems which focus on changing the human infrastructure through interventions in the various processes. In a planned way strategy is formulated focusing on developing and stimulating the adaptive capacities of organizations so as to allow them to respond to their internal and external environments, in a pro-active manner. Organization development provides a normative framework within which, changes in the climate and culture of the organization towards harnessing the human potential for realization of organizational objectives is brought out. Organization development exercise includes a teambuilding programme, interpersonal sensitivity, role clarity, personal growth and stress management. 2.5.9 Quality Circle Quality circle is a self-governing group of workers with or without their supervisors. This group voluntarily meets regularly in order to identify, analyze and solve the problems related to their work area. The circle groups discuss issues and problems relating to their work unit and their own jobs, and can meet both during and after working hours. In addition to the quality circles, there are facilitators, coordinators, and the steering committee that play their respective roles at various stages of functioning of the quality circles. The objectives of the quality circle are: †¢ Enhancement and utilization of human resources effectively †¢ Satisfaction of the worker’s psychological needs for motivation †¢ Enhancement of employee’s supervisory skills like leadership, interpersonal and conflict resolution †¢ Developing the skills through participation creating work interest, inculcating problem-solving techniques etc. 2.5.10 Human Resource Information System A systematic way of gathering and storing information about each individual  employee for the benefit of planning, decision-making and supply of returns to external agencies at the organizational level is known as human resource information system. A variety of records are maintained to meet the needs of manpower planning, recruitment, development of people, compensation, integration and maintenance and separations not only for internal control, feedback and corrective action, but also to meet the various constitutional obligations.

Heart of Darkness Active Reading Guide

Conrad1. * Fifteen days after leaving the outer station Marlow â€Å"hobble[s] into the Central Station†, which was being run by â€Å"the flabby devil†, referring to the greed of the Europeans. There he finds out that his ship had been sunk when they tried to take off before he got there. He also meets the manager of the Central Station who is only employed because he never gets sick, and the brick maker who doesn’t actually make any bricks. He overhears a conversation between the manager and his uncle, who is leading the â€Å"Eldorado Exploring Expedition† that passes through the station.They are talking about Mr. Kurtz. This all occurs two months before they reach Kurtz’s station. * Marlow then takes off in his newly repaired boat (Conrad 21). Fifty miles before Marlow reaches the Inner Station where Kurtz is, he comes across a hut on the side of the river. They approach and see a sign on a pile of wood that says â€Å"Wood for you. Hurry Up. A pproach Cautiously†. Then inside a hut, Marlow finds a book entitled An Inquiry into some Points of Seamanship inside of which are notes written in what Marlow says â€Å"looked like cipher† (38). Eight miles before Marlow and his crew reach Kurtz they get stuck in a heavy fog, and are unable to move for quite a bit of time. Then once the fog lifts they are able to proceed, but find themselves stuck once again one and a half miles before reaching Kurtz. Here they are attacked by the natives. They blow the whistle on the boat and the natives are scared away (47). * Finally, Marlow reaches the Inner Station. The first person that he meets is the Russian/Harlequin, who idolizes Kurtz. He then meets Kurtz who is taken aboard the steam boat. Kurtz dies aboard the steamboat, and Marlow returns to Europe. In Brussells, Marlow goes to visit Kurtz’s intended. She is distraught over Kurtz’s death, so Marlow lies to her about the reality of what really happened, sayi ng Kurtz was a good and honorable man (75-79). 2. * While Marlow is in the Central Station, page 23, he is required to repair his ship which had sunk before he reached the Station. Marlow says: I went to work the next day, turning, so to speak, my back on that station. In that way only could I keep my hold on the redeeming facts of life. Still, one must look about sometimes; and then I saw this station, these men strolling aimlessly about in the sunshine of the yard.In this passage, when Marlow states he is turning his â€Å"back on [the] station† he is referring to the lack of work that goes on at the Central Station, and how his hard work repairing his steam boat looks in contrast. When he says that work allows him to â€Å"keep [his] hold on the redeeming facts of life† it lets the reader know that he values work, and thinks it