Critique of ADA and Affirmative Action essays

Critique of ADA and Affirmative Action essays Affirmative Action is designed to introduce individuals of different races, ethnic groups, religious affiliations, and genders into occupations and work places where they historically have not been present, have been underrepresented, or have not been represented in leadership capacities. However, the selection process can occasionally hurt members of those populations the policy was designed to help. This is not simply because it causes individuals to question the real' credentials of underrepresented groups who would be qualified, otherwise, without such a program. Affirmative Action negates the fact that there may be other reasons than racism for the dominance of certain groups in certain professions. Consider the presence of male counselors in a rape crisis center that is attempting to achieve a more balanced gender mixa raped woman might not feel as comfortable talking to a male counselor. However sensitive and qualified the male counselor may actually be as a human being and a professional, the woman who has just undergone a major trauma and assault to her dignity might not be able to immediately perceive this. She may merely see a male face. Even women in less extreme emotional states, in counseling or social services situations on a one-to-one level, might be more apt to misinterpret and react in a hostile fashion to the male counselor's questions or comments about her sexual behavior, decisions to have children or not to have children, and problems with husbands and boyfriends. Recent immigrants from cultures with strong male/female social divisions and highly prohibitive structures upon social and professional interactions between the genders might encounter even more difficulties opening up' about personal, female matters as well. Discuss the issues of an agency offering accessibility to all (ADA) what would be the impact of the costs i...

How To Conjugate and Use the Spanish Verb Ir

How To Conjugate and Use the Spanish Verb Ir You might not expect  fue and vaya to be conjugations of the same verb, but that is what happens with ir.  As would be expected for a verb that uniquely has an ending only with  no stem, ir,  is highly irregular. Most unusually, it shares its preterite and imperfect subjunctive forms with ser. The context typically will indicate which verb is being conjugated. Ir  it typically translated as to go. It also is frequently used to form the periphrastic future. Irregular forms are shown below in boldface. Translations are given as a guide and in real life may vary with context. Infinitive of Ir ir (to go) Gerund of Ir yendo (going) Participle of Ir ido (gone) Present Indicative of Ir yo voy, tà º vas, usted/à ©l/ella va, nosotros/as vamos, vosotros/as vais, ustedes/ellos/ellas van (I go, you yendo, he yendo, etc.) Preterite of Ir yo fui, tà ºÃ‚  fuiste, usted/à ©l/ella fue, nosotros/as fuimos, vosotros/as fuisteis, ustedes/ellos/ellas