Accepting Men

For many things, change is inevitable. According to an excerpt tittled â€Å"Accepting Men as They Are†, written by Albert Ellis, men are sex- orientated, selfish, and workaholics. Ellis believes that it is useless to try to change a man because that is how they are built. There is no point in changing because it simply cannot be done. That could be true, however, this passage was written in 1979, about three decades ago. The author had another perspective because he lived in a different generation. Men acted like they were superior, but it is now the 21st century; times has changed, and so have men.Even though many people will say that men are all the same, men are capable of changing for the better. After all, we are all humans. Humans change for the better every day like going to rehab and fix their problems. Men that change for the better are shown throughout literature, history, and the media. There are many times where men were able to change completely, like the Grinch, Tiger Woods, and in the movie â€Å"Click† where Adam Sandler acted as Michael Newman who was portrayed as a workaholic.In the passage, Ellis stated that â€Å"All men are selfish†, however in the popular childrens’ book, How the Grinch Stole Christmas? Grinch was able to change. Symbolic of men, the Grinch was selfish, bitter, and did not want to relate himself to any of the Whos. He wanted to take everyone’s joy away so he attempted to steal Christmas. Even though he takes all the decor, he was appalled that everyone still had the holiday spirit in them. Because of a young adolescent named Little Cindy Loo Who, he was able to change and return all the decorations and presents back to the village.One of the peak points in the movie was when Little Cindy Loo Who was about to fall off a cliff because of his sleigh was too heavy to carrying all the Christmas decorations and presents. The Grinch’s heart grew bigger and bigger, and he did not care if he got hurt and tried to save the life of the child that saved his. The villagers were able to see that he transformed into a heartwarming man. They gave him a chance and at the end the Grinch was able to cut the ham. Due to his positive outlook he was able to become a new person and change into a better man.Albert Ellis claims that men only want sex from a woman. However, some men are lustful to the extent where they were addicted to it, and even lost their whole family. In the last year, Tiger Woods was exposed to the media for having many mistresses and cheating on his wife. Not too long after this was made public, they got a divorce. Woods realized his obsession with sex, and checked into rehab. Even though this is one of the times where it was too late for the man to realize his addiction, he was able to admit that he had a problem.He lost his wife, kids, and almost his career. Checking into sex rehab was one of the choices for him and was a big step, but he knew he had to chan ge. He already lost his family, but he did not want to lose everything he had, including his career. This is to show that he is progressing into a better person. Some men become workaholics because they need it to support their family. In the movie â€Å"Click†, Adam Sandler plays a workaholic that tries to give the best to his family. By using a remote to fast forward time, he was able to fast forward to where he was promoted.In doing so, he spent many nights working on projects that will prove to his boss that he is a trustworthy person that can handle bigger jobs. He could not wait any longer so he went to a mad scientist which fast forwarded time, and sent him to a different time in the future. Traveling through time saw how he would be in the future if he kept focusing on his work. He lost his wife and kids, and devoteds his whole life to his job. He realized that he missed all the good times with his wife and children, and was fortunately able to go back and realize his mistake.He paid more attention to his wife and kids and was more romantic. He changed his outlook on life and was able to get back his old life. All men are different, but one thing in common is that they are able to change for worse and better. The only person you can change is yourself. Without saying more, no one should be able to change anyone because it must be the desire of the person wo needs to change. Change is still possible, but it is in only self-realization where it can only happen.

My Dream Job Essay

What is a bad boss or manager? We all have had some good managers and some bad managers. In most cases people don’t care too much for their boss. One of the biggest characteristics flaws in a poor manager is poor communications skills. They possess little to no listening skills and don’t seek out advice or suggestions from their employees. When a big decision needs to be made they normally make the decision on their own with little input from their subordinates. Another characteristic of a poor boss is a one who is afraid of confrontation. In management, I believe that any time there is an issue, the boss should not be afraid to address it. Some employees will take advantage and lose respect for their boss if that happens. I call those types of managers â€Å"buddy bosses,† which is not a good thing their needs to be a healthy balance. Bosses should be nice most of the time yet they also needs to be firm when the time calls for it. Good management skills don’t always come naturally. Managers have to continue to have ongoing training on leadership skills just like the workers need to have ongoing training on the jobs. In management; it is hard to please everyone in fact, if everyone is happy with you all the time you are probably a â€Å"buddy boss. † There will always come a time when you are going to have to say no to someone’s request. I believe that sometimes bad employees force a boss to become more firm most of with the employees. There are several types of bosses that I would consider bad. The first one is called an incompetent boss. They really don’t know the job and rely on the employee’s knowledge to get them through. When an issue occurs, they are no help at all. When an incompetent boss tries to help, they often make the situation worse. The second type of poor boss is a unchangeable leader. This is someone who does not like change and is unwilling to do what it takes to make the team more effective. This person doesn’t listen to the advice of the team, eve when they might tell them something that might help a process run smoother. The next type of poor leader I would call the abuser of power. They are people that get into leadership and use their power for personal gain. An example of this would be a boss that leaves early for the day all the time to take care of their personal business. The next type of poor leader is a leader that can’t be trusted. This is someone who employees don’t trust with information that can be used against them. When they have a problem the don’t feel comfortable talking to their leader in fear that they will tell someone else or use it against them in the future. They can’t tell them how they really feel. There is always going to be corrupt people in the world but when a leader is corrupt in any organization it breeds more corruption. There are some leaders that are down rite evil. They may have had a hard life and just don’t like to see others happy so they always find a reason to be upset and not satisfied with anything that is done within their department. Manager that operate in this manor normally don’t last long in leadership because there would make their employees unhappy and we all know that an unhappy employee won’t be a good producer. There ways to improve a bad boss if they want to improve. One way to do that is to make sure that middle level supervisors and managers have the support they need from upper management. I believe that leadership training should be an ongoing thing. I feel that in every organization there should be a hotline that employees can call to give feedback on how they feel their leadership is going. Once that feedback is collected it should be used as a training tool. Listening to the employees and responding to their needs and wants is in my opinion, the most effective way to go. During the hiring process employers should make sure that the leader they has the characteristic of a good leader. No one wants a bossy dictator as a boss. I have been in the workforce for over ten years and in that time I have had more good managers than bad. I think that is because it all comes down to respecting a person and there position. There have been times when my coworker s has come to me complaining about our boss. What I have found is that most of the time it not the boss at all it’s the employee view of their boss. Most people who don’t like their boss don’t like their job. I believe that if a person doesn’t like their job there is a likely chance they don’t like their boss because that the boss is only there to enforce the rules and doesn’t care employee’s personal feeling. In some cases they are right. The next time you are trying to determine if you have a good leader look for key traits. One key trait of a good boss is vision. Do they have a vision for the department that they will be managing? What is that vision? Does the vision line up with the companies mission statement? Ask yourself these questions. The next trait you should look for is wisdom. What useful knowledge can this person bring to the organization? Good leaders are strategic, wise and perceptive. The next question you should ask yourself about your boss is if he people are they passionate about what he or she does? Good bosses are very passionate people. They operate with such a high level of passion that they get consumed in it. They take action! Good leaders are determined to attain their goals. They know that the journey reaching their destination can be filled with problems. However, they are persistent people and are willing to put in the long hour and hard work to ensure that th eir goal is meet. Good leaders mean what they say. They have integrity. They’re individuals who keep their guarantees and they do not play the old political games that plenty of others do. People find them reliable and as such are dedicated to them. Not all good bosses carry every single trait. They might be strong in some areas and lacking in others. But just remember, it isn’t about being perfect, but understanding that bosses are human too; no one is perfect. Make an effort to try and get to know your boss and be a little more understanding about what they might be challenged with in their day to day duties.

