Life Lesson Essay

Up until that day, I swear I thought I was invincible. I guess this is the same with all twelve year old girls who think they know all that there is to know about life. I was never one to be a follower but I must admit my friends were a major influence in my early life. As a matter of fact this day was not only the day I realized how wrong and little I knew about life but it also became the reason I changed my life and circle of friends around. It all started when I got sent to a different school than my friends my freshman year; first day of school I was feeling as cool as the other side of the pillow when reality gently slapped me in the face and I realized; I was no longer Rosa but instead â€Å"the freshman†, the girl no one else other than other freshman cared to get to know, the girl who went unnoticed all day. All of a sudden it wasn’t so refreshing and exciting to see so many new faces, different races and ages all gathered in the same place. The urge to get up and walk away from that place came over me and all I wanted more than anything in the world was to see a familiar face. I decided I wasn’t going to let it get to me so I became friends with Melissa; she was the coolest girl I had ever met in my life. Her personality was as contagious as a cold and as destructive as a tornado. For months, we hung out and even though I knew she was trouble, I just could not get passed how liberal and expressive she always was. She dressed how she wanted and came about as she pleased. Together we thought we ruled the world. One day, Melissa approached me and said â€Å"hey lets go for a ride†. I said â€Å"of course†. Not caring where we were going, I got in her car and we drove off. She drove up into a dark neighborhood, at this point my heart sta6rts pounding harder than ever before. I ask her, â€Å"What are we doing here?† She said â€Å"oph we are just getting some weed.† Thinking this was cool, I played along as If this was a normal thing for me. As she is making her â€Å"transaction†, the man who she is buying it from pulled out a gun and pointed it at us. He said, â€Å"Give me whatever else you have of money in your purse or I am going to shoot both of you†. This was the moment it all became real, I could not believe we were going through that, I felt so powerless. Thankfully she acted on reaction and drove off so quickly, I bet the tire marks are still marked on the pavement of that street. That day I realized how much of nothing we both knew and parted our ways.

Inclusion and diversity Essay

Identify the current legislations and codes of practise relevant to the promotion of equality and valuing of diversity The special educational needs code of practise 2001 This outlines the Constitutional guidance for the responsibilities towards children with special educational needs. This will likely be replaced with the children and young families bill 2013 Codes of practise on duty to promote race equality (2002) This code of practise makes sure that all schools have a written race equality policy written up. this policy should include information on practical on how schools will promote race equality. These are the outcome school policies should be aiming for. Reducing the gap in educational achievement between different races Improving behaviour Improving relationships between racial groups Ensure staff are working in a school that reflects cultural equality Admissions policy which does not discriminate Removing barriers to achievement This helps schools remove barriers holding back achievement of children with special educational needs and disabilities This is the government vision on how schools should go about children with special educational needs or a disability. Early intervention Removing barriers Raise achievement Disability equality scheme and access plan This ensures all schools produce a disability scheme. This scheme should say how schools go about promoting equality of opportunities for pupils, staff and others with disabilities the should also be an action plan that explains how barriers are removed. School policies Most schools have a mission statement that says how school set out how they are working on inclusion and equality. There will also be written policies, for the right and responsibilities of those within the school. Policies will provide guidance for staff and visitors on ways to ensure inclusive practise. There are a number of policies, which are: Race/cultural diversity Safeguarding/bullying Special educational needs Disability and access Equality of opportunity/inclusive practise Gifted and talented pupils Polices are made in response to legislation and codes of practise. The way schools promote rights and equality for children and young people should be put in these policies. There is a much greater focus on pupil’s outcomes. Schools need to monitor the strengths and weaknesses in policy. 1.2 Describe the importance of supporting the rights of all children and young people to participation and equality access Schools have a duty to ensure that all pupils have access to an equal curriculum not matter their race, gender, culture, additional needs or disability. Raising achievement Making sure all pupils have equal access to the curriculum will help the personal achievement of children and young people. Studies over a number of years have shown that some groups of children do not reach their expected achievement. The groups of children that haven’t met expectations are children from black and minority ethnic groups or children who are vulnerable due to their economic or physical circumstances. Equal opportunity does just treating all pupils the same but ensuring that the curriculum meets all the need of each individual pupil. Improving participation Participation means making sure everyone is involved. There should be time granted to talk to children and their parents about the curriculum. Schools can achieve participation by having student councils and parent evenings, also by just asking children in the classroom how they think they learn best and what could be improved. Developing sense of identity Allowing children to access all of what is happening the school gives them a sense of belonging. When giving children the chance to participate they then feel valued and that they are making a valid contribution. We should also help children and young people become independent learners. We can do this by letting children have the chances to make there own choices they are more likely to be more motivated towards their learning. This will give the children the feeling of self-worth and well-being. Improving relationships between individuals and groups Policies that promote equality and inclusion can only give out a positive message. Children need to have their rights protected and should also be taught about their responsibilities to others. Respect can be promoted to children and young people through your everyday actions as you set an example for the groups you work with. 1.3 Describe the importance and benefits of valuing and promoting cultural diversity in work with children and young people Culture has many different meanings. Culture can be perceived as nationality and religions. This gives groups of people in society their identity. By understanding and promoting different cultural diversities in school help the pupil gain a better understand of one another. It is important the you know the cultural diversities of the pupils within your school especially the children you work with as you will be able to  make links between their own lives and learning. Being able to understand a pupil’s background culture will be the stepping-stone to building and effective relationship. As culture in society is very diverse today diversity should be reflected in the curriculum othroughout. For example, stories and dramas from a wide range of different cultures this will show that you value other cultures and allow pupils to explore different cultures from their own. 2.1 describe ways in which children and young people can experience prejudice and discrimination Prejudice stems from a lack of knowledge and understanding of diversity. Prejudice is jumping to a conclusion about children or young people because they are in a certain group. For example, if a child was disabled assuming they have a learning difficulty. When people are being prejudice they tend to label children. Labels may be given to a single child or a group of children. Labels are formed on a specific characteristic because of prejudice for example, a group of children being labelled the â€Å"naughty† children. There are two types of discrimination children and young people face direct and indirect discrimination Direct discrimination Direct discrimination is when children or young people are not permitted to access a part of the schools curriculum due to their gender, race or disability. For example when a school doesn’t accept a pupil because of their special educational needs or a group of children not allowing another child to participate because of their race. Indirect discrimination This is difficult to spot, this can happen when practise and procedures are used without taking individuals circumstances into consideration. A child may not be directly excluded but due to their circumstances they are unable to participate. 2.2 describe the impact of prejudice and discrimination on children and young  people Prejudice and discrimination will only have a negative effect on children and young people. This will have a big impact on their academic progress of children and also discrimination will have a negative effect on their overall health. Children and young people may feel (when experiencing discrimination) Loss of self esteem Anger Confusion Depression Lack of motivation 2.3 assess how attitudes, values and behaviour could impact on work with children and young people Everyone working within a school has the legal duty to protect the rights of children and young people. You must take into consideration how your attitudes and values have an impact on the way you work with children. The way a child is brought up can have an effect on the way they act towards individuals and groups. Personal prejudice can lead to discriminatory practice; learning about the different religious beliefs of the children that you work with and knowing about any special educational needs or disabilities can overcome this. 2.4 describe the importance of promoting anti-discriminatory practise in work with children and young people The promotion of anti-discriminatory practise should reinforce all work done in schools. Schools should not just have policies and statements put in place about anti-discriminatory practice, schools must demonstrate anti-discriminatory practice. It is important to monitor how good practice has a positive effect on children and young people’s education and general  well being. 2.5 describe how to challenge discrimination To be able to challenge discriminations you have to recognise anti-discriminatory practice. All staff in schools must protect children from discrimination if you ignore it that shows you are condoning this behaviour. You have to take into consideration how a child may feel if they are experiencing discrimination and a member of staff who is meant to be supporting them ignores them. The child may see as you agree with the perpetrator or that the way they are being treated is normal. It can be difficult to challenge if it is practiced or institutional by a colleague so it is important how you approach different and difficult situations. To be able to challenge discrimination you need to have knowledge of policy, practice and procedures. If you’re more familiar with what is a good practice you will be able to handle incidents better when they arise. Discrimination can be intentional or just ignorance and a lack of understanding. It will be hard to change the views of others but you must confront discriminatory actions and comments. When challenging discrimination you must: Explain what has happened Tell them what effect is has on the individual Model ways to ensure anti-discriminatory practice When anti-discriminatory practice arises, you must speak to your manager or supervisor. 3.1 describe what is meant by inclusion and inclusive practice Inclusive practice is identifying, understanding and breaking down barriers of participation. Inclusion is about making sure all pupils within schools  are able to participate no matter their background or situation. Inclusive practices will make everyone feel valued and have a sense of belonging. Inclusion is making sure that everyone is provided with the same opportunity and access to a high quality education. 3.2 describe features of an inclusive setting for children and young people A school ethos is hard to sum up; it becomes clearer once you enter a school building. There is a feeling that everyone matters. Children and young people feel confident when they approach a member of staff. The schools surroundings reflect the diversity within the school. An inclusive setting is being able to use the whole school as an approach to learning. Barriers are identified and methods are come up with to remove them. Children with special educational needs or disabilities, have strategies put in place which focus on that child or young persons needs. A school setting, which is inclusive, will have the following features: Barriers are recognise and staff have a good understanding of individuals and groups of children Barriers are minimised or removed Pupils are educated together and not segregated from their peers Children’s views and opinions are listened to and valued There are clear policies and procedures and are reviewed regularly All staff are trained regularly relating to inclusion Schools work in partnership with their stakeholders School and outside organisations work in partnership 3.3 describe how inclusion works in own sector of the children’s workforce Professionals that work with children must all share a common understanding of values and principles of inclusion. The ways in which these values are practiced are different depending on the type of organisation and its role in education. No matter the organisation the child should always be the centre of practice. Early years foundation and the national curriculum gives clear guidance on an inclusive approach to learning and assessment. Early years foundation have set out requirements for meeting the need of all children under its equal opportunity section. The national curriculum statement states schools must: Provide a curriculum which ensures active participation and achievement of all pupils Meet the needs an interests of all pupils Recognise and overcome potential barriers Recognise pupils entitlement to high quality learning experiences Personalised learning School have began adopting a system of personalised learning in an attempt to raise standards. This focuses on individual children and young people. Personalised learning makes sure that all children no matter their background, special educational needs, culture or disability, attain the support they need to progress. When personalised learning is successful, children and young people experience: Personal targets Staff who have high expectations A challenging curriculum More focused assessment Early identification and intervention when targets are not reached Promoting well-being through an inclusive curriculum A schools key role is to provide a good quality education through a curriculum that is inclusive to everyone but the school also has a wide role to full fill ensuring the well being of children, Every child matters/help children achieve very child matters was introduced in 2003 following the death of victoria climbe, although the emphasis is still on better outcomes for children, what was also highlighted in the inquiry was that services to work more closely to support the needs and right of all children. Schools and other child services should be all working towards these five outcomes: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well being