fueron (I went, you went, she went, etc.) Imperfect Indicative of Ir yo iba, tà º ibas, usted/à ©l/ella iba, nosotros/as à ­bamos, vosotros/as ibais, ustedes/ellos/ellas iban (I used to go, you used to go, he used to go, etc.) Future Indicative of Ir yo irà ©, tà º irs, usted/à ©l/ella ir, nosotros/as iremos, vosotros/as irà ©is, ustedes/ellos/ellas irn (I will go, you will go, he will go, etc.) Conditional of Ir yo irà ­a, tà º irà ­as, usted/à ©l/ella irà ­a, nosotros/as irà ­amos, vosotros/as irà ­ais, ustedes/ellos/ellas irà ­an (I would go, you would go, she would go, etc.) Present Subjunctive of Ir que yo vaya, que tà º vayas, que usted/à ©l/ella vaya, que nosotros/as vayamos, que vosotros/as vayis, que ustedes/ellos/ellas vayan (that I go, that you go, that she go, etc.) Imperfect Subjunctive of Ir que yo fuera (fuese), que tà º fueras (fueses), que usted/à ©l/ella fuera (fuese), que nosotros/as fuà ©ramos (fuà ©semos), que vosotros/as fuerais (fueseis), que ustedes/ellos/ellas fueran (fuesen) (that I went, that you went, that he went, etc.) Imperative of Ir ve (tà º), no vayas (tà º), vaya (usted), vamos or vayamos (nosotros/as), id (vosotros/as), no vayis (vosotros/as), vayan (ustedes) (go, dont go, go, lets go, etc.) Compound Tenses of Ir The perfect tenses are made by using the appropriate form of haber and the past participle, ido. The progressive tenses use estar with the gerund, yendo. Sample Sentences Showing Conjugation of Ir Nunca he viajado a Chile, pero espero ir allà ­. (I have never traveled to Chile, but I hope to go there. Infinitive.)He ido muchas veces al restaurante y siempre me ha gustado. (I have often gone to the restaurant and I have always liked it. Present perfect.)Esta semana vamos a estudiar la situacià ³n en Alemania. (This week we are going to study the situation in Germany. Present indicative showing how the periphrastic future is formed.)Los hombres se fueron a la cocina a preparar unos tragos. (The men went away to the kitchen to prepare some drinks. Preterite.)Dejà ³ su vehà ­culo en una gasolinera y se fue a pie al banco. (She left her vehicle at a gas station and went by foot to the bank. Preterite.)Ella y yo à ­bamos una vez al mes a un cafà © del centro y hablbamos de todo. (She and I would go monthly to a downtown cafà © and talk about everything. Imperfect.)No sà © si irà © a la playa, porque me es difà ­cil divertirme sin dinero. (I dont know if Ill go to the beac h, because it is difficult for me to enjoy myself without money. Future.) Si yo tuviera que decidir, irà ­a a Isla Mujeres. (If I had to decide, I would go to Isla Mujeres. Conditional.)Espero que vayan con la disposicià ³n de escuchar. (I hope they go prepared to pay attention. Present subjunctive.)Insistà ­ una y otra vez en que fuera conmigo. (I insisted again and again that she go with me. Imperfect subjunctive.) ¡Vete de allà ­! (Get out of here! Imperative.)Vamos al lago para pescar. (Lets go to the lake to fish. Imperative.)