Chemistry IA design format Essay Example for Free

Chemistry IA design format Essay 1.0.1- Focus Question- If the mass of magnesium reacted with hydrochloric acid is changed will the temperature of the solution increase and the total mass decrease. 1.0.2- Hypothesis- If the mass of magnesium that is reacted with hydrochloric acid is changed the temperature of the solution will increase and the total mass will decrease. 1.0.3- Theory- The reaction between magnesium and hydrochloric reaction is written as follows, Mg(s)+ 2HCL (aq)—— (MgCl2(aq)+H2 (g) (Ng, 2008, pg 1). This reaction goes through two distinct changes that both have an effect on the energy change in the reaction. Enthalpy refers to changes in energy in a compound (Assut, 2008, pg 1). Two distinct changes can occur. An endothermic change occurs when the energy being absorbed is grater then the energy being released whereas and exothermic change is when the energy being released is greater than the energy being absorbed. Energy is absorbed when bonds are broken and energy is released when they are formed (Newton, 2008, pg1). Energy change cannot be directly measured. However energy change affects the physical force of heat. Therefore a heat change is indicative of an energy change. If the heat increase in the solution the change will be exothermic and if the heat decreases the reaction will be endothermic. In respects to the formula Magnesium forms an ionic bond with chlorine to form the salt magnesium chloride. When this bond is formed energy is released in the form of an endothermic change, this energy drop would be quite small however because the bond is ionic and does not take much energy to create since magnesium and chorine bond easily. However the second change is that hydrogen breaks off from chlorine in the hydrochloric acid and hydrogen is released as a gas. The breaking of bonds would absorb energy therefore forming an exothermic reaction. Hydrogen and chorine however form a very strong covalent bond. Covalent bonds form between atoms with similar electronegative forces and are there for take a lot of energy to break ( Anissimov, 2008, pg 1) Since the endothermic change is weak and the exothermic change is strong it can be predicted that the overall change will be exothermic and therefore the solution will heat up. Temperature change in a chemical reaction can be measured with a device known as a calorimeter. A calorimeter measures the heat of the solution before the reaction has occurred and then again after the reactant has been added (Whel, 2008, pg 1). These two values can be mathematically manipulated to find the relative change in temperature. If two of the same substance have different masses it means there is more of the one substance. In a mass of a substance there is a certain amount of material that can be reacted. By increasing mass the amount of substance that may be reacted increases. Therefore if mass increased the amount that of substance reacted will increase as well providing there is enough of the reactant. This will in turn increase the energy change. Also if more of the substance reacts with the reactant more of the reactant will be used up. This means that if the magnesium is increased there will be more reaction with hydrochloric acid; this means that more hydrogen will be released as gas and the total mass of the solution will decrease. Henceforth the change in heat should be greater if their entire solution is lighter as more of the hydrochloric acid has been reacted and hydrogen lost as a gas. Mg(s)+ 2HCL (aq)—— (MgCl2(aq)+H2 (g) Mass will change for each sample, sample range will be 2g, 4g, 6g, 8g and 10g This will be calculated by subtracting the final heat of the solution by the initial heat of the solution. The data will be gathered by using a calorimeter This will be calculated by measuring the weight of the solution and subtracting the weight of the calorimeter and the magnesium. The original mass not including calorimeter and the magnesium will then be subtracted by this value to mind the change of mass in the solution. The temperature of the solution will be heated to 25c and the reaction started immediately. The room temperature will be controlled at 24c The volume of hydrochloric acid will be 40mls per sample. A 50ml calorimeter with electronic thermometer and a scale with milligram accuracy. The experiment will be ended when reaction is fully complete and reaction will be given 10 seconds to calibrate before results are taken Standard 5 replications of each sample will be performed. 1.1.2- Control used in comparison- The reacted samples will be compared against hydrochloric acid with no magnesium that is also 25 degrees Celsius. Since the temperature remains constant there should be no energy or mass change, this would mean that on a graph this would represent a straight line which others samples with energy changes (heat changes) could be compared to. Ng, H.N, 2008, Acid reactions, Vat.Gov.Un, Accessed 21/08/09, http://vat.maharashtra.gov.in/communicationcenter/QueryAnswerSubjectwise.php?start=3090&subId=0000000007. Asset, M.A, 2008, Chemical Enthalpy, Nasa.gov, Accessed 21/08/09, http://www.grc.nasa.gov/WWW/K-12/airplane/enthalpy.html Newton, R.N, 2008, Energetics and bonding, Unknown sponsor, Accessed 21/08/09, http://www.webchem.net/notes/how_far/enthalpy/enthalpy_diagrams.htm Anissimov, T.A, 2007 Chemical bonding, Simon Frasier University, Accessed 21/08/09, http://www.chem1.com/acad/webtext/chembond/ Whel, L.W, 2006, Calorimeters, Stanford University, Accessed 21/08/09, http://www2.slac.stanford.edu/vvc/detectors/calorimeters.html The procedure of this experiment is a adaption of a previous class experiment. The source of the procedure is unknown, so thanks to Miss Crook for the inspirations for this design. Chemistry IA design format. (2017, Nov 16).

Antoine Busnois Essay Example | Topics and Well Written Essays - 750 words

Antoine Busnois - Essay Example As for a fact, one of his best known work Lhomme Arme 'is still recognized and even used in several musical and theatrical presentations today. Lhomme Arme', like the other works of Busnois is a hymn of manifested art that relates to the soul of anyone hearing it. For this reason, many musicians saw the possibility of using this particular hymn in composing mass music hence suggesting that use of the said hymn never goes undoubtedly boring even when it is repeatedly applied in different songs. As a hymn, Lhomme Arme' is a musical factor that enhances other hymns that when it is combined with other musical arrangements, it becomes more appealing to the ear and warming to the heart. Antoine Busnois primarily concentrated in developing music that is symphonic and easy to understand. People during his time were noted to directly respond to his music. Undoubtedly, the brilliance of his hymn endows the fact that the French art portrays both simplicity and complexity in so many terms. The arrangements may be complex at some point yet the simplicity of the sound produced by such a complex arrangement warms the soul of anyone hearing it. Sound has been a prevalent concept in the society affecting and influencing humanity in many ways known to man. Because of the influential nature of music, this medium is perceived to an effective tool for society in different aspect. Every element of the general concept of sound becomes a significant one namely the voice, music, sound effects, ambience and even silence. Each of these elements brings a different significance mainly emphasizing the expression of the general theme of a certain project. The use of voice can significantly influence the understanding of the expressed idea of the certain public or audience being pointed at. The intonation of the voice of the speaker can designate the emotion of the person and his or her loudness or softness will depict the personality, authority and character of the speaker. The use of background music, sound effects either through cyclical or continuous mean can intensify the environment's emotion which can later contribute to the personality of the speaker and/or character and can encourage the curiosity and enthusiasm of the audience. Also, these elements can significantly contribute to the meaning and intensity of the concept being expressed by the certain project thus aiding its dissertation and understanding by the public. In addition, the employment of the effects of silence as a background can also contribute to the expression of the general theme as it can set stages of excitement thus promoting the audience's interest (Altm an, 1992). Thus, the employment of sound through the application of each of its elements can significantly contribute to the general theme of a certain project as it promotes a better communication approach between the main concept and its audience. The use of sound can facilitates the dissertation and understanding of the public thus aiding the effectiveness of the project of communicating a certain concept and its significance to the society. On the part of Antoine Busnois' primary compositions, he uses the sound of his music to send

Extended analysis paper on The Rocking-Horse Winner by D. H. Lawrence Essay

Extended analysis paper on The Rocking-Horse Winner by D. H. Lawrence - Essay Example Early in the story the boy Paul has a talk with his mother about money. But the talk is not the usual mother-son conversation that promotes hard work and ingenuity. The mother advocates the avenue of easy money by the use of luck. She carries the definition a step farther as she blurs the line between money and luck. "Filthy lucre does mean money," said the mother. "But its lucre, not luck" (Lawrence). The use of the words filthy lucre interjects an almost obscene sense of money and wealth. The mother continues her idolization of the character trait of being lucky. She insults Pauls father and says "...its better to be born lucky than rich" (Lawrence). She then tells Paul that his own father is "very unlucky" marking him as a failure as a father and a husband. These images are burned into the mind of Paul at this young age and tempers his value system throughout the rest of his short life. The mother has almost no connection with her husband or family. She occupies the house in body but not in spirit. The household had healthy children and a modest income, yet it was squandered by the mothers view of it. Lawrence describes it as "at the centre of her heart was a hard little place that could not feel love, no, not for anybody". It was love that Paul craved and needed, and it was his mothers love that he would spend the story in search of. Because she was distant and disconnected, she would be easily satisfied with material goods, money, and a lust for it. Paul could sense the emptiness in his mother and her need for a husband, luck, and money. Pauls early attempt at fulfilling his mothers needs, and thus replacing the father, is seen in his early experience on the rocking horse. Lawrence describes Pauls quest to satisfy his mothers need for money, luck, and sexual satisfaction. There is a scene where he is furiously riding his rocking horse striking it with a whip that he had gotten

Food Insecurity in Sub-Saharan Africa and implication to US National Essay

Food Insecurity in Sub-Saharan Africa and implication to US National Security - Essay Example In this regard, the Sub-Saharan Africa is the most hit by conflicts that can be associated with food insecurity. The conflicts that often emerge because of food insecurity tend to destroy local economies. As a result, there is forced migration, creation of refugee populations, emergent of diseases such as cholera and the collapse of social institutions. In Sub-Saharan Africa, food insecurity has contributed to civil wars, communal conflicts, and democratic breakdowns1. Where there is a conflict, other issues prop up, and they influence how people express their discontent with the lack of food security. Such factors are context specific and include demographic, social, political and economic factors. As a region that is still developing, the Sub-Saharan Africa relies on the Western countries for support to improve their institutions. In this regard, a major developed country that plays a key role in promoting social, political and economic development in Sub-Saharan Africa is the Unit ed States. However, as the problem of food insecurity continues to persist in the region, the United States finds itself involved in solving African conflicts2. As a result, it is plausible for food insecurity in Sub-Saharan Africa to have an implication on United States national security and the military respectively. In most Sub-Saharan Africa countries, food insecurity is a major issue and is often a result of scarce resources such as water and land. In the search for these scarce commodities, communal conflicts often emerge and can escalate to a civil war particular when the government supports one warring faction in the conflict. An example in this sense is the Darfur conflict that escalated into a civil war and displaced millions. Further, an increase in food prices creates conflict because, high food prices erode real income and the affected in extreme cases, are driven to drastic measures that include

Economic Assignment Example | Topics and Well Written Essays - 1000 words

Economic - Assignment Example As the name suggests, a highly competitive market is possible in the presence of a large number of buyers. Due to the presence of a large number of players, none of them has a clear control or controlling stake either on the market or on the price (Malcolm C. Sawyer, 1985). However, the competitive market operates on the basis of a number of key influential factors, which will be used to explain the case of the store under analysis. A highly competitive market means that each of the suppliers holds an insignificant share in the market, which means that the firm is small in comparison to the size of the overall market that comprises all the suppliers in the sector. As such, the influence of a single supplier on the market price is negligible and the quantity that each produces depends directly on the level of demand from consumers. The price that the firm sets therefore depends on this demand, due to which a supplier will be known as a ‘price taker’. Another factor that makes the market highly competitive arises from the identical nature and quality of the products manufactured by every supplier, which leaves the customer with very little choice to choose between the individual suppliers and brands. Thus, a high substitution of products is another major factor that contributes to the lack of governance on the price (Pass, Bryan Lowes, 1994). The consumer is well informed on the prevailing prices in the market and the producers cannot modify the price above the market price as the higher price combine with the availability of identical products from other suppliers for cheaper prices will encourage the customer to consider other providers thereby bringing the substitution effect once again into play. Suppliers have equal opportunities in terms of access to resources and labor in addition to technological improvements. Thus, improvement in production capabilities by one firm can have a spillover effect on the other competitors and require them to make similar