encourages people to become better. * Still at the Central Station, Marlow makes another comment on the work ethic of the Europeans who are at the station saying that their pretending to work was as unreal as everything else—as the philanthropic pretence of the whole concern, as their talk, as their government, as their show of work†¦They intrigued and slandered and hated each other only on that account—but as to effectually lifting a little finger—oh no† (25). His sarcastic tone toward the end of the excerpt, shows that he views their refusal to work as silly and ridiculous. The way he can so easily see through their pretence also shows how little effort they put into everything in the Congo, because they are driven by greed, and greed alone. When Marlow comes across the book in the hut on the side of the river he exclaims that it was â€Å"not a very enthralling book; but at the first glance you could see there a singleness of intention, an honest concern for the right way of going to work, which made these humble pages, thought out so many years ago, luminous with another than a profe ssional light† (39). The fact that Marlow is so impressed by the book because it appreciates hard, honest work, shows what an anomaly this outlook is down in the Congo. Marlow appreciates the book so much because the book lines up with his same views on work. On page 18, when Marlow is talking to the Chief Accountant, the Accountant mentions how he is able to keep such clean clothes saying I’ve been teaching one of the native women about the station. It was difficult. She had a distaste for the work. This is more representative of the European’s view of work than of Marlow’s. The Europeans believe that work is something for slaves and people who aren’t as privileged as they are. Overall, Marlow believes that work is highly beneficial to a person. When someone works, they are kept sane, and are kept honest.Not only are they more sensible, and productive, it makes one a better person in the long run, unlike the ridiculous Europeans overcome by greed a nd laziness. 3. * One reference to futility in the novel occurs after a fire starts in the Central Station. The people in the camp are rushing to put it out, and as one of them ran past Marlow he notices â€Å"there was a hole in the bottom of his pail† (24). This shows how ineffective much of what the Europeans were doing, as a pail with a hole is not able to transport nearly as much water as an intact bucket.This also shows how ignorant the Europeans are about matters in the Congo as the man holding the bucket is not aware of the hole in it, even though that detail is so vital to his plight. * When Marlow needs to fix his ship, he only needs one material to fix it, which would be rivets. However, there are none to be found at the Central Station. Marlow says that at the Outer station, â€Å"You could fill your pockets with rivets for the trouble of stooping down†, but â€Å"there wasn’t one rivet to be found where it was wanted†.This example shows yet a gain the ignorance of the Europeans. They have an ample amount of something that is quite unnecessary in one place, but are blind to the needs of those in other places. Just like they have an ample amount of people digging for ivory in the Congo, but they pay no attention to the needs of the natives. * Only 8 miles from the inner station, Marlow and his ship get trapped in the fog. Marlow has a conversation with his manager: â€Å"[The manager] muttered something about going on at once, I did not even take the trouble to answer him.I knew, and he knew, that it was impossible†¦Ã¢â‚¬â„¢I authorise you to take all the risks,’ he said, after a short silence. ‘I refuse to take any,’ I said shortly; which was just the answer he expected† (43). This conversation is an excellent example of futility, because the conversation is merely for show. There was no actual reason for the conversation to take place, because the conclusion had already been arrived at. Th is is similar to when Marlow sees the men blowing up parts of the cliff to build a train track, even though the cliff was not in the way (16). 4.When Marlow first comes to the Inner Station he describes it by saying, â€Å"Through my glasses I saw the slope of a hill interspersed with rare trees and perfectly free from undergrowth. A long decaying building on the summit was half buried in the high grass; the large holes in the peaked roof gaped black from afar; the jungle and the woods made a background. There was no enclosure or fence of any kind; but there had been one apparently, for near the house half a dozen slim posts remained in a row, roughly trimmed, and with their upper ends ornamented with round carved balls.The rails, or whatever there had been between, had disappeared. Of course the forest surrounded all that. The river-bank was clear, and on the water side I saw a white man under a hat like a cart-wheel beckoning persistently with his whole arm. Examining the edge of the forest above and below, I was almost