Competitive Edge Essay Example | Topics and Well Written Essays - 750 words

Competitive Edge - Essay Example As the paper stresses business Ethics informs Olivia Jones to notify her employer over the need for competitive edge and uncover the situations she met while at the factory in Bombay. Her comfort all the way from the airport to the Hotel, in addition to her Limousine rides in the city against the inhumane conditions she face while at the factory demands an action, a debt to the society.  This study highlights that  there are a number of consequences that might result if she opts for either option. A company aiming to be at the pinnacle of a business field can be faced with the dilemma as well as Olivia Jones, exercising a social conscience in the business field and their careers respectively. Olivia Jones is not the ultimate decision maker, her fate lie with her employers, i.e. towards social conscience or profits.   A profit driven company’s drive must meet their targets and thrive in situations where they exploit their workers.   Ethical principles demand beneficence , and the decision maker is expected to do what is right and good. This should be priority; performance of a good deed and from the excerpt, a good deed is choosing the humane conditions over the competitive edge.  The justice principle states that decision makers must focus on those actions that are fair to certainly those people are involved. Ethical decisions must be consistent with ethical theory save for extenuating situations that can be justified which exist in this particular case.

Ethical Dilemma Research Paper Example | Topics and Well Written Essays - 750 words

Ethical Dilemma - Research Paper Example It is done to enhance breathing especially in patients who are intubated for a long period. The Code of Ethics for Nurses was produced as a guide for performing nursing responsibilities in a way steady with excellence in nursing care as well as the ethical requirements of the profession. The four main principles are autonomy, beneficence, nonmaleficence and justice (Seifert, 2008). Autonomy principle states that every person must be given the time, respect, and opportunity essential to make her/his own decisions. The nurse should understand that patients have the right to make decisions basing on their beliefs as well as value systems. Patient’s choice and decisions should not be limited by a nurse. All patients should be given informed consent even as they make their decisions. This is a fair, equal as well as appropriate treatment to a person. Every patient has a right to health care. Thus, each patient should be treated equally regardless of ethnicity, socioeconomic status, race or gender (Seifert, 2008). This is a principle that means ‘do no harm’. It relates to nurses obligation to help the patient and not inflict any harm. The nurse should prevent as well as remove the harm from the patient. Furthermore, the nurse should do good to the patient. This principle is applicable where the bad effect must not be the means of the good effect, and the good effect must prevail over the evil that is allowed. The first code is that â€Å"the nurse in practices and relationships should act with compassion as well as respect for the innate work, dignity, and uniqueness of all individuals unlimited by considerations of economic or social status, personal attributes or the kind of health issue†. The nurse in this case should act with compassion empathize with the patients mother and respect her uniqueness. The second code is that â€Å"the nurse’s basic commitment is to the patient, who can be an individual, group, family or community. The nurse

Microeconomics Essay Example | Topics and Well Written Essays - 500 words - 16

Microeconomics - Essay Example Macroeconomics is similar to this except that it deals with a country’s GDP, trade figures, and unemployment rates (â€Å"What’s†). These two economic principles go hand-in-hand because they each compliment each other. For example, the purchasing decision of an individual consumer would have an effect on the greater country as a whole, no matter how big or small. Looking at it from the other perspective, a macroeconomic decision taken by a government will have an effect on the spending habits of a single consumer. Microeconomics is largely to do with the prices of regular goods and services and how they affect a market. If a market is not doing so well, maybe the prices of goods and services need to be lowered. On the other hand, if the economy is doing above average, maybe the prices of goods and services need to be raised. This is largely due to the need to control inflation, which has more to do with macroeconomic decisions (Fox). Macroeconomics is concerned w ith economic growth and the discrepancies in national income, or GDP (â€Å"Difference†). An example of an economic decision that I could make would be the purchase of some new running shoes. If the price is too high, then I will put off my decision to purchase a new pair. Alternatively, I could look for another pair that is cheaper and more in my price range. Before making the final purchasing choice, I would find a selection of running shoes and evaluate of pair based on its pros and cons. Factors that I would consider in making my choice would obviously be price, followed by quality. Ultimately, my final choice would come down to the best pair of running shoes that I could buy in terms of durability and how comfortable the shoes are. An example of a macroeconomic decision that has affected me has been the raising of the minimum wage level. When a government chooses to raise the minimum wage, a consequence of