Thomas Jefferson Research Paper Example | Topics and Well Written Essays - 1250 words

Thomas Jefferson - Research Paper Example Thomas Jefferson came under the President-ship in the first decade of 1800, continued and upholds the position and political power for more than five years. He came under election as the third President of United Sates of America. He made remarkable contributions for the sake of his country and his people but the most recognized and acknowledged amongst them are Declaration of Independence, the Louisiana Purchase, and the Naturalization Law. He was a man who believed and worked for betterment of his people, rather than producing benefit for own self and earning money and fame for him. Thomas Jefferson comes under remembrance since time immemorial due to his vision for the development and progress and peace in America. His approach towards achieving his goals and objectives was commendable due to the reason that it has benefitted the people of United States at that time as well as in current days . Thomas Jefferson was a native of Virginia, lived with his parents for few years of his life. At a very early stage, he shifted away from his family for the purpose of education, as he has always been fond of gaining knowledge. He belonged to a family who did not inherit their ancestors’ wealth, instead worked hard to make their own living standard. He studied a wide range of subjects that includes literature, science, law, and many others. While he got himself involved in the law practicing, he learned a great deal. His political career started when he came under selection as a prime member of Virginia House of Burgesses3. He was a versatile human being as he was not only a lawyer or a politician but also he was an author who wrote various books. One of his famous writings encompasses his perspectives and viewpoints on the privileges and civil liberties for the population of British Americans, and included an account on the thoughtful precursor for the independence. After rendering services for some years in Virginia, he became a part of congress where he got a n opportunity to outline the statement for independence, which became one of his noteworthy works in the later stages of his career. During his initial political career, he got several chances to submit his services on high positions in various political bodies. While being the governor he implemented and altered many rules, regulations, and policies related to many social issues4. His political career also comprise of services in the reigns of previous Presidents and oppositions. Thomas Jefferson had beliefs and views that were in conflict to the previous governments, as they focused

Summary paper on The Article Power and The Tiny Acts of Rebellion By Essay

Summary paper on The Article Power and The Tiny Acts of Rebellion By Chris Hedges found on truthdig.com - Essay Example Accordingly, the electoral process has been hijacked by corporations; the judiciary has become corrupted, the press reckless, the universities hopeless, labor unions marginal and ineffectual forces, economy tainted by swindlers and speculators. Worst of all, the general public is captivated by electronic hallucinations and it remains passive and supine to the miserable quandary of the democracy. Thus, Chris Hedges establishes that the power structure within the democratic process in the nation is left with no tools to fight against the unrestricted corporate plunder. (Hedges, 1) In a reflective reading of the article â€Å"Power and the Tiny Acts of Rebellion† by Chris Hedges, it becomes lucid that the author deals with one of the most pertinent issues in the socio-economic and political spheres of the nation, i.e. the overruling role of the unobstructed corporate power over the power structure within the democracy.

Potential Strategy Essay Example for Free

Potential Strategy Essay Many obstacles to my potential strategy are worth overcoming. Since the brand new policy is to add extra taxes on smoking and fining the smoking companies for their actions, then one is able to make sure that people comply or go out of business. A way to overcome the challenges is to have someone from each company represented in Congress (Kottke, RN, GH, ML., 1988). This may mean making sure that there is someone in government that is passionate about this issue, and willing to do whatever it takes to make sure that people do comply with the new law. Through this effort, fewer mistakes are made, and people are getting what they need done to make it happen by having someone speak on their behalf. Any gender can do this regardless of background (Kottke, et al., 1988). For example, medical people are more thorough with this matter because they are required to ask the patient of smoking in the past before doing anything with him or her surgically or when an emergency arises. Because of this effort, people will live longer due to extra steps taken on behalf of the patients in the hospitals from each of the medical staff that is present to take care of them at the time (Kottke, et al., 1988).Many of the U.S. citizens will become opposed to the idea of more taxes; however, if the politician or advocate can convince them that it is for the good, then they might become okay with it. This is not going to appear easy at first. He or she will have to speak in major cities and give examples of how this new policy will help everyone in the process. This will make it difficult for everyone else who wants to smoke, which is the goal of the entire matter. Regardless, people are going to have to decide on whether or not to take part in ending smoking for the coun try or if there is some level of motivation for them to stop their horrible habit (Jorenby, et al., 2008). In the end, everyone will learn and see that this is something worthwhile, no matter what he or she has endured through the years (Prochaska, DiClemente, Velicer, Rossi, 1993).By going this route, this is more effective. People are able to understand that tobacco companies that sell smoking products need stopped in every aspect possible. The goal is to one day abolish them in the U.S. In fact, many success stories will arise because of it (Glassma, et al., 1990). For example, a woman may say that  she spent thousands of dollars a year on smoking, but when the taxes went up and the companies selling the products got fined; this motivated her to stop her horrible habit (Glassma, et al., 1990). Commercials could get made to help extrinsically motivate individuals to stop smoking, and through this support groups are made as a means in holding them accountable, besides with family and friends (Prochaska, et al., 1993).The ultimate goal is to get people to stop smoking. This means that they do everything possible to have accountability from everyone around them to make this happen. Not only that, but also from individuals who are seeking a means in which to do everything possible to ensure this matter is resolved in a timely fashion (Silagy Lancaster T, 2007). They will become more open to the idea of having new people in Congress who will advocate for them, and to make it difficult for tobacco companies to exist any longer. Anyone who is a smoker may at first become opposed; however, in the future, they will understand that it was for their own good (Prochaska, et al., 1993).Smoking cessation is not an easy topic for anyone to fix because of how long this has occurred over the years. Government may or may not do anything if someone is not there to push the matter forward by making a new bill out of it for people to learn their lesson from when selling smoking products to consumers (Jorenby, et al., 2008). All of those individuals know that they are harming people’s bodies, and making their life shorter, but it is as if they do not care about anyone except themselves (Peto, Darby, Deo, Silcocks, Whitley, Doll, 2000). Everyone does understand that it feels good to relieve stress through alcohol and drugs; however, this will not solve the problem for anyone who is continuously seeking ways of improvement with their own life. They will have to find other avenues in which to make it easier to handle the stresses of life (Prochaska, Velicer, DiClemente, Fava, 1988). For example, a person can go to the gym and exercise for many hours, instead of smoking for an hour. This will make him or her feel good. Additionally, people will realize that they will have to try harder to get into a different habit and to break the old one (Prochaska, DiClemente, Velicer, Rossi, 1993). Reference List 1. Glassma, A. H., Helzer, J. E., Covey, L. S., Cottler, L. B., Stetner, F., Tipp, J., et al. (1990). Smoking, smoking cessation, and major depression. JAMA, 3. 2. Jorenby, D., Leischow, S., Nides, M., Rennard, S., Johnston, A., Hughes, A., et al. (2008). A Controlled trial fo sustained-release bupropion, a nicotine patch, or both for smoking cessation. Massachsetts Medical Society, 9. 3. Kottke, T., RN, B., GH, D., ML., B. (1988). Attributes of successful smoking cessation interventions in medical practice. A meta-analysis of 39 controlled trials. JAMA, 2883-2889. 4. Peto, R., Darby, S., Deo, H., Silcocks, P., Whitley, E., Doll, R. (2000). Smoking, smoking cessation, and lung cancer in the UK since 1950: combination of national statistics with two case-control studies . BMJ, 321-323. 5. Prochaska, J. O., DiClemente, C. C., Velicer, W. F., Rossi, J. S. (1993). Standardized, individualized, interactive, and personalized self-help programs for smoking cessation. Healtlh Psychology, 399-405. 6. Prochaska, J. O., Velicer, W. F., DiClemente, C. C., Fava, J. (1 988). Measuring processes of change: Applications to the cessation of smoking. . Journal of Consulting and Clinical Psychology, 520-528. 7. Silagy, C., Lancaster T, S. L. (2007). Nicotine replacement therapy for smoking cessation. The Cochrane Collaboration, 1-109.