certain I could see movements—human forms gliding here and there. I steamed past prudently, then stopped the engines and let her drift down. The man on the shore began to shout, urging us to land. ‘We have been attacked,’ screamed the manager. ‘I know—I know. It’s all right. yelled back the other, as cheerful as you please. ‘Come along. It’s all right. I am glad. ’ His aspect reminded me of something I had seen—something funny I had seen somewhere. As I maneuvered to get alongside, I was asking myself, ‘What does this fellow look like? ’ Suddenly I got it. He looked like a harlequin† (53). And then later states, â€Å"You remember I told you I had been struck at the distance by certain attempts at ornamentation, rather remarkable in the ruinous aspect of the place. Now I had suddenly a nearer view, and its first result was to make me throw my head back as if before a blow.Then I went carefully from post to post with my glass, and I saw my mistake†¦I had expected to see a knob of wood there, you know. I returned deliberately to the fist I had seen—and there it was, black, dried, sunken, with closed eyelids—a head that seemed to sleep at the top of that pole, and with the shrunken dry lips showing a narrow white line of teeth, was smiling too, smiling continuously at some endless and jocose dream of that eternal slumber† (58). This passage shows excellent impressionistic style, because of the unreliability of the narrator.The scene is described exactly as it first appeared to Marlow. He first sees the heads on the poles, and thinks that they are knobs of wood so instead of saying, â€Å"I saw something on the poles that I later found out were human heads†, Conrad allows the reader to believe that they are indeed, only knobs of wood, for as long as Marlow believes that they are knobs of wood. It is also s hown in the slightly erratic narration, which doesn’t follow an exact order, but instead jumps around wherever Marlow’s mind happens to be at that exact moment in time.Another clue, would be Conrad’s use of commas. Impressionist writers tend to use a wide variety of commas, which some believe are also symbolic of the short brush strokes of impressionistic painters. 5. Kurtz shows interest in two very different women in the novel. The first we are introduced to is his native lover. she is described as being â€Å"savage and superb, wild-eyed and magnificent; there was something ominous and stately in her† (62). This woman is powerful and wearing â€Å"the value of several elephant tusks upon her†.She shows her emotions openly, but does not allow weakness to show through. Kurtz’s intended on the other hand is described as having â€Å"a mature capacity for fidelity, for belief for suffering†¦This fair hair, this pale visage, this pure br ow, seemed surrounded by an ashy halo from which the dark eyes looked out at me† (76). The intended is more meek, and full of suffering. She claims that she is the only one who understood Kurtz, and Marlow feels the need to protect her from the truth.With the native lover, one of the men onboard says that he would have shot her if she had intended to board the boat. One of the women inspires fear, while the other inspires pity. But they are both very similar in their fierce loyalty to the man they love, Mr. Kurtz. 6. * The first motif that I noticed was that of the â€Å"savages†. They are often referred to by names which are not usually used to describe a human, because they were not thought to be human the way the Europeans were thought of as human.The first example that I found was on page 6 when Marlow is describing what his occupation includes, â€Å"Sandbanks, marshes, forests, savages—precious little to eat fit for a civilized man†, which implies th at he believes that food that the natives find acceptable, wouldn’t be good enough for him, because he is better than the natives. The second example was on page sixteen when Marlow describes the faces of the chain gang that walks past him saying, â€Å"They passed me within six inches, without a glance, with that complete, deathlike indifference of unhappy savages. This shows the way they group all of the â€Å"savages† into one conglomerate mass, saying there is no difference between one of them, and the next. The third example was one page eighteen. Marlow walks through a group of dying natives, and picks out one in particular. â€Å"While I stood, horror-struck, one of these creatures rose to his hands and knees and went on all-fours towards the river to drink†. This sentence doesn’t refer to the native as something resembling a human. The words â€Å"creatures†, â€Å"hands and knees† and â€Å"all-fours† are phrases that are on ly used to describe animals, which reflects on the European opinion of African natives.The fourth example was a comment made by the Chief Accountant when he has a sick native recuperating inside his â€Å"office†. â€Å"When one has got to make correct entries, one comes to hate those savages—hate them to the death†. This comment puts his work, and his