The day I went to the Department of Motor Vehicles

When I decided to go to the United States, my friends were really envious of me. They called the United States ‘Dream Land’, and so did I. Yes, I came here to make my dreams come true. I was so excited. When I boarded the airplane, my heart was beating faster and faster. And when I got off in the San Francisco International Airport, everything looked different from my country. Everything was beautiful. I admired the buildings, the people, I even thought that the sky here was so beautiful that home could not compare. Back home I hated it when it rains but here I thought of rainy days as romantic. The wind here was as cool as strawberry ice cream. I just loved everything in this ‘Dream Land’.   This was paradise to me, where I thought everyone is an angel. Little did I know that this illusion would soon be over, and this is the story of how my ‘Dream Land’ crumbled before my very eyes. Everything started when I decided I needed a car. Back home, I never felt the inconvenience of not having a car. I could go almost everywhere by foot and if I had to go somewhere far the bus can be relied on. However, ‘Dream land’ is huge; I could not go to market without a car. Everything was far from my place and the buses never came on time, so I spend hours on the road to get to where I need to go. That’s why I decided to buy a car. My parents however did not understand my situation. My father thought I envied friends who have cars, but eventually he agreed and said that if I can get a license he will buy me a car. My teacher gave me driver’s hand book to study and wrote a letter for the DMV to explain that I am an international student and that I needed assistance to get my driver’s license. During that time I was as student in the English as a Second Language center at Sac State. My English was not good. I had difficulty expressing myself in English. I could understand what they are saying but I could not give a reply since it was so hard for me to say what I am thinking. That’s why my teacher wanted the DMV officer to read her letter. When I went to DMV, I had to wait an hour and half until my number was called even if I had a reservation. An hour and a half was really a long time to wait, but that was still okay with me. My frustration started right after that. I went to the window which has my number on the screen. There was old white lady. She looked very blunt and never smiled. I said, â€Å"Hi, um,, I   want to take a test for the driver’s license.† But, she did not understand what I said. She repeatedly said â€Å"Excuse me, what? What?† I was losing my confidence. Americans would never understand, how scary it is for a foreigner when they say ‘What?’ in a condescending if not antagonizing way. Any way, when she finally understood me, I showed her my documents, including my   passport, I-20 and the letter that my teacher wrote. The blunt old white lady said to me. ‘No, you can not take a test because you do not have social security number.’ I politely explained to her that I could not understand because international students can not get social security number, and some of my friends took test just a day before, but she said ‘why are you talking about your friends? I do not care about them. The problem is that you do not have social security number.’ I felt that she was annoyed and did not want to listen to my poor English. So, finally I asked her to read the letter. However, she did not read it and said ‘Sac State is not my government.’ I was speechless with amazement, and I could not accept what she said. When I tried to say something, she said ‘why are you still here? If you can not follow American law, go back to your country.’ She was really rude. And the experience was   so frustrating for me. That was the day I realized that this place is not the ‘Dream Land’ I thought it to be. The angel has turned into a scary antagonizing monster, whom I hate. As I walked to the bus stop I could not stop my tears from falling and soon I was crying so hard. It was a very painful experience for me. I was so humiliated by the way the rude white lady who does not know what is legal. I hated her. I hated myself for not being able to express my thoughts in English. And I hated this ‘Dream land’ where they do not give social security number to international students, and want to us pay ten times expensive tuition fee than that paid by their citizens. That was the day I understood what racism means. I am an Asian who could not speak English well, so the white lady did not listen to me. I thought to myself, this not ‘Dream land’ after all, the old lady at the DMV made me realize just that and she did it in a really painful manner. I went to the mall to meet my friend and tell this story because if I did not tell this story that day, I think I would have died.   We sat at the food court, and spoke in Korean. I felt so relieved that I could speak in my mother tongue and be understood by my friend. Suddenly, an old white man came to us. He asked us, ‘What language are you guys talking with?’ We said, ‘Korean’. We thought he was interested in listening to another language. However, it was another illusion. He explained that we have to speak only in English in the ‘Dream land.’ We were so offended by what he said but what offended us more and made us very angry were his last words to us. He said ‘Go to the restroom and wash your mouths.’ I could not believe he was insulting us because we did not speak in English. From that day, ‘Dream land’ is not dream land to me any more. And I realize how wrong I was to think that this is ‘Dream Land†. There is no dream land and no angels. It was really a sad experience for me to be treated unfairly because of my race and poor English. From then on, I studied English very hard until I could speak very well. Nowadays, when I see people who can not speak English well at the mall or on the road, I try my best to help them and I am always careful not to say anything that would ruin their confidence because I do not want to break their dreams like the old white lady did to me. If they still think this is ‘Dream Land’ I do not want to ruin it for them.      

Business report of Barclays in India Essay Example | Topics and Well Written Essays - 2000 words

Business report of Barclays in India - Essay Example Barclays Bank became a major player in the retail banking industry in India shortly before the economic crisis wherein credit policy was loose and tempting for consumers. This study details the strategies used by Barclays Bank with the purpose of investigating whether these strategies are sustainable or whether they need further enhancement or policy decisions for improvement. Methods used for analysis are evaluation of environmental analysis of factors affecting Barclays’ operation in India. Using the PEST and Porters 5 forces of competitive analysis, study is able to view external factors that act as barriers for the operation of the bank. Likewise, the study looked at the sustainability factors that are internal to the operations of the bank and is able to infer the strengths and weakness in its operations. Result of analysis could be used as benchmark information for future plans of the bank. Introduction Barclays bank targeted the under-served population of India in its e ntry to the retail banking system of the country. Barclays believe that the â€Å"unbanked† sector is a great potential for marketing its innovative banking products. Since this is a great challenge for Barclays Bank, it is worth investigating if this strategy has been sustainable. In this report, the strategic approaches taken by Barclays Bank to enter the retail banking system of India will be analyzed and criticized. The industry life cycle and the theory of Porters five forces will be used to better understand the industry context in which the bank operates. The value chain and the competitive position of the bank will also be examined in order to arrive at a decision on whether to carry on with the operations or what needs to be developed some more. 1. Analysis of the environment 1.1. Life cycle of the banking industry in India An industry life cycle has been defined as a period of time from the introduction of an industry to its decline and stagnation. Typically, an ind ustry life cycle is described in the illustration below: The industry life cycle is depicted as a period where the industry has a beginning, followed by the growth, maturity and final phase of decline. (Financial Dictionary) Relating this to the industry life cycle of the Indian banking industry, records show that the banking industry in India is already in existence for about 200 years, but it has been subjected to various reforms. Before the nationalization of its banks took place in July 1955, banks in India were held by the private sector that was characterized by weaknesses, lack of capitalization and systemic deficiencies. Banking system at that time ignored the credit requirements of the agricultural and other needy sectors. Growth in the Indian banking system started when the government nationalized the State Bank of India, followed by nationalization of SBI subsidiaries in 1955, 14 major banks in 1969 and nationalization of 7 other banks with deposits over 500 crores in 198 0 (India, Finance & Investment Guide). The third wave of changes in India occurred in 1991 when the government allowed entry of new foreign entities to join the banking industry. 1.2 PEST Analysis Political. The bank sector of India is governed by the Reserve Bank of India. It is the sole agency that issues banking licenses, devising guidelines and regulations, specifies lending rates, reserve and liquidity ratios to commercial banks (Banks in India) The

SWOT Analysis of Smartlinc Inc Essay Example | Topics and Well Written Essays - 1000 words

SWOT Analysis of Smartlinc Inc - Essay Example Attracting the best and the brightest people is fundamental in the company as it has focused on the recruitment of a smart, successful group of employees who buy into the vision while challenging and motivating one another. The organization has taken much consideration for planning the launching of their smartphones. The initial stage of the planning process includes devising a SWOT analysis as a means of establishing a market position and maintain it to be the best in the industry.Smartlink’s smartphone presents a clear pattern of evolution from the brands presented by its competition. Some of the superior specs of the smartphones include new and better SoC, a high-quality camera, TouchID and a faster modem. The rear camera of the new smartphone has higher resolution photos and supports 4K video recording compared to other smartphones in the market. The smartphone also has a front-facing camera with a higher resolution. While most smartphones in the market have a 2 GB of RAM, Smartlink’s smartphone has a RAM of 4 GB. It also has an improved bandwidth and enhanced power. As such, the modem and the WiFi chipset are capable of a higher throughput and only use less power. Due to the ease with which smartphones are getting obsolete, this company seeks to design a new design of smartphones in which users can upgrade their smartphones to the next generation through the installation of a software. Smartlink Inc. prides in having an excellent team of employees who are highly competent in handling the design and infrastructure of the new smartphone.  