Ethics Of Human Freedom Philosophy Essay

Ethics Of Human Freedom Philosophy Essay Throughout human history, freedom has been the most important and challenging aspiration to reach. Our forefathers fought for political freedom from the tyranny of occupiers, slaves fought for freedom and equality and women fought for freedom from their stereotypical household duties and their right to vote When asked to define what does freedom mean, people usually have a difficult time coming up with a concrete definition. The common answer of freedom means doing whatever I want, whenever I want generates many conflicting questions. What if ones free actions are harmful to others? Should he then still have the freedom to keep acting that way? Freedom is too abstract of an idea to be defined accurately and precisely. The notion that someone can be absolutely free is absurd. Most of the time, one persons freedom is another persons restriction. In western culture, philosophers have staked out two basic ways of thinking about freedom. The older kind, associated with what is called liberal thinking focuses on the political issues (of which property rights are a subset). In this view, you are free for expressing unpopular opinions, or criticizing government officials, or trying to take part in government yourself, or engaging in commerce, or pretty much doing as you please, so long as you dont hurt anyone. Many influential social thinkers in the 19th and 20th centuries thought that political freedom was not enough and therefore created the so called progressive idea of freedom. They advocated freedom from the tyranny of necessity. In this view, a person too hungry to work, or too poor to feed his or her family, is not really free. A rich person, in contrast, seems free to do many things that a poor person is unable to do. Freedom from hunger, freedom from disease, etc. necessitate a positive right to certain important things, such as food, shelter, and health care. Freedom is the absence of restraints according to the most common usage of the word worldwide. It actually encloses the four following types: 1. Physical freedom: the possibility for a person to go where he/she wants and do what he/she wants 2. Spiritual freedom: the privilege of being able to express ones thoughts or to live according to ones outlook 3. Natural freedom: the authority which enables a person to identify and to live with others of his/her people 4. State freedom: the ability of a person to live under a government of his/her choosing. Therefore, its undeniable that these types help clarifying the idea and the concept of freedom. Freedom is a magnificent word; not only because it covers all the abovementioned subdefinitions, but also because it represents the ultimate target of all human actions and sciences. According to Albert Einstein: All religions, arts and sciences are branches of the same tree. All these aspirations are directed toward ennobling mans life, lifting it from the sphere of mere physical existence and leading the individual towards freedom. Because of its wide range of notions, freedom, thus, is a relative experience. Few people think of freedom in very similar terms. To some, it is about political rights: the right to assemble, to free speech, to participate in government (vote, run for office), etc. To others, its all about property rights: to do with ones land and possessions. To others, freedom means freedom from hunger, or health fears, or other woes. To a few, freedom means total freedom to do anything in some cases limited only by other peoples freedom and in other cases limited only by the individuals will and ability to exercise power. Lets take for instance the American political life, the relativism is often described in terms of Economic Freedoms (issues like taxation, free trade and free enterprise) and Personal Freedoms (issues like drug legalization, abortion and draft); republicans support economic freedom more than personal freedom while democrats support personal freedom more than economic freedom. Freedom is no laughing matter since it can be really dangerous if not combined with the right kind of knowledge and with consciousness. For most of us, money is a means to freedom; if I have money, I have more freedom to do what I like. But in the pursuit of this freedom, I might forget the basic principles and limits predesigned b my conscious and get distracted by the glittering features of the means itself. At the present time, the struggle for freedom has turned into a sinister and melancholic path. Herein the question concerning the relativity of freedom is no longer questionable. In fact, the international political and social arena can provide us with some of the most suitable and expressive examples. For the Qaeda, freedom from the American imperialism can only be taken by force and by undertaking terrorist attacks against civilians. Unfortunately, the use of the word freedom has been nowadays over abused due to the lack of a deep and thorough comprehension of its true meaning. For instance the only meanings of freedom for teenagers is to go out freely, have a cool life and experience all the things that may seem ambiguous for them (drink alcohol, experience sex, try marijuana, etc) Many people claim to support freedom but the problem is that so few of them understand the true meaning of the word. Freedom is almost like everything else in this world; it is what we make of it. Hereafter, the true meaning of freedom for C. Wright Mills: Freedom is not merely the opportunity to do as one pleases; neither is it merely the opportunity to choose between set alternatives. Freedom is, first of all, the chance to formulate the available choices, to argue over them and then, the opportunity to choose.

Rendell Company Case Study Essay -- Business Case Study Essays, solut

Rendell Company Case Study Executive Summary This report will give us a clear perspective as to what the optimal organizational structure that suits Rendell Company plus some additional control system in attaining the company’s main objectives. We will be also tackling the roles, functions and responsibilities of a controller in an organization. This case takes us into Rendell Company which is currently having problems between the corporate controller and the divisional controller. We assessed the advantages and disadvantages of the organization structure of Martex whether it can be applied and be implemented to Rendell Company in order to resolve the problem. Through the frameworks and issues, we concluded that while current setup would cause some budgetary discrepancies because of the lack of loyalty between the divisional controllers to the corporate controller, changing the organization structure of Martex would cause a disparity between the division manager and the divisional controller thus resulting in an anxiety in their working environment which is too costly as compared to maintaining the current setup. I. Case Context Rendell Company is experiencing some difficulties in implementing its modern control techniques due to the irking relationship between the divisional controller and the corporate controller (Mr. Bevins) resulting in an added fat to the organization’s budgets. Now, with these problems, Mr. Bevins is interested with the organizational structure of Martex if this will be the solution of the current problem. II. Problem definition How Should Rendell resolve the current reporting relationship of the corporate controller and the divisional controllers to achieve goal congruence? Is the controller relationship of Martex better than that of Rendell’s current organizational relationships? III. Framework The group worked out on these following considerations in resolving the issue: 1.  Ã‚  Ã‚  Ã‚  Ã‚  First we identify the company objective which is to achieve profitability and growth. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Attaining goal congruence within the organization is important to support the company’s main objective. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Analysis of the current organization and reporting structure by evaluating its strengths and weaknesses. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Assessment of the proposed organizational set-up (patterned from the set-up of Martex) by evaluating whether implementa... ...ke more active involvement in the budget VI. Basic Justification Since an accounting system is already in place in Rendell, change may not be easily accepted by the concerned divisions. Such changes may cause a dysfunction in the organizational structure since making division controllers report directly to corporate controller might cause destabilization in the structure of authority in the divisions. Loyalty issues may also arise because division managers may feel by-passed or spied-upon which may cause more problems in the long run. Thus, more importance should be given in preserving the power structure in each division. It is better that the company face the problem of having fats in the expense budget rather than give up order in each division and jeopardize the established line of authority. As a conclusion, maintaining the current setup would be better than changing it into the structure of Martex in achieving the goals and objectives of Rendell Company. VII. Operationalize / Implementing our Decision Implementing our decision would include retaining the current setup and adapt changes (as mentioned on our decision) from Martex to reduce the â€Å"fat† in the budget.

Essay --

A prophet was a person viewed upon as an inspired teacher or proclaimer of the will of God. Prophets bring the word of God to the people of God and calls the people to respond. They were called by God in times of crisis, and were chosen by God to lead His people and protect them. "I will raise up for them a Prophet like you from among their brethren, and will put My words in His mouth, and He shall speak to them all that I command Him. And it shall be that whoever will not hear My words, which He speaks in My name, I will require it of him(Deuteronomy 18:18-19)." When it was difficult to see the hand of God, Prophets would give direction, so that God's people know what was happening, and what they should do. Prophets were the â€Å"fortune tellers† who have insight into God's purposes for many things. The prophet speaks to the present, considering the future that God has revealed to him. They also received new identities when God calls on them to act in His name. Prophets hav e done many things, no two prophets were called to do the same thing and  every prophet has had a contribution in carrying out the teachings of God. The prophet, Amos, spread the Word of God in such a way that inspired sinners to find redemption. The life that Amos lived, influenced the type of prophet that he became. Amos translates â€Å"to carry the burden,† and the burden that he carried were the sins of the Israelites at the time. Their sins had an impact on his life. Amos lived during â€Å"the days of Uzziah king of Judah and in the days of Jeroboam the son of Joash, king of Israel, two years before the earthquake(ESV. Amos, Intro),† and worked as a shepherd in the town of Tekoa in Judah, suggesting that he was from the lower ranks of society, â€Å"I was neither a prop... ...;  Ã‚  your assemblies are a stench to me (Amos 5.21).† During Amos’ time, the people allowed lust, pride and greed to take control and become the main focus of their lives. God turns to Amos and wants him to explain to the people of Israel the consequences of their behaviour. The Lord explains, â€Å" ‘For three sins of Israel,  even for four, I will not relent.They sell the innocent for silver,  and the needy for a pair of sandals’(Amos 2.6).† Amos is unapologetic when he expresses the wrongdoings of civilization forcefully, and the changes that people must make in their lives. The people fail to listen to Amos which leads to the destruction of Israel. When Israel is consumed by destruction, it is explained as, â€Å"Will not the day of the Lord be darkness, not light—pitch-dark, without a ray of brightness?(Amos 5.20)† The destruction of Israel is the outcome of all their sins.