accounting, over the well being of human beings. Meaning he values the lives of the natives less than he values his work. The last example was on page 24 when Marlow talks of viewing the man who was beaten, when a fire starts in the Central Station.He says, â€Å"A nigger was being beaten nearby. They said he had caused the fire in some way; be that as it may, he was screeching most horribly. I saw him, later, for several days, sitting in a bit of shade looking very sick and trying to recover himself: afterwards he arose and went out—and the wilderness without a sound took him into its bosom again†. This shows the treatment of the â€Å"savages†. The fire obviously started for absolutely no reason, but still they insist on blaming the fire on the native, rather than on one of their own. The second motif that I chose, was that of the jungle. The jungle is obviously a main part of the story, because most of the land around the Congo River is jungle. The first instance that I found was on page six of the novel Marlow says â€Å"all that mysterious life of the wilderness that stirs in the forest, in the jungles, in the hearts of wild men. † The jungle is often referred to as wilderness, which is a good example of what it represents. The jungle is the wild aspects of the world, and the uncivilized parts of the earth. he second example was on page 23. Marlow speaks of the difference between the station and the surrounding area, â€Å"And outside, the silent wilderness surrounding this cleared speck on the earth struck me as something great and invincible, like evil or truth, waiting patiently for the passing away of this fantastic invasion. † This quote is interesting, because Marlow speaks of the Europeans in the Congo as an â€Å"invasion†. Meaning, the forest is a separate entity, and is not just there for the Europeans to take as they please.The third example is on page 24, when Marlow is talking about the native that was beat for the fire he says â€Å"the wilderness without a sound took him into its bosom again†. This shows that the wilderness is only cruel to those that aren’t used to it, meaning the Europeans. it is a kind home to the natives just as Europe is a kind home to the Europeans. The fourth example was page 27 where Marlow says, â€Å"Could we handle that dumb thing, or would it handle us? I felt how big, how confoundedly big, was that thing that couldn’t talk and perhaps was deaf as well†.Marlow usually describes the forest as being silent, which is usually associated with a sense of for eboding. This shows the unknown threats and dangers that can be found in the jungle. The last example was on page 33 where Marlow describes the silence again saying â€Å"The high stillness confronted these two figures with its ominous patience, waiting for the passing away of a fantastic invasion†. * The third motif that I chose was the river. This is the most integral part of the story, because it is the primary mode of transportation.On page five he asks, â€Å"What greatness had not floated on the ebb of that river into the mystery of an unkown earth! † The river is a connection between civilization and wilderness, ancient times, and modern. The second example is on page 14 where he says, â€Å"Nature herself had tried to ward off intruders; in and out of rivers, streams of death in life, whose banks were rotting into mud, whose waters, thickened into slime, invaded the contorted mangroves, that seemed to writhe at us in the extremity of an impotent despair† . Here he is describing the rivers as the embodiment of the suffering the Europeans are causing.The third example is spoken by the unknown narrator who describes listening to Marlow, â€Å"I listened on the watch for the sentence, for the word, that would give me the clue to the faint uneasiness inspired by this narrative that seemed to shape itself without human lips in the heavy night-air of the river†. Here he uses personification, by saying that the river itself was actually the one telling Marlow’s story. The fourth example is on page 34 when he says â€Å"Going up that river was like travelling back to the earliest beginnings of the world, when vegetation rioted on the earth, and the big trees were kings. This again shows the connecting power of the river from ancient times to modern. The last example was on page 35 where Marlow says, â€Å"The reaches opened before us and closed behind, as if the forest had stepped leisurely across the water to bar the way for our return†. He views the river as a one way path into â€Å"the heart of darkness†. 