CRJS499IP2 Research Paper Example | Topics and Well Written Essays - 1000 words

CRJS499IP2 - Research Paper Example The spirit of the act is founded on the notion of providing all that is required by law enforcement, within the limits of the constitution, to effectively combat the war on terror (Doyle, 2002). The main purpose of the Patriot Act is to punish and prevent terrorist acts within the United States and in the world. The Act also enhances the investigatory powers of law enforcement and accomplishes other purposes which include strengthening of the country’s measures in the detection, prevention and prosecution of international money laundering and financial terrorism schemes. The act gives law enforcement power to scrutinize foreign institutions, jurisdictions and classes of transactions or accounts that are vulnerable to abuse. It also strengthens measures aimed at preventing the use of the country’s financial systems for personal gain through corruption by foreign officials as well as facilitating the repatriation of stolen assets to the owners of such assets. Additionally, the act requires all financial service providers to report all elements of probable money laundering activities (Jaeger, Bertot, & McClure, 2003). The Patriot Act made several changes to the laws that existed prior to its enactment. Some of the legislations that were affected by the Patriot Act include the Electronic Communication Privacy Act, the Money Laundering Control Act, the Foreign Intelligence Surveillance Act, the Immigration and Nationality Act and the Bank secrecy Act. The changes introduced to allow investigators to make use of already existing tools to investigate drug trafficking and organized crime, especially through the use of surveillance and conducting investigations without alerting terrorists (Doyle, 2002). The act facilitates the sharing of information and increase cooperation between government agencies in order to operate effectively in solving cases. The act also updated the existing laws to reflect new threats and technologies as well as

Motorola Incorporation Assignment Example | Topics and Well Written Essays - 1250 words

Motorola Incorporation - Assignment Example The company is also involved in network gadget marketing. These gadgets have a wide application within the communication sector, which include amplification of signal base for the stations, as well as the cellular transmission. The Motorola Corporation has brand recognition of being in the market area of wireless communication, broadband communication, and automotive communication, which enhances global interconnectedness. The corporation wins brand loyalty due to its engagement in the field of technology and communication innovation, which ensures that customers have an opportunity of attaining desirable brands and quality products. On the same note, the corporation has embarked on ensuring that it has a strong breakthrough in the field of technology by identifying new talents, new markets, and merging with other technology focused corporation in order to have future solutions within the field of technology (Hitt, 2009). Salient Opportunities and threats existing in Motorola’ s external environment Comprehension of Motorola’s external environment is crucial since this process results in identification of the factors, which determine the ability of the corporation to use its resources effectively and survive within the competitive environment. The well-developed brand of the corporation is one of the opportunities, which Motorola needs to use in order to attain a competitive edge within is marketing environment. Excellent promotional strategies and the overwhelming engagement of the corporation in the field of innovation present additional opportunities for Motorola. The telecommunication market has a taste of the well-placed Motorola brand, which enables the corporation to thrive in this competitive environment. Furthermore, Motorola recognizes the need of using marketing tools, which include television and successful promotional strategies that enable the company’s brand to occupy an excellent space within its marketing environment. Moreov er, Motorola ensures that its customers are satisfied effectively and incurs low costs in the production process through differentiation, which is normally generated by the excellent innovation. Because of these factors, Motorola Company has had an opportunity of attaining a large market share within the global market. Motorola Corporation participates in the Telco TV rollout services that are facilitated by Verizon. As such, the corporation has earned an opportunity of accessing a larger global market for its products. Furthermore, the corporation prides in having products, which have the ability of penetrating hybrid market where the company’s competitors cannot access. This has given the corporation a competitive edge within the telecommunication-marketing environment. Some of the countries where Motorola has penetrated effectively include Hong Kong, United Kingdom, France, Japan, South Korea, Taiwan, and Italy. However, the company has not yet exhausted its market base an d continues to penetrate new markets at a global scene (Roy, 2000). Unfortunately, Motorola faces a stiff threat in conducting its business. This threat is competition, which emerges from Japan. Japan has introduced new telecommunication products, which are deemed to be affordable and are of high quality. These products have introduced an immense competition to Motorola products. Further, government protection policies are not present that old markets and new markets are vulnerable to both existing and new businesses. As such, the corporation has to share the telecommunication market with overseas market players. Motorola also has a threat of trade barriers, which limit the corporation from penetrating Japanese markets (Roy, 2000). Existence of wireless industries, which include Advanced Digital Broadcast introduce

Response to Sundiata Questions Essay Example | Topics and Well Written Essays - 750 words

Response to Sundiata Questions - Essay Example The griot underestimates the ability of humans to realize their good qualities without the guidance of a strong leader. All these generic perceptions affect the audiences’ perceptions along the way. Because of him being the narrator, the audiences look at the story from the griot’s eyes rather than their own eyes, and thus start to believe that whatever presumptions griot has about humans are indeed not quite false. The griot adopts such a language in the epic, that sends the message to the audiences that his sentences are eternal truths. For instance, the griot says, â€Å"God has his mysteries which none can fathom. You, perhaps, will be a king. You can do nothing about it. You, on the other hand, will be unlucky, but you can do nothing about that either. Each man finds his way already marked out for him and he can change nothing of it† (Niane). In these words, the griot tends shapes the minds of the audiences that they can not change their destiny, which many would otherwise not believe. Sundiata has a lot of personal characteristics that make him a great person. The epic provides the audience with an insight into the heroic qualities of Sundiata, of which, his strength is the most prominent. The immense strength of Sundiata can be estimated from the fact that he has very strong arms even when he is a little child who cannot walk on his own because he is crippled. It is not expectable of a crippled child to stand up and not only bend a huge rod into a bow, but also pull a tree out of the earth along with its roots. Sundiata displays immense boldness as he participates in battles. An individual who has spent his childhood with a disability and has been exiled gets his morale lowered, but Sundiata is different. His bravery and strength traditionally make him resemble a rebellious person, but he proves to be the other way round with his nobility and

Issues in international politics (EU) Essay Example | Topics and Well Written Essays - 2500 words

Issues in international politics (EU) - Essay Example This research essay will aim to offer and evaluate the EU’s role in its fight against international terrorism. In this research paper, I wish to stress that despite all these counter terrorism initiatives, the menace from terrorism remains one of the vital European issues and challenges, and EU’s anti-terrorism strategies are to be overhauled completely. (Prezelj 2007:16). Whether EU’s Anti –Terrorism is effective and efficient? - An Analysis Terrorism is not a new phenomenon, and it is a technique customarily used by a weaker section or actor against mighty or stronger one. Terrorism can referred as a by-product of the growth of democracy, as governments and leaders became subject to public pressure. The terrorism was first known to be used in the context of the French Revolution, and later it became very famous on 11 September 2011 happenings. With the establishment of the Terrorism, Radicalism, Extremism and international Violence group (TREVI group) in 1975 and with the European Convention on the Suppression of Terrorism (ECST) of 1977, the source of European co-operation on counter-terrorism can be recognised in the 1970s. (CEDAT: 115) There are many elements that make terrorist actions as unacceptable and unfair among them, the clandestine nature and the fact that the terrorists do not show themselves engage in open dispute and do not show themselves openly. The most abhorrent issue is killing of non-combatants or innocents. When killing an Israeli, a Palestine terrorist may argue that they are involved in a fight against all Israelis, including women and children as they would claim that they are involved in a battle against all Israelis. The same could be true for other terrorist groups, be they in Chechnya, Spain, Sri Lanka or Northern Island. (Mahncke & Monar 2006:14). EU has defined terrorism as the principal menace to European security, Terrorism is characterised as global in its scope and associated to aggressive religio us extremism. Europe is both a base for terrorism and a potential target. The menace of the proliferation of weapons of mass destruction was also within the EU’s terrorist context. The most worsening scenario is if a terrorist group obtains and employs weapons of mass destruction, then the outcome will be of devastation. (Prezelj 2007:21) The real fact is that Anti-terrorist measures in EU are not supported by all member states, mainly due to differences in threat perception. For instance, UK and Spain may want to place terrorism as the core issue of the EU agenda and to arrive at an anti-terrorism measure that they conceive to be significant. However, for non-Spanish and non-British policy-makers, this may not be relevant and could be costly and far-reaching like the idea of data retention. (Mahncke & Monar 2006:40). Divergence in threat perception may also help to assist to demonstrate the difference in cooperation and speed in implementing EU-level anti-terrorism cooperati ve agreements. EU member states that does not visualize terrorism as a significant issue lags behind in implementing and approving new cooperation agreements and laws contrasted to nations where government witness populations that feel more intimidated by terrorism. Thus, it appears