William Blake :: English Literature

William Blake William Blake was born in London, where he spent most of his life. His father was a successful London hosier and attracted by the doctrines of Emmanuel Swedenborg. Blake was first educated at home, chiefly by his mother. His parents encouraged him to collect prints of the Italian masters, and in 1767 sent him to Henry Pars' drawing school. From his early years, he experienced visions of angels and ghostly monks, he saw and conversed with the angel Gabriel, the Virgin Mary, and various historical figures. At the age of 14 Blake was apprenticed for seven years to the engraver James Basire. Gothic art and architecture influenced him deeply. After studies at the Royal Academy School, Blake started to produce watercolors and engrave illustrations for magazines. In 1783 he married Catherine Boucher, the daughter of a market gardener. Blake taught her to draw and paint and she assisted him devoutly. In 1774 Blake opened with his wife and younger brother Robert a print shop at 27 Broad Street, but the venture failed after the death of Robert in 1787. Blake's important cultural and social contacts included Henry Fuseli, Reverend A.S. Mathew and his wife, John Flaxman (1755-1826), a sculptor and draftsman, Tom Paine, William Godwin, and Mrs Elizabeth Montagu (1720-1800), married to the wealthy grandson of the earl of Sandwich. His early poems Blake wrote at the age of 12. However, being early apprenticed to a manual occupation, journalistic-social career was not open to him. His first book of poems, POETICAL SKETCHES, appeared in 1783 and was followed by SONGS OF INNOCENCE (1789), and SONGS OF EXPERIENCE (1794). His most famous poem, 'The Tyger', was part of his Songs of Experience. He approved of free love, and sympathized with the actions of the French revolutionaries but the Reign of Terror sickened him. In 1790 Blake engraved THE MARRIAGE OF HEAVEN AND HELL, a book of paradoxical aphorisms and his principal prose work. Radically he sided with the Satan in Milton's Paradise Lost and attacked the conventional religious views in a series of aphorisms. But the poet's life in the realms of images did not please his wife who once remarked: "I have very little of Mr. Blake's company. He is always in Paradise." Some of Blake's contemporaries called him a harmless lunatic. The Blakes moved south of the Thames to Lambeth in 1790. During this time Blake began to work on his 'prophetic books', where he expressed his lifelong concern with the struggle of the soul to free its natural energies from reason and organized religion. Although Blake first accepted Swedenborg's ideas, he eventually rejected him. He wrote THE VISIONS OF THE DAUGHTERS OF ALBION (1793), AMERICA: A PROPHESY (1793), William Blake :: English Literature William Blake William Blake was born in London, where he spent most of his life. His father was a successful London hosier and attracted by the doctrines of Emmanuel Swedenborg. Blake was first educated at home, chiefly by his mother. His parents encouraged him to collect prints of the Italian masters, and in 1767 sent him to Henry Pars' drawing school. From his early years, he experienced visions of angels and ghostly monks, he saw and conversed with the angel Gabriel, the Virgin Mary, and various historical figures. At the age of 14 Blake was apprenticed for seven years to the engraver James Basire. Gothic art and architecture influenced him deeply. After studies at the Royal Academy School, Blake started to produce watercolors and engrave illustrations for magazines. In 1783 he married Catherine Boucher, the daughter of a market gardener. Blake taught her to draw and paint and she assisted him devoutly. In 1774 Blake opened with his wife and younger brother Robert a print shop at 27 Broad Street, but the venture failed after the death of Robert in 1787. Blake's important cultural and social contacts included Henry Fuseli, Reverend A.S. Mathew and his wife, John Flaxman (1755-1826), a sculptor and draftsman, Tom Paine, William Godwin, and Mrs Elizabeth Montagu (1720-1800), married to the wealthy grandson of the earl of Sandwich. His early poems Blake wrote at the age of 12. However, being early apprenticed to a manual occupation, journalistic-social career was not open to him. His first book of poems, POETICAL SKETCHES, appeared in 1783 and was followed by SONGS OF INNOCENCE (1789), and SONGS OF EXPERIENCE (1794). His most famous poem, 'The Tyger', was part of his Songs of Experience. He approved of free love, and sympathized with the actions of the French revolutionaries but the Reign of Terror sickened him. In 1790 Blake engraved THE MARRIAGE OF HEAVEN AND HELL, a book of paradoxical aphorisms and his principal prose work. Radically he sided with the Satan in Milton's Paradise Lost and attacked the conventional religious views in a series of aphorisms. But the poet's life in the realms of images did not please his wife who once remarked: "I have very little of Mr. Blake's company. He is always in Paradise." Some of Blake's contemporaries called him a harmless lunatic. The Blakes moved south of the Thames to Lambeth in 1790. During this time Blake began to work on his 'prophetic books', where he expressed his lifelong concern with the struggle of the soul to free its natural energies from reason and organized religion. Although Blake first accepted Swedenborg's ideas, he eventually rejected him. He wrote THE VISIONS OF THE DAUGHTERS OF ALBION (1793), AMERICA: A PROPHESY (1793),

Cystic Fibrosis Essay

Cystic Fibrosis is one of the most widespread genetic disorders in the modern world. While only 30,000 members of the American population is affected by the disease, millions of Americans are carriers of the disease; the difference between carriers and sufferers of the disease lies in the autosomal recessive nature of Cystic fibrosis. A truly documented history of Cystic fibrosis did not exist until well into the 1930s, although people did have an idea of what it was, as shown by the old German saying that â€Å"A child whose forehead tastes like salt when kissed will soon die†. It was not until recently that scientists learned that the disease arises from a mutation in the CF gene located on chromosome 7. This is the gene that is responsible for the proper production of the protein CFTR, a protein that controls the movement of salt and water in and out of the cells in a person’s body. In a person with Cystic fibrosis, the lack of a properly functioning CFTR protein cau ses for the production of sticky mucus that is excessively thick and very salty sweat. This mucus can then either clog the airways, causing progressive damage and complications with the respiratory system, or can also block ducts in the pancreas, which basically causes vitamin deficiency and malnutrition. Cystic Fibrosis currently has no cure, but there are many treatment options to help minimize the effects of the disease to help people live well into their 40’s or 50’s. Nowadays there are a lot of organizations and charities aiming to raise awareness of the disease to provide researchers with enough money to hopefully find a cure, and with new aspects of the disease being learned with each project, the hope of a cure does not seem that far-fetched. Bibliography â€Å"Cystic Fibrosis Symptoms, Causes, Treatment – What Are Other Names for Cystic Fibrosis? – MedicineNet.† MedicineNet. N.p., n.d. Web. 27 Aug. 2013. â€Å"Cystic Fibrosis.† – Genetics Home Reference. N.p., n.d. Web. 27 Aug. 2013. â€Å"Discovery Health.† Discovery Fit and Health. N.p., n.d. Web. 27 Aug. 2013. Staff, Mayo Clinic. â€Å"Definition.† Mayo Clinic. Mayo Foundation for Medical Education and Research, 13 June 2012. Web. 27 Aug. 2013.