Factors Which Affect Decision Implementation Essay Example for Free

Factors Which Affect Decision Implementation Essay Correct decisions, the two previous papers elaborately developed, can be arrived at only if the requisite process of ponderously putting many influencing factors in perspective is observed. Since errors in decision-making can end up being costly both for the company and its stakeholders alike, it has been seen that the use of critical thinking has proven to be essential in guiding decision makers in choosing the best options that will generate best results. But if one were to think that arriving at a logical and well-thought out decision ends the entire process of decision-making, one definitely takes the dangerous path of frustrating the process all together. A correct decision, one may argue, only proves to be beneficial to a company or organization when its implementation would translate the rigors of critical analyses into tangible results. Langdon, if only to mention, argues along the same line of thought. He maintains, â€Å"Decision makers will never leave the point of the decision without thinking about the steps necessary to implement the decision successfully† (Langdon, 2001, p. 15). Ethical Implications and Other Factors Affecting Implementation of Decision The previous discussion was able to zero in on the viable options that may gleaned from the map drawn to help BAE Systems establish greater presence in the island of Kava. It may be wise to be reminded of the decisions that were suggested hitherto: first, the company needs not only to â€Å"sustain its existing accounts, but also to set up new client-accounts done through aggressive advertisement and in-shore sales campaign† so as to ensure that the â€Å"sale of its products is commensurate with its desired expansion rate†; second, it needs to see through the â€Å"creation of an efficient and result-generating human workforce†; and third, it also is imperative that it should â€Å"create a larger warehouse, if not an adjacent processing plant in the island, so as to meet the demands of the market† It is noteworthy to mention that there are certain risks attached to the cited options. The purpose why the last paper identified them is to further inform the decision maker of the resulting benefits and costs that must be anticipated in the event of making the decision. However, to outline the varying factors that may affect th e implementation of any decision – which, if only to mention, concerns greatly the company and its stakeholders – is another area that must also be carefully looked at. Surely, the three above-cited options will generate ebbs of impact for the company in general. Two major factors can determine the success of the implementation of the suggested paths: the internal coherence of the decision itself, and the external receptivity of the stakeholders involved. The first factor pertains to the logic from which any decision is drawn; and this has already constituted a large portion of the previous studies. Every decision, if only to repeat, is arrived at after a ponderous circumscription of the problems at hand, and the generous gathering of facilitative facts to throw light into one’s judgment. If the problems were well stated, chances are, the solutions are going to be suited. The next factor is however different. This time, one has to consider other areas that affect the success rate of the decision. Roozen, De Pelsmacker and Bostyn have identified some of them: â€Å"the influence of stakeholders, organizational commitment, personal values, goals of the organization and socio demographic characteristics of individuals†, among others (2001, p. 87). In the light of the three suggested decision paths for BAE Systems, what Roozen (and company) points are certainly of paramount importance. For instance, since the company’s goal to establish a greater presence in Kava is heavily dependent on the expansion of its new sales accounts, the decision to equally expand the workforce and to create newer intra-island processing plants must be leveled against the impact such will have on the stakeholders – e. g. , will the company owners allow for an increased budget allocation to defray the expansion cost? , will the company managers be willing to oversee difficult but potential market areas within the island? , will the commitment of the newly hired sales representative be aggressive enough to meet expectations? , or will the vision of the company itself be willing to risk so much for a return of investment which will come later on? It is very important to note that BAE Systems’ vision is intricately knitted with the amount of available resources the company has, or is willing to risk for investment purposes. One way or another, the welfare of both the company and its stakeholders is the friction force that shall determine how fast or slow the implementation of the decisions pertinent to BAE Systems’ expansion in Kava island would be. Key to the company’s success in Kava is also anchored on the ethical implications the decisions have on its stakeholders. In order to clarify the moral basis for sticking into a decision, Rodgers and Gago has sought to identify many differing ethical motives in a study they conducted. They suggest that there are at least six â€Å"pathways† that justify, and thus serve a basis for a particular decision to be pursued: â€Å"psychological egoism, deontology, relativist, utilitarian, virtue ethics, and ethics of care philosophy† (Rodgers Gago, 2001, pp. 358-359). Without having to go through their respective details, it may be good to note that the suggested options for BAE Systems are largely motivated by the â€Å"utilitarian† pathway. What does this mean? This means that the company which seeks to expand a venture must be seen primarily in terms of its ability to survive the risk. Thus, in a utilitarian approach, the company is more defined by a ‘consequentialist’ attitude in decision-making policies, in that it tries to see to it that any decision would generate the â€Å"greatest good (for) the greatest number of people† (Rodgers Gago, 2001, p. 359). Conclusion One may properly recall that, in the Business Scenario, Alex once quipped that economics is what drives the company to further expand its presence in an island of Kava. In many ways, what he said was correct, if not telling. The overarching reason why one needs to surmount the seemingly impossible difficulties, by identifying all the contributing factors relative to the company’s vision, is indeed driven by economics. But having economics alone as the moving force behind the desired expansion of a certain company may not capture the entire picture. Any decision driven by economics therefore, one must remember, must also be tempered by the opportunities it creates for the involved stakeholders, and the ethical implications it generates seen from their perspective. Critical thinking, as always, can always help ensure that these seemingly non-economic aspects of doing business are given their due importance.