Hot Seat Chapter 16 Essay Example for Free

Hot Seat Chapter 16 Essay 1 . The fundamental ideas associated with the mercantile theory were: that everything was to benefit the mother country, each nation was trying to achieve self-sufficiency, colonies and agriculture would improve economy and raw materials, and the country must benefit at the expense of others. For the most part, these ideas along with a few other minor pieces helped European nations to conquer much of the New and old world. Great Britain was the most successful with a vast overseas empire through North America, the West Indies, Africa and into India. They governed their colonies effectively and efficiently maximizing power and economic strength over the world. The least successful would probably be Portugal. They initially started out strong, finding trade routes along Africa into Asia and conquering Brazil, however by the 18th century their empire had diminished to slight control of Brazil and almost no other colonies. 2. The main points of conflict between Britain and France in North America were in the St. Lawrence River valley and the Ohio River valley. These areas were huge enters of trade and influence of the Native Americans that both the French and English desired. In the West Indies the conflict was mainly over crops and through naval battles. These skirmishes affected overseas trade and the flow of resources. In India, the conflict was mainly restricted to port cities and factories set up by the early English and French settlers along the Indian subcontinent. 3. Triangle trade was an extremely useful trading method to transport goods, raw materials, and resources between Europe, the Americas, and Africa. European sailors ould travel down to Africa and exchange weapons (mostly) for African slaves from West African kings. These slaves were typically prisoners of war that the rival African cities wanted to get rid of. Europeans would transport these slaves to the West Indies and North American colonies were they would be traded for bullion and raw materials found and grown in the New World. Finally those ships would take the materials back to Europe were they could be sold and traded to the rest of the world. Triangle trade was an effective way for mercantilist empires to become more self- ufficient and grow economically. 4. Initially, the Spanish conquered and controlled the largest empire in the Americas. They had colonies in much of the rich West Indies, all throughout Central America, most of South America, and the South West of North America. They would split much of their territories into Judicial councils called audiencias. Each audiencia had a local official loyal to the Spanish crown called a Corregidor. Before the Bourbon reforms, Queen Isabella had assigned much of the colonial control to the Council of the Indies, hich nominated viceroys for the New World. Trade was mostly ruled by a flota system of yearly shipping with Spain. With the Bourbon reforms, Charles Ill attemoted to reassert Spanish control over the colonies. He allowed more than one Spanish city (Cadiz) to trade with the New World and opened more Caribbean ports. colonists) as the heads of society. They were the elites while the creoles were subordinate. 5. Slavery was introduced to the Americas through the triangle trading networks where large numbers of blacks were brought over form Africa. This wasnt the first nstitution of slavery, however it is one of the worst recordings of slavery throughout history. Slavery became a fundamental part of the plantation system and completely necessary to the New World colonies economies. Without slaves, much of the intense economic growth experienced by the New World and Europe would not have occurred. The plantation system helped drive inhumane treatment of slaves because they were then seen as property, farm tools, that could be replaced. When they misbehaved or didnt function properly, the plantation owners would either fix them through torture) or kill them. Despite the harsh treatment of slaves, our country and many others would arguably never have gotten to where it is today without them. 6. By the end of the Seven Years War, France and Austria came out defeated. In Europe, almost no borders or politics changed. Germany was still disputed and Prussia remained a strong power with England at its back. In North America, France lost all of their colonies and possessions. England and her North American colonies defeated the French and with the Treaty of Paris, cast them out. The only real foothold France now held in the New World were through its West Indies possessions. Great Britain now came out as a world power and probably the strongest nation up until the USAs uprising. 7. Many European, especially British, events and ideas helped influence the American Revolution and drive the colonists to rebel. The John Wilkes affair which challenged the Kings power and the influence of Parliament. John Wilkes criticized the peace negotiations with France after the Seven Years War and gained much support from mall property owners and the nobles who wished to drain the kings power. America saw these demonstrations of proof as to the tyrannical nature of a monarchy. The Glorious Revolution also showed to the colonists how sometimes a new government must be instated to protect the people. Thinkers like John Locke and Thomas Paine also widely influenced the minds of many Americans. The American Revolution also caused a domino effect over much of the New World colonies like Haiti and other South American areas. It displayed the Enlightenment characteristics and helped inspire the French revolution. Great British political radicals saw that taxation of their North American colonies as far and Just. England had protected and defended them throughout the Seven Years War and they must share some of the burden. Also, American colonists paid significantly less taxes than the English citizens in Great Britain so they had no reason to complain. Americans were outraged because they were only represented through virtual representation. They felt that if the Parliament wished to tax the colonies, they must give them fair representation in Parliament, no taxation without

Animals are Entitled To Basic Legal Rights: Discussion

Animals are Entitled To Basic Legal Rights: Discussion There are people who agree with animals having rights and there are also people who dont. However I am one of those people who believe that animals are entitled to basic legal rights. No matter how big or how small they are, they all deserve equal rights. Many animals are used for being tested on like body products and cosmetics. Animals should be free from exploitation, cruelty, neglect, and abuse. Animals should not be used in a laboratory for unnecessary experiments, they deserve to be a part of their wildlife in their natural habitat. Animals are defenseless against exploitation and abuse by human beings. It is time that we take an act and end animal cruelty! There is failure within human beings improving the way they treat their animals. There are enough animals being mistreated by their owner, the last thing we need is scientist or biologists hunting down these animals to use them for their experimental use. We need to provide basic care for these animals even wild animals, the more we kill the more we hunt down the less we will have throughout the years, we just need to leave these animals alone and let them be. They are defenseless once a hunter gets near them, they react with defense or fear because theyre scared, its kill or be killed, and their mind set isnt like us human beings especially animals out in the wild. Even though it has been proven that gorillas are very much similar to us. Jeremy Rifkin was able to prove that a 300 pound gorilla was able to learn of 1000 English words and able to do and understand sign language. This should be more than enough proof that these animals have more than just killing in their mind. If an a nimal is taken by biologist when young and they teach them as they grow they will be able to do fascinating never seen before activities. It is addressed that animals such as wildlife, marine life and farm animals are to be excluded from anit-cruelty. Most of these animals are used by veterinarians to practice medicine or research on these poor animals. When they experiment on marine life and see no pain or tears come out of them doesnt mean they dont feel it, Im sure these animals feel pain and needles just like we do when we go to the doctors. It is now said that a citizen is now able to file a civil suit against a person who is abusing an animals for their personal wants. Other than scientist treating these animals unfair there are people out here who hoarder animals! Just imagine how unfair and cruel that is! Someone so selfish to keep all these animals but not take care of them? This is unfair for any animal who is kept by a hoarder they didnt ask for that punishment. There should be a more sever laws towards people who do this to animals. There are requirements and standards for care and treatment for animals. Other than the statements I have proven to you, the main thing that this country needs to end is testing products on animals! I am very against this I do not find it fair or useful for these animals to be treated this way. It is proven that when a product goes wrong the animal stays damaged and gets put back in the cage it goes and on to the next animal until they get the product right! We need to find a way to get scientist to stop testing on these animals. As the author Jeremy Rifkin shared with us, these animals are not put on this earth to be captured and tested on, they deserve to be out in the wild and be killed by getting eaten not by experiments going wrong. I understand that there are people out there who hunt and eat animals but that is a different story from people like biologists collecting a whole load of animals and sticking needles in them to see the end results. There are over 1500 hundred animals living in a laboratory waiting to be tested on. I dont understand how t hese people dont find it unfair, no animal deserves to live their whole life locked in a cage or whatever these scientist choose to put them in. Im sure that novel writers share with us only what they want us to know but, dont share what really happens behind the walls of a laboratory. These animals deserve justice! Not from an article, but from us, the government, everyone. Many people think that they can feel free to treat animals however they want, but they cant, animals feel pain, fear, pleasure, and love. Havent you noticed when a dog gets attached to its owner they love being around them, and they flinch when you raise your hands towards them? They feel just like we do and people fail to realize that, just because animals cant talk or cry like humans do, doesnt mean they dont feel any pain. Animal cruelty is horrible, in any situation whether if its the owner treating them bad, or them being practiced on with cosmetics, it does not matter the situation, animals do not deserve to be treated badly, it is very unfair and cruel, and they are defenseless! We can use tools or guns to hurt them but what do they have? Just a sharp pair of teeth thatll do the trick when you frighten them and they attack. Majority of us citizens grew up wearing leather, and eating meat, thats a whole different era from animals being tested on. These are animals that get cook ed or get skinned once they are already dead, scientists study on living creatures! They feel the pain once a needle gets in them, they feel the pain once a product goes wrong and theyre burning from the inside out. Meat markets are okay to me but what these scientists are doing inside a lab to these animals is not okay they are living creatures who deserve justice! We need more people like Jeremy Rifkin and Victoria Braithwaite in this world, we need more people like them to get the word out and encourage people to make habits like this stop! We need to come together as a whole and end this once and for all, reading their articles really made me see the bigger picture and realize that animals are not placed here for us to experiment on or to torture. They are here the same reason we are here, to live, to live to give and receive, as much as people doubt it, fishes in the oceans eat up the bad things and theyre use to it because that is what they do. The more wildlife animals we kill the less we will have for our future generation to see, I do not want any children having to see what a tiger looks like through a picture just because we failed to keep them to continue to off-spring. Thousands of years ago, People would hunt and kill willy mammoths and now in this time 2017 we will only know what they look like through a picture because people for m back them killed them for their own use. I want animals to live and give us more animals to see, not to be killed or be studied on, enough animals suffer each day the last thing we need are these scientists taking our animals away from us. We need to make a change and actually think if this is fair for our animals. More people need to be influenced on this idea, if animals cant stand up for themselves, then why dont we take a stand for them!