Magna Carta for Students Essay

EXPLANATORY NOTE One of the biggest foundations of a progressive nation is an educated population. Development in the different areas of knowledge such a science and technology, business, medicine, social science and others have brought about drastic advancement in our present society. In an increasingly demanding and dynamic global economy, competitiveness, more than an advantage, is a must. As expressed in the Philippine Constitution, education is one of the priorities of the State. Aside from the basic needs such as food, shelter and clothing, it is one of the primary necessities that the State should provide for its constituents. While the private sector is an active participant in the promotion of education at present, the governrnent should still lead in ensuring its quality and accessibility. It should be recognized that the full development of the students is not dependent merely on books and lectures. Aside from providing them with an environment conductive to learning, it is the duty of the State to ensure the quality of education that goes beyond the corners of the classroom; for indeed the true lessons in life are gained in the real world. However, the present formal educational system has, in one way or another, deprived the students of the chance to develop their full potential. This Magna Carta for Students intends to equalize the chance of the students to admission in school and to avail of competent and quality education. It seeks to provide measures to ensure that the students are able to exercise their rights to organize, right to participate in policy-making, right to academic freedom, and right to free expression and information. For these reasons, the passage of this bill is earnestly sought. Senator FIFTEENTH CONGRESS OF THE REPUBLIC OF THE PHILIPPINES First Regular Session ) ) ) HI SENATE Senate Bill No. JUl. -8 A9 :(). :i 911 INTRODUCED BY SEN. JINGGOY EJERCITO ESTRADA AN ACT PROVIDING FOR THE ESTABLISHMENT OF THE MAGNA CARTA OF STUDENTS Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: SECTION 1. Students†. Title. This Act shall be known as the â€Å"Magna Carta of CHAPTER I GENERAL PRINCIPLES SEC. 2. Declaration of Policy. It is hereby declared to be the policy of the State to promote and protect the rights of students to enable them to participate actively and effectively in the democratic processes of effective progressive and developmental changes in society. SEC. 3. Guiding Principles. This Act declares the following as basic guiding principles: (a) The formal educational system being the principal institutional mechanism for imparting knowledge and developing skills is given priority attention and support by the govemment. Education is a right and not a mere privilege. It is therefore the responsibility of the State to provide quality education accessible at all curriculum levels. Student organizations enhance democratic processes on the campus. Membership and active which promote and protect students’ rights and welfare andor contribute to national development shall be guaranteed by the State and school authorities. Student organizations shall not be subject to rules and regulations that unduly hamper their activities and are prejudicial to their objectives and interests, provided such objectives, activities and interests are with the school’s mission. Student councils’governments being the most representative of the studentry and the highest expression of student power on campus shall be consulted in the formulation of school policies directly affecting students. (b) (c) (d) (e) (f) . (g) Student publication shall serve as a principal, medium for free and responsible expression, dissemination of information, and interaction, among the different sectors of the academic community . With their democratic rights guaranteed, students can serve as a potent and cogent force in the country’s social transformation. SEC. 4. Definition of Terms. As used in this Act, the following terms shall mean: (a) â€Å"Student† – any person enrolled in school in post secondary, tertiary, graduate and post graduate levels, including vocational and technical education. â€Å"School† – any private, public or government-run and funded academic educational institution offering any or all courses in the above-mentioned levels. â€Å"School campus† – the totality of all contiguous or proximate buildings, grounds and other facilities designed by the school as areas or facilities for the use of its students. â€Å"Governing Board† – the highest policy making body of the school such as: Board of Directors, Trustees or Regents. â€Å"Student Council/Government† – the body representing the whole student population in one school or school campus whose officers are annually elected at large by the whole student population pursuant to its constitution and by-laws, if any. â€Å"Council of Leaders† – the body composed of the heads of various stUdent organizations chaired by the President/Chairman of the Student Council. â€Å"Tuition Fee† – The fee representing direct costs of instructions, training and other related activities, and the use of school facilities. The term â€Å"other school fees† refers to fees which cover other necessary costs supportive of instruction, including but not limited to medical and dental, athletic, library, laboratory, and Citizen Army Training (CAT) or Citizen Military Training (CMT) fees. CHAPTER II RIGHT TO ADMISSION AND QUALITY EDUCATION SEC. 5. Admission. . (a) No student shall be denied admission to any school on account of his/her physical handicap, socio-economic status, political or religious beliefs, or shall pregnant students and certified reformed drug abusers be discriminated against. A student shall have the right to freely choose his/her field of study subject to existing curricula and the instituti. on’s admissions policies and to continue his/her course up to graduation except in case of academic deficiency, inability to meet program requirement, or violation of disciplinary regulations which do not infringe upon the exercise of students’ rights. (b) (c) (d) (e) (f) (g) (b) SEC. 6. Rights to Competent Instruction and Relevant Quality Education. Every student shall have the right to competent instruction and quality education to relevant to his/her personal and cultural development and  that of the nation, and commensurate to the school fees paid, and for state institutions, public subsidies granted. Students shall have the right to make a written evaluation of the performance of their teachers toward the end of the school term. SEC. 7. Right to Adequate Student Services and Academic Facilities. It shall be the responsibility of the school administration to provide the students with adequate student services and academic facilities commensurate to the school fees paid, and for SCUs, public subsidies granted. CHAPTER III RIGHT TO ORGANIZE SEC. 8. Right to Organize among Themselves. Unity and collective effort being fundamental to the realization of common goal and the promotion and protection of common interest, the State recognizes the right of student to organize among themselves . . The rights of student to form, assist, or join any campus organization, alliance or federation, not contrary to the school mission, for their physical, intellectual, moral, cultural, spiritual and political interest shall not be abridged. SEC. 9. Student Council/Government. The State shall ensure the democratic and autonomous existence of student councils/governments. Pursuant thereto, there shall be one student council/government for each school campus, which shall be given recognition by the school, colleges and universities concerned. It shall have its own. set of officers elected in annual popular elections. Every student council/government shall have the right to determine its policies and program on student activities subject to this duly ratified charter or constitution, school rules and regulation, and state policy. SEC. 10. Recognition of and Granting of privileges to Student Organizations. No unreasonable requirements shall be imposed on student organizations seeking recognition. The guidelines concerning recognition shall be formulated by the Student Affairs Office in consultation with the student council. The process for seeking recognition shall begin upon the submission to the Student Affairs Office by the organization concerned on its (1) concept paper and constitution; and (2) a formal letter addressed to the Student Affairs stating that the organization’s intent to be recognized. Recognition will be granted by the Students affairs Office upon compliance with the guidelines. There shall be no discrimination in the assignment of school facilities and granting of other privileges to student organizations. Excessive charges for the use of school facilities shall be prohibited. Whenever possible the school administration shall allow stud~nt organizations to use school facilities free of charge. SEC. 11. Coordination of Student Organizations’ Activities. All on and off campus activities of student organization shall be coordinated by the student council/government in consultation with the Student affairs office. The Committee on Elections (COMELEC) constituted to conduct the election of the officers of the student council/government shall be composed solely of bona fide student of the school. The conduct of the student council election shall be held in coordination with the Student Affairs Office. SEC. 12. Prohibition against the Use of Force and Exaction and Excessive. All campus organization shall be prohibited from using force in initiation and from exacting excessive fees from their members, as well as in their other student’s activities. CHAPTER IV RIGHT TO PARTICIPATE IN POLICY MAKING SEC. 13. Representation in policy-making process. The student shall be represented in policy-making bodies (other than the governing board) which directly affect their welfare, especially in curriculum review, student discipline and academic standards. The representatives shall be designed by the student council. SEC. 14. Student Initiative and Referendum. The student council/government through a majority vote of all the members of the student body shall have the right to initiate the formulation, modification or rejection of a school policy affecting the students. The proposition for the formulation, modification or rejection of a school policy affecting the students shall be submitted to and approved by a majority of votes casts by all bona fide students of the school in an areas shall be excluded from the power of students on initiative or referendum: (a) admission; (b) curriculum; gc) faculty recruitment and tenure; (d) rules on student conduct and discipline; (e) tuition fees; and (f) scholastic rules (e. g.academic credits and retention and graduation of students). CHAPTER V RIGHT TO FREE EXPRESSION AND INFORMATION AND RIGHT TO ACADEMIC FREEDOM , SEC. 15. Right to be Informed. The right of the student to be given information upon request on matters directly affecting their welfare shall be recog ·nized. SEC. 16. Freedom of Expression. Subject to existing laws and school rules and regulations, students shall have the right to freely express their view and opinions. SEC. 17. Academic Freedom. Students’ academic freedom shall subject to school rules and regulations and the exercise by the school and members of the faculty of their respective academic freedom, consist of, but is not limited to, the following rights: (a) To conduct research in connection with academic work, and to freely discuss and publish their findings and recommendations; (b) To conduct inquiry in curricular and extracurricular activities within the campus and in appropriate circumstances; (c) To choose a field of study for research and to pursue the quest for truth; to express their opinion on any subject of public or general concern which directly or indirectly affects the students of the educational system; (d) To invite off-campus speakers or resource persons to student sponsored assemblies, fora, symposia, and other activities of similar nature; (e) To express contrary interpretation or dissenting opinions inside and outside the classroom; (f) To participate in the drafting of a new curriculum and in the review or revision of the old; and (g) To participate in the drafting and/or revising of the student handbook which shall include the school rules and regulations, a copy of which shall be furnished the students upon admission to the school. , CHAPTER VI . RIGHT TO DUE PROCESS IN DISCIPLINARY PROCEEDINGS . SEC. 18. Right to Due Process. (a) (b) A student subject tot disciplinary proceedings shall have the right to defend himself/herself, to be heard and to present evidence on his/her behalf before an impartial body. There shall be a Student Disciplinary Board to be composed of two (2) representatives form the school administration, one (1) faculty member, and two (2) students to conduct investigations into and decide on cases student violation of disciplinary standards. The blacklisting, expulsion, suspension and other such disciplinary sanctions that may be taken against a student shall not be valid unless the following rights have been observed: (1) the right to be informed in writing of the nature and cause of the accusations against his/her; (2) the right to confront witnesses against him/her and to have full access to the evidence on the case; (3) the right to defend himself/herself and to be defended by a represented or counsel of his/her choice, adequate time being given for the preparation of a defense; (4) the right to a hearing before the student Disciplinary Board; (5) the right against self incrimination; and (6) the right to appeal adverse decisions of the Student Disciplinary Board to the governing board and ultimately to the appropriate education agencies. (c) The decision in any disciplinary proceeding must be rendered in the basis of relevant and sUbstantial evidence presented at the hearing, or at least contained in the record and disclosed to the student affected. The deciding body must act on its own independent consideration of the facts of the case. The body should, in all controversial questions, render its decision in such a manner that the issues involved, and the reasons for any decision made are clear to the student. (d) Disciplinary sanctions shall be corrective rather publish on a periodic basis acts which are deem violate or school rules and regulations and the corresponding disciplinary sanctions do not violate the rights guaranteed herein and under the Constitution. CHAPTER VII OTHER RIGHTS SEC. 19. Right Against Unreasonable Searches and Seizures. Every student shall be free from any form of unreasonable search and seizure. Except for the following instances no search or seizure of a student shall be deemed valid: (a) (b) (c) (d) (e) Searches made at the point of ingress and egress by authorized personnel of the school. Searches and seizures of illegal article or articles falling in the plain view of duly authorized personnel; Searches and seizures of articles that are illegal, discovered inadvertently by duly authorized personnel; Searches made when the student is about to commit, is committing or has just committed a crime or a serious infraction of the school’s rules and regulations; Searches made with a valid search warrant. Articles seized in violation of the here above mentioned provided rights shall not be used as evidence against the student in any disciplinary action that may be brought against him/her. SEC. 20. Access to School Records and Issuance of Official Certificates. Subject to the provision of the following section, every student shall have access to her/him own school record, the confidentiality of which the school shall  ·maintain. He/she shall have the right to be issued official certificates, diplomas, transcript of records, grades, transfer credentials and other similar documents within thirty (30) days from the filing of request and accomplishment of all pertinent requirements. SEC. 21. Unpaid Tuition Fees and Examination. No student shall be prohibited from taking a periodic or final examination because of unpaid tuition and other fees under the established terms of payment prescribed by the school concemed and approved by the appropriate education agency. Students with delinquent fees permitted to take an examination shall nevertheless be subject to the right of the school concerned to withhold the release or issuance of such students’ school records or of the documents mentioned in the preceding section or to deny such students’ admission at the next succeeding term or year until the prior delinquencies are fully paid.

The Criminal Justice System

Assignment 1 The Criminal Justice System April 26, 2010 According to the American Heritage Dictionary, the criminal justice system is a â€Å"system of law enforcement, the bar, the judiciary, corrections, and probation that is directly involved in the apprehension, prosecution, defense, sentencing, incarceration, and supervision of those suspected of or charged with a criminal offense† (Mifflin, 2007). The criminal justice system aims to reduce crime by bringing more offences to justice and rise public confidence that the system is fair and will deliver for the law of abiding citizens. The criminal justice system consists of three areas (1) law enforcement (police), (2) adjudication (courts), and (3) correction (jail, prisons, probation, and parole). These agencies operate together in the criminal justice system under the rule of law and as the principal means of maintaining the rule of law within society. However, in the three areas, the police solve crimes and make arrests, the court sentences the offender and the correction system carry out the punishment and rehabilitate the offenders. The criminal justice system primary goals are justice for individual, personal liberty, dignity of human beings, and the right to due process. Justice for the individual requires that all should have what belongs to them, and so the just man will render to the society, or State, of which he is a member, what is due to it. Personal liberty means freedom from unlawful physical restraint or harm and freedom from arbitrary interference with one’s privacy and lawful belongings. On the other hand, human dignity is an expression of moral concept that human beings should not be treated as objects. One implication of human dignity is that every human being should be acknowledged as a valuable member of the human community and as a unique expression of life. Last but not least, due process is the principle that the government must normally respect all of a person’s legal rights instead of just some or most of those legal rights when the government deprives a person of life, liberty, or property. The due process clause in the Fourteenth Amendment protects against state of local government abuse of power. In conclusion, a criminal justice system that is honest, fair and effective is one of America's most important institutions. All law abiding citizens are govern by due process according to the criminal justice system. Therefore, it is very important for all citizens to follow the law according to the police statues, the court statues, and the correction systems statues because there is always improvement in this field. References American Heritage Dictionary A History of American Criminal Justice, http://www. en. wikipedia. org