Learning And Communicating Online Education Essay

Learning And Communicating Online Education Essay The purpose of this paper was to express the extent of agreement with collaborative learning approaches. Thorough research on the subject of collaboration and the methods that are implemented by educators proved that there are more positives than negatives. This paper delves deep into the information that was discovered along the journey. The information contained within will help to prove that collaboration is a valuable tool for learning. This paper focuses on the importance of teaching students from a young age to work in collaboration with their peers. It shows that there is a wealth of information for students of all ages to learn from one another while participating collaboratively. It also points out the importance of working in groups to build on a students social, management and inquisitive skills. Collaboration will assist students in building upon the knowledge that they already have. Like all things in life, for every positive there is a negative and this report also covers a few of those negative points. Learning environments have changed progressively over the past 10 years. Continued use of antiquated methods, of instruction is harming students, and not allowing students to explore their full potential. The traditional whole class approach to education has outgrown its usefulness. Whole class instruction was a product of the industrial revolution to provide education to the masses (Shachar 2005). Years ago, the path to higher education was something that people undertook in their younger years, now higher education is something that is carried out by people of all ages and backgrounds. There is an assortment of training options available now to anybody that wants to further their education. They include; traditional on campus (full or part time), work based training (apprenticeship / traineeship), or an online degree (with no physical contact hours at all). Education has ventured out of the class room and into the virtual world. This change in educational venue has also seen the way that students are encouraged to learn develop. With the evolution of education, has come the growing interest in online degrees. The way that students participate with others while undertaking these online degrees, is collaboratively over the internet. Collaboration is a key to achieving goals. Because it allows students to build on knowledge they already possess, by interacting with other students. It is a way to receive feedback from their peers and educator in a less formal way than within the classroom. Although there are negatives to collaboration, according to the research conducted, the positives outweigh the negatives. Students learn how to interact in a professional manner within their learning groups and they build on their social and management skills. Collaborative learning can be defined as an instructional method in which students work together in small groups towards a common goal. Co-operative learning is defined as a structured form of group work where students pursue common goals but are assessed individually. Co-operative learning can be encompassed within the definition of collaborative learning (Prince 2013). Collaboration implemented in the early years of learning builds a foundation for success, both at school and in life. It can provide a positive attitude towards school and learning. Collaboration also teaches students how other people think (Battistich, Watson 2005), and build a set of skills that will be useful throughout their school years and into their careers. Co-operative learning reduces the gap between students, it has been found to provide significant support to students who are slow learners (Shachar 2005). Through collaboration, students are interacting with others from different backgrounds and learning abilities. The diversity that students are faced with is of particular benefit to their learning (McWhaw et al. 2005). Collaboration provides students with the opportunity to verbalise their thoughts and to analyse other peoples ideas. These thoughts facilitate understanding through cognitive restructuring on those who teach learn the most. Group members not only capitalise on the interaction between themselves and their peers but they learn how to problem solve by participating in the groups collective thoughts (Terwel 2005). Students find that when receiving feedback from their peers throughout their educational journey, that their learning experience is enriched. They feel as though they have a better knowledge of the information that has been presented to them and that their retention levels of new subject matter are greater. Collaboration represents an interaction where students are given more power over their learning than traditional methods (McWhaw et al. 2005). It is a method, in which students are their own time keepers. Students are able to invest as much time as they feel is necessary to achieve their goals. A common way of teaching students to work collaboratively is to assign them to groups to work through a problem. Groups have a greater potential to solve complex problems in challenging contexts, they bring more knowledge, skill and experience to the work than any individual could (Hackman, 2011). When working in small groups, there are various methods that can be utilised to help establish a sense of community and interaction between students. These include; case studies, role-playing, debates and threaded discussions (Lou, Macgregor 2004). For groups to be successful, the students must have a set plan of action. They need to allocate tasks to individual group members, and know that the task will be completed. A specific skill set should be utilised by the students to ensure that they are benefitting from the group sessions. Students will need to show that they are able to be open, have good leadership (able