7. * The first example of assumptions made in the book would be Marlow’s interaction with his Aunt. Because his Aunt has only heard what the companies are telling the world, she believes that the sole purpose of expeditions to Africa is to civilize the â€Å"brutes† who live there.This is, in her mind, a worth while undertaking, so she praises Marlow for his decision. However, if she had actually understood that the reason that the Europeans were in the Congo was to destroy the country in their search for ivory, and mistreat the natives, then her reaction, may not have been as kind. * The second example would be the first interactions between Marlow and the brick maker in the Central Station. Because the brick maker believes that Marlow has connections with officials who are high up in the company, the brick maker is extremely nice to Marlow and immediately attempts to be friend him.He only does this, because he assumed that being friends with Marlow would allow him to get a boost in his standing with the company. * The third example would be the interaction between Marlow and Kurtz’s intended. Marlow who has quite a misogynistic view of women says, â€Å"It’s queer how out of touch with truth women are. They live in a world of their own, and there had never been anything like it, and never can be. It is too beautiful altogether, and if they were to set it up it would go to pieces before the first sunset. Because he has this preconceived notion of women being so fragile, he acts cautiously when he meets Kurtz’s intended, and eventually, this preconceived notion causes him to lie to her about exactly the kind of man that Kurtz really is. 8. â€Å"The horror† that Mr. Kurtz refers to would partially be his involvement in the European presence in the Congo. Unlike the other managers of stations, Kurtz is not completely detat ched from the natives. He gets to know them on a personal level, until they idolize him as a God, and I believe that eventually he began to feel remorse for the way that he was using them.He could never have a real, true relationship with them, because he still had to report to a company, so the main basis of their relationship would always be extortion. Kurtz eventually realized how wrong this was, but at that point he was so involved that there was no way he could reverse the damage he had done there. I feel that he was also, in his last dying breath, attempting to continue the legacy that he had managed to build for himself. Throughout the entire book it seems as if people idolize him for his speeches, but are never able to give real substance for why he is this fantastically, amazing person they describe him to be.This would be a great example. No one will ever be able to explain exactly what â€Å"The horror! The horror! † refers to, but the words are just haunting enoug h that Marlow will never be able to go a day without contemplating what they could possibly mean. In this way, Kurtz is ensuring that his legacy will live on. 9. I believe that the frame structure is very important, because it gives credibility, and a sense of meaning to the story. A story being relayed by the person who experienced it may or may not be interesting or of extreme importance.But, because Conrad chose to have another narrator relaying Marlow’s story, it shows that Marlow was not the only one who thought that the story was worth hearing. It lends that the narrator heard the story from Marlow, and decided it was worth while enough that other people besides those that heard it from Marlow, should hear the story. It also allows Conrad to skip over the least important parts of the story, and only leave those details that are crucial to the story line. Works Cited Conrad, Joseph, and Robert Kimbrough. Heart of Darkness: An Authoritative Text, Backgrounds and Sources, Essays in Criticism. New York: Norton, 1971. Print.

Gay-Lussacs Ideal Gas Law Examples

Gays Gay-Lussacs gas law  is a special case of the  ideal gas law  where the volume of the gas is held constant. When the volume is held constant, the pressure exerted by a gas is directly proportional to the absolute temperature of the gas. The law is also known as Gay-Lussacs law of pressure temperature. Gay-Lussac formulated the law between 1800 and 1802 while building an air thermometer. These example problems use  Gay-Lussacs law to find the pressure of gas in a heated container as well as the temperature you would need to change the pressure of gas in a container. Key Takeaways: Gay-Lussac's Law Chemistry Problems Gay-Lussacs law is a form of the ideal gas law in which gas volume is kept constant.When volume is held constant, pressure of a gas is directly proportional to its temperature.The usual equations for Gay-Lussacs law are P/T constant or Pi/Ti   Pf/Tf.The reason the law works is that temperature is a measure of average kinetic energy, so as the kinetic energy increases, more particle collisions occur and pressure increases. If temperature decreases, there is less kinetic energy, fewer collisions, and lower pressure. Gay A 20-liter cylinder contains 6  atmospheres (atm)  of gas at 27 C. What would the pressure of the gas be if the gas was heated to 77 C? To solve the problem, just work through the following steps:The cylinders volume remains unchanged while the gas is heated so Gay-Lussacs gas law applies. Gay-Lussacs gas law can be expressed as:Pi/Ti Pf/TfwherePi and Ti are the initial pressure and absolute temperaturesPf and Tf are the final pressure and absolute temperatureFirst, convert the temperatures to absolute temperatures.Ti 27 C 27 273 K 300 KTf 77 C 77 273 K 350 KUse these values in Gay-Lussacs equation and solve for Pf.Pf PiTf/TiPf (6 atm)(350K)/(300 K)Pf 7 atmThe answer you derive would be:The pressure will increase to 7 atm after heating the gas from 27 C to 77 C. Another Example See if you understand the concept by  solving another problem: Find the temperature in Celsius needed to change the pressure of 10.0 liters of a gas that has a pressure of 97.0 kPa at 25 C to standard pressure. Standard pressure is 101.325 kPa. First, convert  25 C to  Kelvin  (298K).  