Impact of martin luther king on civil rights Essay

Eyes on the Prize, American’s Civil Rights years, 1954-1965, Juan Williams Eyes on the Prize, Juan Williams On the bus boycott â€Å"When the trial of the boycott leaders began in Alabama, the national press got its first good look at Martin Luther King Jr., the first defendant. Four days later, King was found guilty. The sentence was a $500 fine and court costs, or 386 days of hard labour. The judge explained that he had imposed this minimal penalty† because King had promoted non-violence. King was released on bond; his indictment and conviction became front-page news across the nation† Eyes on the Prize, Juan Williams, pg 130 from an Interview with Diane Nash who led the campaign to desegregate the lunch counters of Nashville’s department stores ‘I think it’s really important that young people understand that the movement of the sixties was really a people’s movement. The media and history seem to record it as Martin Luther King’s movement, but young people just like them, their age, that formulated goals and strategies, and actually developed the movement.â⠂¬  pg195 â€Å"Kennedy delivered a new civil rights bill to Congress on June 19. Stronger than the bill that had died in Congress at the beginning of the year, the new bill would outlaw segregation in all interstate public accommodations, allow the attorney general to initiate suits for school integration, and give the attorney general the important power to shut off funds to any federal programs in which discrimination occurred. It also contained a provision that helped ensure the right to vote by declaring that a person who had a sixth-grade education would be presumed to be literate. King, the SCLC, CORE the NAACP, SNCC, and other civil rights groups had no intention of allowing this bill to die in Congress. To demonstrate the strength of public demand for this legislation, they would march on Washington. pg262 â€Å"On February 4 the militant Black Muslim minister Malcolm X came to speak in Selma at the invitation of SNCC. At first, King’s colleagues feared that the controversial leader might incite the local people and jeopardise King’s control of the movement. King was still in jail was Malcolm X told a capacity crowd at Brown’s Chapel that â€Å"the white people should thank Dr King  for holding people in check, for there are other (black leaders) who do not believe in these (nonviolent) measures.† Access to History – Civil Rights 1945-1968 â€Å"Birmingham was the first time that King had really led the movement†¦.’There never was more skilful manipulation of the media than there was in Birmingham,’ said a leading SCLC staffer. While little changed in Birmingham, SCLC had shown America that Southern segregation was very unpleasant†¦In the summer of 1963 protests throughout the South owed inspiration to Birmingham. King had shown that he could lead from the front and force desegregation, if through rather artificially engineered violence.† â€Å"The historian Stephen Oates described Selma as ‘the movement’s finest hour. King thought the national criticism of ‘Bloody Sunday’ was ‘a shining moment in the conscience of man. There were sympathetic interracial marches in cities such as Chicago, Detroit, New York and Boston. Johnson and Congress probably would not have delivered the Voting Rights Act without Selma.† â€Å"The best way to judge his significance might be to look at what followed his death: the national direct action phase of the civil rights movement died with him. The Poor People’s Campaign fizzled out under his successor Ralph Abernathy. Without King SCLC collapsed. However it is not certain that the civil rights movement would have progressed any further had King lived. We have seen that King failed in Chicago. Other black activists were becoming more impatient and their frequent extremism was important in generating a white backlash.† â€Å"If King had never lives, the black struggle would have followed a course of development similar to the one it did. The Montgomery bus boycott would have occurred, because King did not initiate it. Black students†¦had sources of tactical and ideological inspiration besides King.† Professor Claybourne Carson – Access to History â€Å"Whites and blacks became increasingly critical of him. When he toured riot-stricken Cleveland, Ohio, black teenagers mocked and ignored him. He knew he has raised their hopes but failed to fulfil them. Many blacks thought him too moderate.† â€Å"King admitted that SCLC achieved little in the three years after Montgomery. Then the civil rights movement exploded into life again in February 1960. Initially King had nothing to do with it†¦When  a Greensboro SCLC members contacted him, King quickly arrived to encourage the students and assure them of full SCLC support, saying ‘What is new in your fight it the fact that it was initiated, fed, and sustained by students.’ Atlanta students persuaded King to join them in sit-ins. As in Montgomery, King was led rather than leading.† Adam Fairclough, Better Day Coming. Blacks and Equality, 1890-2000 (Penguin, 2001) ‘In some ways it was the obstinacy of the whites in Montgomery, not the deliberate planning of the blacks, that turned the boycott into an international cause cà ©là ¨bre. After all, blacks in Montgomery asked only for a fairer application of â€Å"separate but equal,† not an end to segregation itself†¦ In a similar way, Martin Luther King Jr., only emerged as the symbol of the protest when whites began to persecute him. Whites calculated that by breaking King, they could break the boycott; instead they made King a martyr, a hero, and the outstanding symbol of black resistance.’ (227-228) ‘The sit-in movement made a massive dent in the structure of segregation. In the Deep South, crushed by violence and arrests, they failed to integrate lunch counters. But in the upper South, and in the â€Å"rim South† states of Florida and Texas, they proved effective. The disruption caused by the sit-ins themselves, and the economic impact of consumer boycotts, hurt the dime stores: the profits of Woolworth, the main target, plummeted. Downtown merchants as a group also suffered. The cash-register logic of the sit-ins proved hard to resist: on March 19, 1960, San Antonio, Texas, became the first city in the South to desegregate its lunch counters; Nashville did so in May; by the end of the year, store owners in at least eighty towns and cities had agreed to serve blacks.’ (245) ‘The force of the 1963 demonstrations so surprised and disturbed white Americans that the Kennedy administration decided to fundamentally revise its approach to the civil rights question. The nonviolent revolt had riveted the attention of the nation onto the South, revealing the underlying ugliness of the Jim Crow system. The federal government realized that segregation was destabilizing the South and embarrassing the United States in the eyes of the world. The government also worried that racial conflict and violence might engulf the entire nation.’ (279) William H. Chafe, Raymond Gavins and Robert Korstad (eds), Remembering Jim Crow: African Americans Tell About Life in the Segregated South (The New Press, 2001) Mai Young on the inequalities in segregated education: ‘Lots of these youngsters now don’t remember. They really don’t. You tell them things that happened, they just can’t believe it. That’s why they can’t appreciate Martin Luther King because they don’t know what happened. They really don’t know what happened during those days. Hard to visualize it.’ (187) Charles Gratton: ‘To challenge white people was just the wrong thing to do. You just automatically grow up inferior, and you had the feeling that white people were better than you†¦ Most blacks in the South felt that way until the late fifties and sixties when Dr. [Martin Luther] King [Jr.] come along with his philosophy, and it started giving black people some hope that the way we were being treated wasn’t right and this thing can change. Just some hope that we were waiting on. Whenever I would hear Dr. King talk, it seemed like he was touching me from the inside. He could touch your feeling from the inside, things that you would want to say but you just didn’t know how, things that were right and wrong but you kept inside of you because you didn’t know how to express it. So he was a really good leader and a great man, and I think he done a wonderful job in what he done for our people as a whole.’ (8) Howell Raines, My Soul is Rested: Movement Days in the Deep South Remembered (Penguin Books, 1977) Franklin McCain (involved in student sit-ins): ‘We knew that probably the most powerful and potent weapon that people have literally no defense for is love, kindness. That is, whip the enemy with something that he doesn’t understand.’ Raines: ‘How much was the example of Dr. King and the Montgomery Bus Boycott on your mind in that regard?’ McCain: ‘Not very much. The individual who had probably most influence on us was Gandhi, more than any single individual. During the time that the Montgomery Bus Boycott was in effect, we were tots for the most part, and we barely heard of Martin Luther King. Yes, Martin Luther King’s name was well-known when the sit-in movement was in effect, but to pick out Martin Luther King as a hero†¦ I don’t want you to misunderstand what I’m about to say: Yes, Martin Luther King was a hero†¦ No, he was not the individual that we had upmost in mind when we started the sit-in movement.’ (79) Laurie Pritchett (police chief of Albany Georgia in 1961): ‘They came to Montgomery, and I was in Montgomery when they marched there†¦ I will never forget one day there I heard the clap, it sounded like thunder, and we looked up, and it was the sheriff’s posse on those horses, and the sparks were flyin’ off of the shoes as they came down the street. And they went into the crowd with bull whips, they run up on the porches†¦ some of the horses were cut at, which I can’t much blame the people. But this created that problem there, and, as I stated before, Dr. King, when he left Albany, in his own words and in the words of the New York Heral Tribune, was a defeated man. In my opinion, right or wrong, if Birmingham had reacted as Albany, Georgia did†¦ theyd never got to Selma. Dr. King, through his efforts, was instrumental in passin’ the Public Accommodations [Act] but the people that were most responsible was â€Å"Bull† Connor and Sheriff Clark†¦Ã¢â‚¬â„¢ (366) Taylor Branch, Parting the Waters The SNCC leaders were in a bind. They wanted a â€Å"people’s movement,† like SNCC itself, and yet without King, the Wells march had had little impact on the outside world, and without such impact it was nearly impossible to inspire more of Albany’s ordinary people to take up the crusade. What they needed was the use of King’s influence without his suffocating glory, and it was all the more galling that they were obliged to ask to King to reform himself accordingly – Taylor Branch, Parting the Waters, p. 614 As President Kennedy and the Attorney General had anxiously awaited the outcome of the showdown with Governor Wallace, a telegram came in from Martin Luther King on the â€Å"beastly conduct of law enforcement officers at Danville.† Asserting once again that â€Å"the Negro’s endurance may be at breaking point,† King implored the Administration to seek a â€Å"just and moral† solution†¦. Given his recent sensitiv ity to King’s opinions, these urgings may have influenced President Kennedy’s extraordinary decision to make†¦ a civil rights address on national television.† Taylor Branch, Parting the Waters, p. 823 Professor Eleanor Holmes Norton, â€Å"reviewing Parting the Waters†, in the New York Times, November 27th 1988 http://www.nytimes.com/books/98/12/06/specials/branch-waters.html By the  time Mr. Branch left home to attend the University of North Carolina at Chapel Hill in 1964, †the people I met were already more interested in Vietnam.† In his view, however, †the civil rights movement was why they cared about Vietnam.† It was King and others, he believes, who first opened the door for his generation to †look at the world from a moral perspective. It occurred to me that the most fundamental political questions were, in fact, moral questions.† It was the awareness of those moral questions that steered Mr. Branch away from his premed major in college and toward political philosophy and an eventual writing career. In †Parting the Waters† Mr. Branch aims to re-create for others the same sense of King as a man of power and complexity that he experienced in his college years. †King was considered passe by 1966, even before people like Stokely Carmichael; he was considered almost an Uncle Tom. I knew there was something wrong with that attitude. If he was that shallow, then how did I get here?’ The autobiography of Martin Luther King, JR. Edited by Clayborne Carson, published in 1999 In 1960 an electrifying movement of Negro students shattered the placid surface of campuses and communities across the South. The young students of the South, through sit-ins and other demonstrations, gave America a glowing example of disciplined, dignified nonviolent action against the system of segregation. Though confronted in many places by hoodlums, police guns, tear gas, arrests, and jail sentences, the students tenaciously continued to sit down and demand equal service at variety store lunch counters, and they extended their protest from city to city. Spontaneously born, but guided by the theory of nonviolent resistance, the lunch counter sit-ins accomplished integration in hundreds of communities at the swiftest range of change in the civil rights movement up to that time. This was the time of our greatest stress [when the children were used in Birmingham], and the courage and conviction of those students and adults made it our finest hour. We did not fight back, but we did not turn back. We did not give way to bitterness. Some few spectators, who had not been trained in the discipline of nonviolence, reacted to the brutality of the policemen by throwing rocks and bottles. But the demonstrators remained nonviolent. In the face of this resolution and bravery, the moral conscience of the nation was deeply stirred, and all over the country, our fight became  the fight of decent Americans of all races and creeds. Selma brought us a voting rights bill, and it also brought us the grand alliance of the children of light in this nation and made possible changes in our political and economic life heretofore undreamed of. With President Johnson, SCLC viewed the Voting Rights Act of 1965 as ‘one of the most monumental laws in the history of American freedom’. We had a federal law which could be used, and use it we would. Where it fell short, we had our tradition of struggle and the method of nonviolent direct action, and these we would use. Hodgson, Godfrey (2009) Martin Luther King, Quercus p. 5 The speech was at once sermon and political argument. He was talking to several audiences at once. He was directly addressing the thousands who were there in front of him in Washington’s Mall. Over their heads he was reaching out to southern blacks and northern whites, to the tens of millions of undecided white Americans, willing to be persuaded that the time was ripe to end the embarrassing southern folkways of segregation, yet reluctant to be carried away on radical paths. He was reaching out to the powerless in southern plantations and the angry in northern ghettos, and most of all to the powerful, only just beyond the reach of his voice a mile or so up the Mall on Capitol Hill. So he wove together difference languages for different listeners. He borrowed the emotional power of the Old Testament with an echo of the stately music of Handel’s Messiah. He also appealed to the sacred texts of the American secular religion, echoing the grand simplicities of Jefferson†™s Declaration of Independence and Lincoln’s Gettysburg address. p. 67 Seven years after the Brown judgement, progress for black people was still frustratingly difficult. To be sure, although the white South, or at least most of its leaders in the Deep South, had said ‘Never!’ to school desegregation, schools had begun to desegregate, especially after President Eisenhower’s reluctant decision†¦to send in the 101st Airborne Division to protect nine black children admitted by court order to Central High School  in Little Rock, Arkansas. Around the edges, the segregated south was shrinking. p. 75 second paragraph The Southern Christian Leadership Conference found itself, almost immediately after its foundation, the third major Negro organisation [the other two were NAACP and National Urban League]. It was southern, it was dominated by ministers, especially but not entirely Baptists, and it had the advantage of being led by someone as gifted, as dynamic and as well known nationally as Martin Luther King Jr. It lacked the membership and financial strength of the two older organisations, as well as suffering from less obvious disadvantages. King was an inspiring leader and, if pointed in the right direction, an effective fundraiser. But he was neither a particularly good administrator, nor especially interested in administration. p. 79 The freedom rides represented a new and hard test for Martin Luther King. More than once the SNCC demonstrators raised, directly and in the most personal terms, the question of his personal courage. He argued, and Wyatt Walker argued for him, that he must stay out of jail to raise money, to direct the movement and to lead his people. He was on probation, he said. They said they were on probation too. They expected him to go with them. When, on May 27 in Montgomery, he refused to join them on the bus to Mississippi, he said he must choose ‘the where and when of his own Golgotha’. They accused him flatly of cowardice. King had already shown, and would show again and again, that he was no coward. But he did not want to be told when and where he should risk his liberty and his life by a group of passionately committed by somewhat unfriendly students. The freedom rides no only marked a widening gap between King and the students, which grew into institutional rivalry between the SCLC and SNCC and raised deep and dangerous disagreements about the tactics and the strategy of the movement; they also prefigured the way the struggle would develop over the next five years, and set the course for the rest of his life. p. 82 From the spring of 1961, King found himself between two fires. He had to deal, now , not only with the intransigence of southern white segregationists, but with the impatience and suspicion of young Negroes who  wanted to go faster than he was yet ready to go.