The Restorative Justice Aims And Consequences Criminology Essay

The Restorative Justice Aims And Consequences Criminology Essay The rationale behind this assignment is to highlight restorative justice and the aspects of it, in terms of how it differs from the traditional legal justice system. This will include a critical analysis of restorative justice while evaluating its strengths and weaknesses as a different approach to crime control. I will identify underlying theory, legislation and policy that brought restorative justice to the forefront of opinion, and specifically relate it to the Northern Ireland criminal justice system. The aim is to identify if it is a meaningful system to all parties involved and why/if it is necessary in the present criminal justice system. Introduction In an age of hoodie culture and prison overcrowding, questions are being asked over the efficacy of the criminal justice system and how much of a deterrent from crime it really is. Following a long period of differing regimes, such as retribution, rehabilitation and restructure, all competing to be the dominant influence in the criminal justice system, there has emerged a new approach to crime control, that of restorative justice (Hughes, 2001, p247). The aim of this approach is to provide an opportunity for the rehabilitation of the offender, as well as punishment of the criminal behaviour, with a central role in regards to the rights of, and provision of justice for the victim (Hughes, 2001, p248). The commonly accepted definition of restorative justice is; Restorative justice is a process whereby parties with a stake in a specific offence collectively resolve how to deal with the aftermath of the offence and its implications for the future (Marshall, 1999, p5). According to Hughes (2001) Restorative justice aims to bring the process of criminality back into the community, enabling all parties affected by criminal behaviour to be involved in working towards resolution and future planning (Hughes, 2001, p248). This is a new concept, as traditionally criminal justice was retributive and aimed only to address the offence by punishing the offender. In recent years, restorative justice has been a process that has been adopted by an international audience, particularly the USA, Australia and New Zealand, each employing it to address some of the traditional concerns of the formal justice system (OMahony and Doak, 2004, p484) i.e. the effectiveness of prison acting as a deterrent for crime, or victims lack of inclusion in the criminal justice process. The new restorative justice system aims to move away from the traditional notions of retribution into a new context of restoration. Most international practices are supported by Braithwaites (1989) theory of reintegrative shaming, which exerts the idea that the offender should be encouraged to experience shame for their actions and work towards absolution (OMahony and Doak, 2004, p484). The process attempts to repair the relationship between the victim and the offender and begin a healing process designed to meet the needs of the victims, whilst also reintegrating the offender into so ciety (OMahony and Doak, 2004, p484). Braithwaites theory is based on the proposal that the process of restorative justice will address the needs of the victim materially, emotionally and psychologically, whilst also helping them emerge from the process with more respect for the system (OMahony and Doak, 2004, p484). Another theory of restorative justice was first introduced by the New Zealand Maori and their principles of collective responsibility, where restorative justice seeks to decentre the states status as the responsibility of dealing with crime (Tauri and Morris, 2003, p44). Instead, operating by drawing together all those involved in an offence to an environment, promoting equal power relations, while discussing the harm caused, and jointly agreeing on how reformation can be made (Tauri and Morris, 2003, p44). A central component to restorative justice is that the community is seen to be a key stakeholder in the offence (Zehr and Mika, 2003, p41). This can take a variety of forms, from the vicinity in which the offender and victim live, or their wider social networks of family, friends and colleagues (Zehr and Mika, 2003, p41). This allows for comprehensive information sharing beyond that of only the offender and victim, so that the scale of the harm caused by the offender can be explor ed. This is the main difference between the formal justice system and that of restorative justice, where all parties can contribute information of the offence and the harm caused, while also having an involvement into meaningful reparation. Restorative Justice in practice Restorative justice in practice is a relatively new concept in the UK, having elements such as reparation orders in the Crime and Disorder Act (1998), and referral orders in the Youth Justice and Criminal Evidence Act (1999) (Crawford and Newburn, 2002, pp476-478). Within Northern Ireland it was the Criminal Justice Review (CJR) (2000) which provided recommendations to involve victims in the criminal justice process and develop restorative justice approaches for juvenile offenders. The review concluded that restorative practices for adult offenders and young adult offenders (aged 18-21) be piloted and evaluated before whole schemes are introduced (Criminal Justice Review, 2000, p203). Since then, within the UK and indeed internationally, there are the three common practices of restorative justice used within the criminal justice system, these are; 1) Victim-Offender Mediation (VOM) a face-to-face meeting with a trained mediator, the offender and the victim to discuss the offence and reparation. VOM is predominantly offered to incarcerated offenders. 2) Family Group Conferencing (FGC) in Youth Justice is open to a wider number of participants including the offender, victim, victims family and professionals who are linked to either party, where the aim is to resolve conflict or behaviour, and discuss reparation. Specifically used within youth justice as an alternative to formal prosecution, encouraging offenders to achieve empathy towards their victim, while also assuming responsibility for their behaviour. 3) Restorative/Community Conferencing Open to a wider circle of participants including the offender, victim, both families and members of the community who di scuss the offence and how to repair the harm caused. Conferences hold the offender accountable, but also offer reintegration into the community. (Extracted from www.restorativejustice.org.uk) FGC in youth justice is seen as one of the most successful models of restorative justice, widely used internationally in New Zealand, Australia and parts of the USA, and gaining momentum in the UK (OMahony and Doak, 2004, p485). FGC aims to be an alternative to formal prosecution, providing the offender, victim and families with an opportunity to understand the offence and the implications of it. The main aim of FGC as a form of restorative justice seems to exist to prevent younger people becoming implicated in the adult criminal justice system, having countless disadvantages for their future. FGC specifically seems to be effective as it uses a holistic understanding of the offence. It incorporates collaboration between the offender, victim and community i.e. friends and family, to find suitable resolution to the offence. This perhaps creates a more person centred justice system realising each persons needs are different but equally important. A reflection of this on a wider scale is that should the reparation fit the people rather than the crime? Restorative justice practice shows that it is necessary to meet all parties needs, and not just the offenders. This relates to changes in policy which recognises the victim as a central aspect of the criminal justice process. In other areas of the criminal justice system, such as with adult offenders and serious crimes, restorative justice only operates within the already established systems of punishment. Restorative justice is not used to substitute traditional measures, i.e. retribution, but to work alongside them. Restorative justice for serious crimes is not used unaccompanied without formal justice, as legislation and policy do not currently permit it. Marshall (1999, p7) claims restorative justice should be used with serious offences as there is more to gain in regards to victim benefits, and also crime prevention. However, it remains to be seen if this could be functional as the only form of justice, and without punitive measures would the behaviour be negatively reinforced? Within Northern Ireland restorative justice is a relatively new concept which has been introduced under different circumstances and will be discussed below. Restorative Justice in Northern Ireland As mentioned earlier restorative justice in Northern Ireland was a result of the recommendations made from the Criminal Justice Review (2000), and the Justice (NI) Act (2002); each identifying that the victim should be central in the criminal justice process. This became the state led restorative justice approach, but a community based restorative programme was unique to Northern Ireland and the Troubles at that time. Restorative justice and theory became prominent during the Northern Ireland peace process as an alternative to paramilitary violence (McEvoy and Mika, 2002, p2). First introduced from the Good Friday Agreement (1999), community projects were established, in part, to remove paramilitary policing, while reflecting the desire for community-based justice (Gormally, 2006). Projects were established in both communities Northern Ireland Alternatives on the Loyalist side and Community Restorative Justice Ireland on the Republican side (Gormally, 2006). Both projects now operat e successfully throughout Northern Ireland, each having numerous locations. The main agenda for the projects are to provide victim-offender mediation and reparation of the communities, with the community playing a significant role in each. It is also indicated that beyond the non-violent alternatives to paramilitaries, the projects now extend into broader mediation and conflict work (McEvoy and Mika, 2002, p7). Critics of the community-based projects claim that paramilitary violence still occurs, only under the respectable cover of these schemes (www.mediationnorthernIreland.org) leading to questions being asked about its legitimacy. However, evaluation of the projects show punishment violence related to crime and anti-social behaviour has decreased dramatically within each community (McEvoy and Mika, 2002, p8). As well as the strengths of restorative justice and the benefits it provides it is also necessary to discuss possible draw-backs in order to be fully aware of the system. This will be discussed below. Critical Analysis of Restorative Justice Restorative justice, as mentioned earlier, has a strong theoretical basis and practical application. However, as it is a relatively new concept it is imperative to discuss potential shortcomings as well as benefits in relation to retributive forms of justice. The four main criticisms that will be discussed below will relate to the offender, community, victim and retribution in relation to restorative justice. Offender: The principles of restorative justice are about redefining crime as harm and giving stakeholders a share of power (Marshall, 1999, p6). The benefits of this are well documented in practice, especially within youth justice, with the young offender more likely to complete reparation plans if they themselves have helped construct them. However, it remains to be seen if this practice is completely ethical. When facing a victim, in a room full of strangers and perhaps their own parents, a young person is likely to comply to any measures, without dispute, in order to hasten proceedings (Daly, 2002). The victim may also be revengeful or unforgiving and want a harsher punishment with pressure on the young person to agree, creating a power imbalance similar to punitive measures. The young person may then regret volunteering for the restorative process, aiding the break down of restorative plans, making the process ineffective and meaningless. Community: Possibly one of the biggest critiques of restorative justice is its reliance on community relationships, with the community playing a large role in the reintegration of the offender back into society. Marshall (1999) claims that communities are not as integrated as they once were, with many individuals wanting greater privacy and self-sufficiency. Leading to questions; who are the community and how can they play a significant role in the rehabilitation of the offender? According to Zehr and Mika (2003) the community can take a variety of forms, for example, the neighbourhood where the offender and victim live, or their closer social networks of family, friends and colleagues. Braithwaites (1989) theory of reintegrative shaming claims that strong relationships within the community helps limit wrong-doing because of conscience and anxiety. For those offenders that commit crime shaming then is an integral part, not only for reintegration, but for crime prevention. Restorative justice th en needs community and family relationships to be effective, if the offender does not take responsibility for their crime or feel shame, then they cannot be rehabilitated correctly or reintegrated into society. Does restorative justice then have its downfall if there is no bond to society? Victim: Another criticism of restorative justice is that it is open to offender manipulation and other symbolic implications. Is it seen as an easy option? Perhaps it is all too easy for an offender to say sorry and ask for forgiveness, without actually being punished appropriately for their actions. Daly and Stubbs (2006) claim that without treating offences seriously, the wrong message can be conveyed to the offender e.g. that their behaviour is acceptable, and therefore reinforced, leading the victim to feel injustice and therefore re-victimised. This is one of the major downfalls when it comes to adult restorative justice; if it was the only form of justice it is open to manipulation and coercion of the offender. Retribution vs. Restoration: The main question that needs to be addressed is can restorative justice exist without retribution and the formal justice system? In regards to juvenile court it is possible to exist alone, if the offence is minor. But for adult offenders, with major offences, the process is not so simple. According to Meads psychology of punitive justice (cited in Daly, 2002, p59) there are two contrasting methods responding to crime. 1) The attitude and hostility toward the law breaker, which brings attitudes of retribution, repression, and exclusion which identifies the offender as the enemy, and 2) Outlined in youth justice, is the reconstructive attitude, which tries to understand the causes of social and individual breakdown not to place punishment, but to obtain future results. It is a contrasting method which identifies differing views, which is fundamentally what restorative and retributive justice represent. The question that needs to be addressed is can restorative justice exist alone as a justice system for all crimes? According to Morris (2002, p601) it shouldnt have to meet the standards of conventional criminal justice, but just consider what it has already achieved, and what it can still achieve. It is now accepted that restorative justice should be used to integrate with traditional forms of justice, to provide an effective service to all those involved to offer a whole justice (Marshall, 1999, p8). Marshall (1999, p8) claims both forms of justice should now support each other to become a single system in which the community and formal resources can work in partnership. Nevertheless, without current legislation or policy that governs restorative justice practice, this leaves the projects that do exist in Northern Ireland, and the rest of the UK, operating in an informal basis with a lack of safeguards, resources and support to gain proper momentum. The criticisms of restorative justice practice are negative, but research nationally and internationally can show us just how successful it can be, with victims and offenders experiencing greater satisfaction with the processes and outcomes of restorative justice compared with attending court (Ashworth, 2003, p175 and Daly, 2002, p208). Properly done, restorative justice can have many benefits to not only the offender, but to the victim and community as well, providing a balance that is surely the way forward for the criminal justice system. Conclusion The question for this assignment was restorative justice aims to address the consequences of offending for victims, offenders and communities in a meaningful way? Evidence shows that restorative justice works within the youth justice system, but due to restraints on policy and legislation it is limited in the adult justice service. When restorative justice is implemented properly, it is effective at meeting the needs of offenders and victims, but to decide if this is meaningful is based on an individual experience, which I do not possess. On the theory of restoration vs. retribution to combine them, rather than separate them provides all stakeholders with a whole justice, capable of meeting physical, emotional and social needs, while also considering all parties as equal. There are many criticisms of restorative justice, but evidence shows that it is effective and provides reformation far beyond that of retribution. It provides explanation of behaviour, which in itself is meaningful, and is more than traditional methods provide. Restorative justice is an internationally respected system, and identified as a person centred form of justice, representing all parties equally, while balancing reformation with understanding.