Remember that the Kelvin temperature scale is an  absolute temperature  scale based on the definition that the  volume  of a  gas  at constant (low)  pressure  is directly proportional to the  temperature  and that 100 degrees separate the  freezing  and  boiling points  of water. Insert the numbers into the equation to get: 97.0 kPa / 298 K 101.325 kPa / x solving for x: x (101.325 kPa)(298 K)/(97.0 kPa) x 311.3 K Subtract 273 to get the answer in Celsius. x 38.3 C Tips and Warnings Keep these points in mind when solving a  Gay-Lussacs law problem: The volume and quantity of gas are held constant.If the temperature of the gas increases, pressure increases.If temperature decreases, pressure decreases. Temperature is a measure of the kinetic energy of gas molecules. At a low temperature, the molecules are moving more slowly and will hit the wall of a  containerless  frequently. As temperature increases so do the motion of the molecules. They strike the walls of the container more often, which is seen as an increase in pressure.   The direct relationship only applies if the temperature is given in Kelvin. The most common mistakes students make working this type of problem is forgetting to convert to Kelvin or else doing the conversion incorrectly. The other error is neglecting  significant figures  in the answer. Use the smallest number of significant figures given in the problem. Sources Barnett, Martin K. (1941). A brief history of thermometry. Journal of Chemical Education, 18 (8): 358. doi:10.1021/ed018p358Crosland, M. P. (1961), The Origins of Gay-Lussacs Law of Combining Volumes of Gases, Annals of Science, 17 (1): 1, doi:10.1080/00033796100202521Gay-Lussac, J. L. (1809). Mà ©moire sur la combinaison des substances gazeuses, les unes avec les autres (Memoir on the combination of gaseous substances with each other). Mà ©moires de la Socià ©tà © dArcueil 2: 207–234.  Tippens, Paul E. (2007). Physics, 7th ed. McGraw-Hill. 386–387.

Canadian Senate Analysis

Canadian Senate Analysis The current government of Canada has remained in place since the British North America Act, 1867, which established the Parliament for Canada to be comprised of three parts: the Crown, the Senate, and the House of Commons. [1] Unique to Canada’s government, which is based on the Westminster Parliamentary System, is that the upper house of parliament, or the Senate, is comprised of unelected officials. For a large portion of Canada’s history there has been a debate concerning the Senate, largely concerning its unelected officials. While there has consistently been a discussion on if the Senate should be changed, Canada’s political parties cannot agree on if this change should be a reform of the Senate or its abolishment. In recent years this debate has been revitalized due to scandals concerning senators, Stephen Harper’s commitment to reform the Senate, and the Supreme Court ruling on what would need to be done to reform the Senate. While it is understan dable that some may want to push for the Senate to be abolished, this is much too drastic of a step for Canada to take and should not be taken just for simplicity’s sake. Democracies function and exist on mechanisms that help balance the power of the governing bodies to ensure that no one body or official has too much power and abolishing the Senate before attempting to reform it would give the House of Commons too much power. Prime Minister John MacDonald’s words are often used in explaining what the Senate does when he said that they are â€Å"the sober second thought.† [2] The reasoning for this is that by having politicians that are concerned for the long term stability and integrity of Canada and its laws and not concern themselves about being reelected and the perpetual campaign or about politics. Essentially they can give their full attention to being the check on the House of Commons. In addition, section 54 of the Canadian Constitution states that bill s which deal with any aspect of money, including appropriating revenue or creating or removing a tax, must originate from the House of Commons. [3] What this then causes, because most bills deal with issues of revenue or taxes in some manner, the vast majority of bills come from the House of Commons, which creates a unique dynamic between the two houses. [4] The dynamic that is crated is an uneven balance between the two in terms