Planetarium summary out of class Assignment Example | Topics and Well Written Essays - 250 words

Planetarium summary out of class - Assignment Example During the night we were able to witness yellow star – Weero – which is truly a bright star. I only knew it was yellow from class but today I saw it live! We also witnessed a show about a fascinating staff called space mirrors. Many people perceive stars as points of light that are far from the planet Earth. This is not true since stars are actually the reflections of the Sun off space mirrors in universe. Some mirrors are very close while others are far away; some are blue while others are red and so that is the reason why stars have dissimilar colours. The show revealed that some galaxies and stars look older since their light penetrated through the time cube. Later on, after the show, it was now the time to look, through a solar telescope, at the sun. I realized that the Sun appeared like some green ball since the telescope just allow a little of green light rays through it. Other stars also appeared green just as the

Compar three individuals in the McCarthy Hearing to three individuals Research Paper

Compar three individuals in the McCarthy Hearing to three individuals in The Crucible - Research Paper Example The Crucible explores the fight of one man with his ethics, and his ultimate refinement, drawing parallels with the McCarthy Hearing through characters like John Proctor  and Judge Danforth. Miller gives a warning at the beginning of this play that The Crucible is not history but it is dependent on the storys historical events. This play presents two periods of the American history. The main period of this play lies in the 17th century, particularly during Salem Witch trials according to Burnet (57). Running parallel to these ancient events in the history of the United States are those that occurred in Miller’s own time on which the author figuratively comments. The author used this play to condemn the 1950s’ McCarthyism and the RED SCARE. He states that history repeats itself and thus there is the need to recognize it and in this case he repeats himself. He claims that McCarthyism was beyond the contemporary day witch hunt. Miller cautiously uses the historical information to form the basis for the play. The play uses the language of modern the 17th century religious customs, which he often employs, expresses the carefulness of his historical examine into the traditions of this period. Miller was interested in political matters, including socialism which had developed after the WW II after Russia’s socialist government became an important world power. The McCarthy hearing subcommittee was renamed after Senator Joseph McCarthy. Senator McCarthy went into the limelight of national interest in February 1950 with a speech delivered at Wheeling, West Virginia as suggested by Collins (97). At this time, McCarthy was in the final days of his first term as a senator and was in need of an immense issue to strengthen his run for the second term. A week before he gave his speech, China had fallen to the communist side and the USSR had developed an atomic bomb which was aimed at

Case Analysis - Political Interaction Essay Example | Topics and Well Written Essays - 750 words

Case Analysis - Political Interaction - Essay Example nstitution; however, there are multiple restrictions, in form of regulations limiting how lobbyists can appeal national administration for the reparation of criticisms(Ramanna et. al, 2015). Breaking the set rules, even for the corporations guarantees serious consequences including prison sentences. Nonetheless, corporate management is among the core facilitators of financing and lobbying the government; playing roles that have positive and negative influences. Among the core roles of corporate management, lies in campaign finance that entails distribution of available financial resources as contributions and expenditures throughout the campaigning period. Typically, most of the candidates agree that tackling this successfully depends on prominent determinants such as an understanding of the geography and having excellent strategies(Ramanna et. al, 2015). However, without corporate management, most of the executed approaches eventually fail. Corporate management, even outside financing and lobbying the government has most of the practices based on implementation and execution of the best strategies. Resultantly, it enhances the effectiveness of strategies and also comes ups with approaches on handling the expenses relative to campaign finance i.e. salary for the staff and consultants, rented properties, advertisement and purchasing of the utilities. Moreover, in most cases, corporate management applies in reduction of these expenses throug h review and development of better campaigning strategies(Ramanna et. al, 2015). Typically, corporate management enables a significant percentage of campaign efficiency through the inclusion of protocols, policies, approaches and other practices that are mostly prevalent in the corporate world. On the other hand, corporate management has a negative influence through relative practices in financing and lobbying for the government. In fact, most of the critics and negative perceptions of campaign finance and lobbying have the