Should Parents Lose Custody of Extremely Obese Kids? Essay -- Child Ob

In the recent decades, obesity has grown into a major health issue in the United States within young people. With 31 percent of the United States of children being obese, the United States has become the country with the highest rate of obesity in the world. Obesity is not only found among adults, but it is also now found mainly among children and teenagers. The childhood is a very important period for the initiation of obesity especially in this time. Eating practices that children are taught or learn during childhood affects a person later in their life whether they know or not. Multiple studies have confirmed that childhood obesity in the U.S has been on a rise for years. One out of three children in the U.S are obese, most of them face a higher risk of having medical, social and academic problems. Childhood obesity also leads to many health problems among young people. Those problems include diabetes, high blood pressure, high cholesterol and many more others. These problems caus e a rise in health care costs that their families might have to pay sooner or later. The influence of parents and the media play a big role in causing these problems to happen. Some people believe that a family with an obese child should not raise child protection concerns if obesity is the only cause for concern (Callaghan, 2010). However, doctors should always be mindful of the possible role of abuse or neglect in contributing to obesity. The result of some research that was done on the symptoms of neglect shows a clear correlation between childhood abuse and obesity in childhood. A study of American school children has found that after controlling for socioeconomic status, those who were physically abused were more likely to be obese (Callaghan, 201... ...nment Intervention for a Childhood Epidemic." Washington Post. The Washington Post, 29 Nov. 2011. Web. 06 May 2012. Easterling, Kelli. "Should Government Protect Obese Kids from Parents?" McClatchy-Tribune Information Services, 19 July 2011. Web. 06 May 2012. Hellmich, Nanci, â€Å"Report maps out solutions to child obesity.† USA Today n.d.: MAS ULTRA-School Edition. Web. 6 May 2012. Holden, Diana. "Fact Check: The Cost of Obesity." CNN. Cable News Network, 09 Feb. 2010. Web. 06 May 2012. "Media and Childhood Obesity." FCC.gov. Federal Communications Commission. Web. 06 May 2012. Tanner, Lindsey. "Should Parents Lose Custody of Extremely Obese Kids?" The Huffington Post. TheHuffingtonPost.com, 12 July 2011. Web. 06 May 2012. "The Impact of Food Advertising on Childhood Obesity." The Impact of Food Advertising on Childhood Obesity. Web. 06 May 2012.

The Argument of Romans Essay -- essays research papers fc

The Wrath of God Revealed   Ã‚  Ã‚  Ã‚  Ã‚  Paul began his argument of Romans by proving that the Gentiles are sinners before God. Although God has revealed His truth to them, they have suppressed it, resulting in the darkness of their inner man and rebellion against God to the point of worshipping animals (1:18-23). As a result God gave them over to do the desires of their heart (1:24, 26): idolatry (1:25) and homosexuality (1:26-27). Seeing that they had no desire to retain God in their knowledge, God gave them over to a depraved mind to do every sort of evil (1:28-31). The Jews Condemned Judgement According to Works   Ã‚  Ã‚  Ã‚  Ã‚  Paul also addressed the Jews specifically warning them that if God judged the Gentiles who suppressed the revelation they had received, the Jews should not believe that they would escape the judgement of God simply because they had received the Law of Moses. These Jews were judging others for things that they did themselves, thinking they would escape punishment because they were Jews (2:1-3). Paul warned that they were storing up God’s wrath against themselves because they would not repent for their sins (2:4-5). God rewards or punishes individuals based on their works, not on their ethnic background or on their knowledge of the Law (2:6-13). Paul argued that the Gentile’s conscience would serve as the basis for their judgement (2:14-16) and the Law would serve as the basis for judgement for the Jew. Circumcision of the Heart   Ã‚  Ã‚  Ã‚  Ã‚  Paul continued to condemn the Jew for feeling superior to the Gentiles because of their entrustment to the special revelation of the Law, even though the whole time they were being hypocrites by not living by the Law themselves (2:17-22). They were dishonoring God and giving the Gentiles reason to blaspheme God (2:23-24). Some thought that being circumcised justified their actions, but Paul made it clear that the Law only had value to those who lived by it, not to those who simply possessed it (2:25). If the uncircumcised lived by the Law, his actions would make it as though he was circumcised, and he would be able to judge the circumcised who only profess the Law (2:26-27). To be a true Jew is not only a matter of lineage but also a matter of having circumcision of the heart and whose praise comes from God rather than man (2:28-29). Therefo... ...5:1-6). Instead of rejecting one another over differences of opinion, the Jews and Gentiles were to accept each other, seeing that both groups of people are involved in God's plan (15:7-13). Reason for Paul’s Delay in Coming to Rome Salutation's to many people at Rome   Ã‚  Ã‚  Ã‚  Ã‚  Although Paul was convinced of the churches spiritual maturity, he wrote to them to explain his reason for not coming to them sooner, and expressed his future travel plans, which included a trip to Rome (15:17-24). This trip would take place after he delivered the collection he was gathering to the saints at Jerusalem (15:25-29); a trip that Paul asked the Romans to help him with in prayer (15:30-33). Having finished his exhortations and commands, Paul finished his epistle by sending greetings to many individuals at the church in Rome (16:1-16), warning of false-teachers (16:17-20), sending greeting from his fellow-laborers (16:21), and giving glory to the God who was able to strengthen the church, and disclosed the mystery of the church to bring many to faith (16:25-27). WORKS CITED Baker, Bruce. Romans, class notes. Fall 2001 King James Study Bible, The. Thomas Nelson, Inc., 1988.