of the amount of work that is done. The House of Commons is the primary body that creates legislation and the Senate largely provides review and second thought on the issues addressed in legislation. While this may be the original thought, there are flaws to it. Many ideas on how to change the Senate have been proposed over the years, but to understand the current debate the most it is best to look at what each major political party current proposes. Currently the common discourse about the Senate is divided into three areas: main the status quo; keep the Senate, but reform it; or abolish the Senate in its entirety. Political parties of Canada have often differed on how the Senate should be approached and dealt with along the three lines. The New Democratic Party (NDP), especially in recent years, has been vocal proponents of abolishing the senate. The NDP has even gone as far as creating a website to promote the idea of abolishing the Senate, citing its unelected nature and high costs as reasons for it to be abolished. [5] The Conservative Party, on the other hand, has taken a different route and has attempted to reform it. Prime Minister Stephen Harper and the Conservative Party attempted to create a system whereby senators would be elected by the provinces for nine years. [6] The legislation that proposed this came in 2011, but the constitutionality of this effort immediately came into question and went to the Supreme Court. The Supreme Court responded in 2014 when it ruled that any Senate reform must go be approved by at least seven provinces and half of the population. [7] The Liberal Party has not been as loud as the others, but did eject the senators that were part of the Liberal Caucus and released a statement declaring their support for reform of the Senate and the ejection of the senators from the caucus is the first step. [8] Each of the major political is in favor of some change to the Senate, which is a reflection of the opinion of Canadians.

Book review Essay Example | Topics and Well Written Essays - 750 words - 3

Book review - Essay Example That is to say, tracing our relationship with the world is just like discovering an undisclosed arrangement in a visual state of deception. The realities of the various entities in the world is often much deeper than what it appears superficially. The whole book explores the various entities in the universe beyond their physical stature so as to find â€Å"deeper realities† (Shubin, 4). Throughout the book, an attempt is made to find the link between the larger galaxy and the anatomy of organisms. It explains how the elements present within the human body have been derived from the atmosphere. It also mentions why helium, although one of the earliest gases, is not found within human beings because of its inability to take part in essential chemical reactions including â€Å"metabolism, reproduction, and growth† (Shubin, 16). Oxygen, on the other hand, reacts readily with other elements so its presence within the body is abundant. Thus this difference in reactivity expla ins the difference in the prevalence of these elements inside the human body. This gives us the idea how human beings may have evolved from elements that were involved during the creation of the world and galaxy. ... Shubin describes how species result from a class of living things which are in some way related to each other in terms of physical characteristics and genetic make-up. Shubin explains that since various species have some traits or characteristics which make them similar, human beings are also related to the cosmological bodies including stars and planets. This is because we are made up of the same elements which are found in such cosmological entities and therefore we were created as a meteors fell on earth transporting chemical elements with them. This means that we are related to these entities in terms of the atomic arrangement (Shubin, 18). Shubin has deeply explored the processes by which the atoms have combined by chemical reactions over the years to form stars (29). The Universe Within seeks to address some really complex details about human existence and has effectively related all the disciplines within the sciences to explain these details. The book lays out some important details connecting the history of universe creation with that of living things. The main theme of this book is the wider scope of living things and other celestial objects that came to existence before us and then paved the way for our own creation. The explanation demonstrates that living things are linked to other beings in the galaxy. The formation of human beings occurred as a result of the creation of wider special bodies which transferred the vital elements onto the earth. This idea is also affirmed the presence of similar elements within human beings. A connection is made using the chemical arrangement and proportion of elements within ourselves and our related ‘cousins’. By observing and speculating the constellations in