Adult Self-Directed Learning

Through time, self-directed learning has been observed as a rather distinct form of learning that has been in existence in the development of children up to the adult years. In the past, it has been known that the practice of self-directed learning has become the practice where formal instruction is not available before the establishment of schools (Merriam & Brockett, 2007).It requires a greater focus on the ability of the learning to become the source of initiatives when it comes to acquiring information and the reliance on their self without guidance from the traditional perspectives contained in the classroom setting. More so, it emphasized on a lesser restrictive foundation of learning and allows for the adult learners to depend on their own capabilities and discipline (Edwards, Hanson, & Raggatt, 1996).Aside from the learner, there is a perspective from the field of education which points towards the fact that adult learners are able to gain knowledge in self-directed learning through dialogue, too (Borkman, 1999). Nonetheless, there is much more emphasis on autonomy and the assumption of ownership when it comes to learning (Knowles, Golton, & Swanson, 2005).Upon review of the literature mentioned above, it has been shown that adult self-directed learning has existed through time, focuses on autonomy and ownership in learning, acquisition of information through independence, and the use of dialogue in learning.These are essential and basic elements within the concept of self-directed learning but the ability of the adults to engage in self-directed learning, in consideration of the characteristics and perspectives they have in terms of learning, is worth discussing.Moreover, the long existence of self-directed learning leads to the question of whether it can be really institutionalized or formalized through the inclusion in the academe or should remain as what it has been before, which is that learning rests on the initiative of the learner and occurs jus t about anywhere.It has been considered that the adults are able to conceptualize and reflect on their own better than the other age groups because of their current stage in cognitive development. Inherently, they have the capability to analyze and critically assess situations before them because of the sense of maturity attached to their age group.With this characteristic, adults can engage in self-directed learning better than high school students would do, as an example. However, this particular ability, brought about by their level of cognition, raises the question of whether adults are indeed able to learn by themselves or would need to communicate with a particular mentor or peer, which is posited in the element of â€Å"dialogue† for self-directed learners.The autonomy and independence is especially raised in the case of self-directed adult learners because of the discipline they have but nonetheless, there remains the need for them to have an authority in their activi ties when it comes to learning. There remains the constant need for inquiry and honing of ideas and the adult learner should be able to engage with someone who can ask questions in order to engage the learner into deeper thinking.While cognitive development may be a factor that makes the adult capable of engaging in self-directed learning, there remains the need for them to engage in dialogues in order to assure that what they gain in terms of their autonomous and independent are continuously refined. Thus, there remains the need for a mentor or outsider interaction that turns the mentor into a facilitator of learning instead of an agent through which learning primarily rests on.Moreover, this makes the autonomy and independence of a learner vary in terms of the set-up where self-directed learning occurs. There are differences that have to be accepted when it comes to the learning styles and behavior of the adult learners which makes room for flexibility in the framework of self-dir ected learning.There are adults who are able to devote their time practically on learning by themselves and there are also those who need constant dialogue for them to learn. In terms of learning styles, there is much room left for flexibility in this method of learning and makes people appreciate the fact that it puts the learner at the center of every activity.This deviates and puts much difference as compared to the traditional classroom setting because of the restrictive nature of learning and expression of individual learning habits. It now becomes important to emphasize that learning is deemed to be a rather enriching and fruitful experience when the learner is able to express and do it in his/her own way and will because of the satisfaction this brings.More so, a person would rather act more cooperatively when he/she has a sense of control over the choices that has to be made, which is the essential and a root function in self-directed learning. Thus, the question of whether adult self-directed learning rests on the level of cognitive development of the learner has to take into consideration the personal learning habits and degree of autonomy required by each learner. More so, evaluation of progress has to be based on the different requirements of each learner.In terms of formalization, there are current ways through which self-directed learning has been formed to become a part of the academe. The fact that it has been used as a method of instruction in the universities, which is partially a hybrid form in the case of distance learning, shows that it is recognized as an acceptable and effective means of acquiring knowledge.However, there remains the question of whether institutionalization of this form of learning creates any difference or not. The existence of self-directed learning practices in universities gives the formal setting for learning to occur. It does, in fact, take into consideration the different needs of the learner and the experience is enhanced through three different elements of the concept.These three elements are the advancement in technology, the training for teachers, and the convenience and accessibility of the learners to engage in self-directed learning.There advancements in technology have now provided self-directed learning to occur at a more effective manner for both the students and the teachers. The existence of internet has made it possible for learners, and teachers alike, to engage in dialogue and transfer of information across boundaries without barriers of geographical distances and costs. Learning could now occur online where different people in different parts of the world are able to communicate in real time.Moreover, there is a far wider reach for adult learners to be able to seek the advice or opinion of experts or other professionals when it comes to acquiring information for their subjects. However, this poses problems and disadvantages for those who are not abreast with the changes in te rms of technology for this particular method of learning.Moreover, there are adult learners who are not familiar or are not willing to use new technologies. Thus, it limits the effective and new tools of self-directed learning to those who can use them and have access to such.Aside from technology, teachers or mentors, who serve as facilitators, have also undergone changes as they developed their selves to adopt with the requirements of self-directed learning. It is assumed that there are still adult learners who wish to learn under the tenets of self-direction but requires guidance or dialogue.This situation gives rise to the hybrid mix where a mentor is present in order to fulfill the roles expected by the learner. Through time, educators have made their selves available for training on how to handle communication for adult self-directed learners, motivation, and manner of facilitation. It is apparent that there are differences with that of the traditional classroom setting and th is makes the teachers wear a relatively different shoe.This is where they realize that dictation and feeding everything into the student does not work. Rather, they only have to stimulate the students to critically think and analyze their situation and create an atmosphere which enables learning to occur.Lastly, access and convenience remains a great factor for the adults to choose self-directed learning today. The present conditions of the adults who engage in learning have made this a practical and popular choice nowadays. Adult learners are usually engaged in learning because of their need to go up the professional ladder, which can only be done through education.In this set-up, they are given the chance to commit to their work and still be able to attend classes wherever they may be. Self-directed learning, thus, enhances the chances and opportunities provide for adults to acquire knowledge without any inconvenience.  Upon visiting one of the online websites dedicated to self- directed learning, www.selfdirectedlearning.com, there are information provided for the purpose of both the learners and the teachers. The site convinces people that they could engage in self-directed learning through steps and also provides the teachers with information regarding some aspects of this particular form of learning.However, it is not a site which is purely devoted to providing information but mixes it with commercial purposes and makes offers of different materials for those who visit the site. Thus, it makes the readers question whether the information provided is intended to give credible information or simply support the commercial purposes of the website.Thus, it has been shown that self-directed learning for adults have several elements. It is seen that it could occur in practically any place with varying degrees of formality. Moreover, there are considerations given for the preferences and personal habits of the adults when it comes to learning as brought about b y their present situation and needs.There are other aspects which affect the ability of mentors and students to come together for the purpose of engaging in self-directed learning where the learner still serves as the primary focus of the process and the teacher serves as the facilitator.ReferencesBorkman, T. (1999). Understanding self-help/mutual aid: Experiential learning in the commons. Piscataway, NJ: Rutgers University Press.Edwards, R., Hanson, A., & Raggatt, P. (1996). Boundaries of adult learning. London: Routledge.Knwoles, M., Holton, E., & Swanson, R. (2005). The adult learner: The definite classic in adult education and human resource development. Burlington, MA: Elsevier.Merriam, S. & Brockett, R. (2007). The profession and practice of adult education: An introduction. San Francisco, CA: Jossey-Bass.

Plump legs indicate the dog is eating right

I decided to write about having a pug for this paper because I feel a certain level of affinity for these types of dogs.   I did this paper by asking around, especially people who have dogs of their own and pet shop attendants.   I also did some research on the internet as to nature of these dogs.Pugs are toy dogs that are very emotional and have a low self-esteem.   They look quite like a bulldog but smaller in size and usually have short mocha or khaki fur with a shade of black.   When buying a pug pup or adopting one, the first thing to do is to check on the health of the pup before taking him/her home.Plump legs indicate the dog is eating right; check also for the ribs – they should not be very prominent on the underside of the dog.   Being conscious of the skin condition of the dog should also be considered; owners should take notice of any sign of a rash or a skin infection.A dry puppy nose indicates that the dog is probably sick.   Pugs have over sensitive e yes that are easily infected; so it would be wise to check on the eyes also.   After going through the physical condition of the dog, you should ask about the immunization shots already given to the dog like rabies and distemper shots.After this has been confirmed, look for the ownership papers and make sure that your pug comes from a line of purebreds.   Often, if the dog comes with canine association papers, it will already have a name in its birth certificate; otherwise, you can name the pup on your own.   Opt for a short name, about one or two syllables, so that the dog can easily familiarize itself with its name.When you have decided on buying or adopting your pug, it’s now time to get him/her into a suitable transporting case/cage.   Make sure to put your caged pug in the back seat or in a back cargo compartment and never in the trunk or your dog might die of suffocation or dehydration.Upon reaching home, you pug will be a bit disoriented, and will tend to crawl and lay in one corner.   Other puppies can be very enthusiastic, but not pug pups that are a bit more nervous when it comes to new environments.   Take time to take your pug around the house and orient the pup of the various areas in the house; occasionally pet the pup to give it reassurance.   Then, after the initial orientation, give the pup some water.Then, next familiarize the pup with the more specific areas it is supposed to be in, like its sleeping basket, its feeding area, and its litter box.   Since the dog is still a pup, it would not be difficult to house break the pup.   This should be done next and in the following days.   Make sure to reward the pup if it litters in its box and expressively train it to do so.   Right after feeding the pup, wait for about thirty minutes to one hour and take it to its litter box and wait for it to defecate; when it does, pat it or reward it with a toy or something.After making sure that your pup is well oriented with its s urroundings, give it its first meal.   Then allow it to rest.In the following days, keep a routine sequence of activities to accustom the pup to its regular day.   Try to train it with simple commands like sit and heel.   Always use a low commanding voice when training your pup.   Rewarding the pup with doggie treats will make it more susceptible to obeying simple commands.A few things that one should remember when keeping a dog is to always make it feel cared for and loved – this is especially needed with pugs that are quite partial when it comes to associating with humans.   Make sure that you feed your dog regularly, about twice a day, and always have a steady supply of water for it.Pay attention to hygiene such as teeth hygiene and its general hygiene.   Give your pup regular baths, about once every two days.   Also take your pug to the vet regularly.   If necessary, take your dog to the vet if you think it is sick.

Conan Doyle detective fiction Essay

Some people say that one of the reasons they enjoy reading crime stories like Sherlock Holmes is that order is always restored, good always triumphs over evil. Crime fiction is popular still today because there are many programmes on T. V today i. e. A Touch of Frost, Taggart, and Wire in the Blood. It is also in books like the novels of Ian Paterson. The genre is so popular because people enjoy it and there is an atmosphere of expectation in most stories. Conan Doyle was popular with the Victorian audience because the criminal’s always got caught, and his stories were published in a magazine read in a parlour or on a train journey. The basic structure of a crime story is that at the beginning there is order and all is well. Soon, however something happens usually a crime to disrupt that order. Then the detective investigates and solves the case. Finally order is restored again as good has defeated evil. This structure is evident in ‘The Man with the Twisted Lip’. For example it begins orderly at the beginning of the story as we read about Dr Watson and his wife in the sitting room just before the hour that a man goes to bed. His wife is knitting and Dr Watson sat in his chair. Then the order is disrupted when the doorbell rings and one of Dr Watson’s patients Kate Whitney is at the door and she tells what’s up. Dr Watson then goes to find Kate Whitney’s husband and whilst there, finds Sherlock Holmes in the Opium den. The crime Sherlock Holmes has to investigate is the apparent murder of Neville St Clair. He solves the case by realising that Neville St Clair is in disguise as Hugh Boone. Finally order has been restored because Holmes gets to Neville St Clair and undisguises him as evil is defeated. Conan Doyle uses all the right ingredients and description to his villains which strikes fear into any reader. Dr Roylott is a perfect example of this. Conan Doyle describes him as ‘So tall was he that his hat actually brushed the cross-bar of the doorway, and his breadth seemed to span it across from side to side. A large face, seared with a thousand wrinkles, burned yellow with the sun, and marked with evil passion, was turned from one to the other of us, while his deep-set, bile-shot eyes, and the high thin fleshless nose, gave him somewhat the resemblance to a fierce old bird of prey’. This shows the sheer size and fierce looks that he has. ‘I am a dangerous man to fall foul of! See here’ He stepped swiftly, seized the poker, and bent it into a curve with his huge brown hands’. This shows how strong Dr Roylott is and to warn Sherlock Holmes off because other people fear him. In ‘The Speckled Band’ Conan Doyle describes how aggressive, violent and Greedy Dr Roylott and that he uses his knowledge of medicine for evil doings. Jim Browner is another Conan Doyle that is very well described. His aggression, jealousy and uncontrollable rage are shown here. ‘ I swore to my wife that I would kill her if I found her under in his company again, and I led her back with me, sobbing and trembling and as white as a piece of paper’. His cunning ways are shown here ‘I had a heavy oak stick in my hand, and I telly you I saw red from the first; but as I ran I got cunning and hung back a little to see them without being seen’. His violence and vengeance is shown here ‘Crushed his head like an egg. I would have spared her, perhaps, for all my madness, but she threw her arms around him crying out to him †¦ I was like a wild beast that had tasted blood’. This also shows there is no stopping him and that he gives no mercy. Conan Doyle carefully describes his settings to create tension and suspense. An example in ‘The Man with the Twisted Lip’ Conan Doyle describes the opium den internally and externally to brilliant effect. The modern reader knows this is a place where sinister events happen, ‘a black gap like the mouth of a cave’ ‘Out of the black shadows there glimmered little red circles of light’. The Victorian reader very familiar with the atmosphere in London and would be gripped by Watson’s struggle to see and all the detail that Conan Doyle describes the Opium Den with. Sir Conan Doyle uses great language to create a tense atmosphere in ‘The Speckled Band’. In section where Helen Stoner relays what happened on the night her sister mysteriously died, he uses the ‘story within the story’ to great effect. Firstly an atmosphere of foreboding is created as the weather is described ‘The wind was howling’, animal imagery which creates the effect that there is a wild beast outside. The rain was beating and splashing against the window which is describing the weather to create atmosphere of foreboding and uses words like ‘beating to show violent imagery. Conan Doyle uses sentence structures effectively to create different atmospheres. He uses short sentences to create drama and also short sharp sentences followed by an exclamation mark to create a scary and tense atmosphere. For example in ‘The Speckled Band’ when Julia shouts ‘Oh my God! Helen! It was the band! ‘ Another example of a short sentence is when Helen says ‘I knew that it was my sister’s voice’. Conan Doyle is very successful in writing detective fiction that appeals to a modern reader because he uses all the right ingredients and structure. Conan Doyle uses very interesting characters and evil villains, which makes the readers addicted to his detective fiction stories. He uses different types of language and sentence structure, which is very appealing to the readers.

Reporting Practices and Ethics Paper

Planning is when the financial manager identifies the steps that must be taken to accomplish the organization’s objectives. The purpose is to identify objectives and then to identify the steps required for accomplishing these objectives. Controlling is when the financial manager makes sure that each area of the organization is following the plans that have been established. The purpose of controlling is to ensure that plans are being followed.Organizing is when the financial manager decides how to use the resources of the organization to most effectively carry out the plans that have been established. Directing is when the manager works on a day-to-day basis to keep the results of the organizing running efficiently. The purpose is to ensure effective resource use and provide daily supervision. Decision making is when the financial manger makes choices among available alternatives. Decision making actually occurs parallel to planning, organizing, and controlling.All types of de cision making rely on information, and the primary tasks are analysis and evaluation. The purpose is to make informed choices (Baker and Baker, 2001). Summary of generally accepted accounting principles and general financial ethical standards Most healthcare organizations operate on the accrual accounting basis. With this type of accounting; revenue is recorded when it is earned-not when payment is received; and expenses are recorded when they are incurred-not when they are paid.Ethical decision making is required when the healthcare executive must balance the needs and interests of the individual, the organization and society. Those involved in the decision making process must consider ethical principles such as justice, autonomy, beneficence and fairness, as well as professional ethical standards and codes. Physicians, nurses, and other caregivers may primarily address ethical issues on a case-by-case basis. Healthcare executives also have a responsibility to address those issues at broader organization, community, and social levels ACHE, 2007). Examples from articles that reflect ethical standards of conduct and financial reporting practices. Explain significance of each example. In May 2004, Larry J. Tyler wrote in an article that financial managers need to keep their own personal finances in order. If a financial manager is living too close to the edge on his/her own finances or are in fear of losing their job, and then they are more likely to â€Å"bend† their convictions (Tyler, 2004).The importance of this example is so financial managers do not â€Å"fix† the books to make the organization look better than it actually is. If someone thinks that their job is on the line, they are more likely to do what others want them to do as well. In an article written by Joe Batte, a healthcare compliance specialist, he reported that state and federal agencies are increasing their efforts to eliminate fraud and abuse in healthcare.Batte defines fraud as: Knowingly and willfully executing or attempting to execute, a scheme or artifice to defraud any health care benefit program. Or to obtain, by means of false or fraudulent pretenses, representations or promises, any of the money or property owned by, or under the custody of, or control of, any health care benefit program. Batte defines abuse as: Abuse is defined as receiving payment for items and service when there is no legal entitlement for that payment and the provider has not knowingly or intentionally misrepresented the facts to obtain payment.Abuse may, directly or indirectly, result in unnecessary costs to the Medicare or Medicaid programs for services which fail to meet recognized standards of care, or that are medically unnecessary. Whether it’s abuse or fraud, the fact that a provider can lose everything through being excluded from state and Federal health care program’s participation makes it imperative to run the providers company in a professional, comp liant, and business-like fashion. It is also wise to know what is currently being done by the agencies that oversee our health care systems (Batte, Joseph R. 2001). In the articles above, knowledge of what can happen to someone, or the organization as a whole, will deter managers of falsifying financial reports. Education is key to any position, whether healthcare or another. Knowledge of the consequences will help keep managers on the straightened arrow. Conclusion It is incumbent upon healthcare executives to lead in a manner that sets an ethical tone for their organizations. Education in ethics is an important step in healthcare’s executives’ life-long commitment to high ethical conduct, both personally and professionally.In today’s more aggressive enforcement environment it pays to have an active compliance program in effect, make sure that documentation is complete and legible, and don’t assume that the small or medium sized provider is not going to be reviewed on a regular basis. The medical industry is held to a higher standard of ethics and many of the overseeing agencies are now using their considerable arsenal to make sure that fraud and abuse reduction is on everyone’s front burner. Reporting Practices and Ethics Paper Planning is when the financial manager identifies the steps that must be taken to accomplish the organization’s objectives. The purpose is to identify objectives and then to identify the steps required for accomplishing these objectives. Controlling is when the financial manager makes sure that each area of the organization is following the plans that have been established. The purpose of controlling is to ensure that plans are being followed.Organizing is when the financial manager decides how to use the resources of the organization to most effectively carry out the plans that have been established. Directing is when the manager works on a day-to-day basis to keep the results of the organizing running efficiently. The purpose is to ensure effective resource use and provide daily supervision. Decision making is when the financial manger makes choices among available alternatives. Decision making actually occurs parallel to planning, organizing, and controlling.All types of de cision making rely on information, and the primary tasks are analysis and evaluation. The purpose is to make informed choices (Baker and Baker, 2001). Summary of generally accepted accounting principles and general financial ethical standards Most healthcare organizations operate on the accrual accounting basis. With this type of accounting; revenue is recorded when it is earned-not when payment is received; and expenses are recorded when they are incurred-not when they are paid.Ethical decision making is required when the healthcare executive must balance the needs and interests of the individual, the organization and society. Those involved in the decision making process must consider ethical principles such as justice, autonomy, beneficence and fairness, as well as professional ethical standards and codes. Physicians, nurses, and other caregivers may primarily address ethical issues on a case-by-case basis. Healthcare executives also have a responsibility to address those issues at broader organization, community, and social levels ACHE, 2007). Examples from articles that reflect ethical standards of conduct and financial reporting practices. Explain significance of each example. In May 2004, Larry J. Tyler wrote in an article that financial managers need to keep their own personal finances in order. If a financial manager is living too close to the edge on his/her own finances or are in fear of losing their job, and then they are more likely to â€Å"bend† their convictions (Tyler, 2004).The importance of this example is so financial managers do not â€Å"fix† the books to make the organization look better than it actually is. If someone thinks that their job is on the line, they are more likely to do what others want them to do as well. In an article written by Joe Batte, a healthcare compliance specialist, he reported that state and federal agencies are increasing their efforts to eliminate fraud and abuse in healthcare.Batte defines fraud as: Knowingly and willfully executing or attempting to execute, a scheme or artifice to defraud any health care benefit program. Or to obtain, by means of false or fraudulent pretenses, representations or promises, any of the money or property owned by, or under the custody of, or control of, any health care benefit program. Batte defines abuse as: Abuse is defined as receiving payment for items and service when there is no legal entitlement for that payment and the provider has not knowingly or intentionally misrepresented the facts to obtain payment.Abuse may, directly or indirectly, result in unnecessary costs to the Medicare or Medicaid programs for services which fail to meet recognized standards of care, or that are medically unnecessary. Whether it’s abuse or fraud, the fact that a provider can lose everything through being excluded from state and Federal health care program’s participation makes it imperative to run the providers company in a professional, comp liant, and business-like fashion. It is also wise to know what is currently being done by the agencies that oversee our health care systems (Batte, Joseph R. 2001). In the articles above, knowledge of what can happen to someone, or the organization as a whole, will deter managers of falsifying financial reports. Education is key to any position, whether healthcare or another. Knowledge of the consequences will help keep managers on the straightened arrow. Conclusion It is incumbent upon healthcare executives to lead in a manner that sets an ethical tone for their organizations. Education in ethics is an important step in healthcare’s executives’ life-long commitment to high ethical conduct, both personally and professionally.In today’s more aggressive enforcement environment it pays to have an active compliance program in effect, make sure that documentation is complete and legible, and don’t assume that the small or medium sized provider is not going to be reviewed on a regular basis. The medical industry is held to a higher standard of ethics and many of the overseeing agencies are now using their considerable arsenal to make sure that fraud and abuse reduction is on everyone’s front burner.