to follow instructions as well as give them), be inquisitive (ask for clarification from other group members regarding information provided by them) and show that they have good judgement (Bosworth 1994). With the development of social media and other online mediums, it has been increasingly easier for educators to set collaborative tasks for students. Online mediums such as BlackboardTM, Adobe Connect and Collaborate are integral parts of educator controlled collaboration. Weekly tasks are posted to blackboard for completion by the students. The activities ask for members of the group to actively participate in posting the answers to the said activity, and to provide feedback on a post, or to ask a question of fellow students. Adobe Connect and Collaborate are two programs that work in similar ways. They both provide an online platform for lectures / tutorials. These sessions are held by educators in regards to assignments and instructional information; they are beneficial for students to attend. It allows them the opportunity to ask real time questions of their peers and educator in relation to the information that is being presented. There is also the opportunity to ask any relevant questions in relation to the subject, and to be provided with an answer on the spot from a peer or educator. Social networking sites (Facebook and Twitter) are morphing into new channels for collaboration and innovation. They are increasingly tapping into the collaborative mindset in ways that continue to evolve (Moore, Neely 2011). Take students at Swinburne University for example. They have set up Facebook groups (which are independent from the university) for subjects that are offered by Swinburne. Students from a subject are welcome to join the particular group for the said subject. Within these groups, students have contact with other students who are studying the same subject, but may be from a different online learning group. These subject groups on Facebook are a wealth of knowledge. The students ability to be able to ask a question or an opinion from a myriad of students, gives them access to a broader knowledge base. Students within these groups also share information that they think may be of benefit to other students. As a result of questioning the effectiveness of collaboration in approaches to learning, it was found that there are negatives with collaborative learning. It has been noted that students feel as though greater involvement by all students within their online groups would make weekly activities more relevant to their studies. Collaboration is only as good as the involvement of students. If activities are only completed by a few students, then the benefits of the activity are going to be low. The greater the involvement, the more beneficial it is going to be. As the collaborative process is still evolving, there will always remain an element of unpredictability within the group environment. Students may find it hard to overcome their learning style that is their mindset. Some may find it easier to work alone and others may rebel and refuse to work with individuals within the group (Banerjee 2012). It was found that those who are rebellious are more likely to be high achieving students. These students do not want their grades to be effected by other students (Shachar 2005). Students working within groups may feel as though they are the ones doing the heavy lifting. There could be students within the group that do not contribute as much as other students. The act of not performing up to scratch is commonly referred to as social loafing. The challenge with groups is to identify what it takes for groups to exploit their considerable potential while avoiding the dysfunctions that await the unwary (Hackman, 2011). In conclusion, thorough research was conducted on the subject of collaborative approaches to learning. While carrying out the research for this paper, it became quite clear from the outset that there are more positives in relation to collaboration than negatives. When students collaborate, they are interacting with people from different backgrounds and learning abilities. Research showed that the implementation of collaborative exercises in the early years of a students education assisted them in gaining a positive attitude to learning, and to build a foundation for success in both school and life. One of the most common ways of collaboration in an online medium is to place the students in small learning groups. The communication that happens in these collaborative groups, gives students the opportunity to verbalise their thoughts, ask questions of their fellow group members and analyse other peoples ideas. Students that work within these groups, have the ability to solve more complex problems within a quicker time period. Social media and other online mediums have contributed to the accessibility of collaboration for students. Not only are online sessions set by educators for the students to attend, but there is a greater occurrence of student led collaboration through mediums such as Facebook and Twitter. This new age in technology will continue to evolve at an unprecedented pace in the future, bringing with it more ways for students to enhance their learning experience. Research showed that there are negatives in relation to collaboration. There is an element of unpredictability with the group environment. Students working within these groups may feel as though they are contributing more than others. Some students find that it is easier to work alone (their learning style dictates this), while others may be rebellious and refuse to work with members of the group. The contributing factor to this theory is that high achieving students do not want their grades to be effected by the work carried out amongst the group. Students also feel as though a larger contribution from all students in their online groups would be of greater benefit. The old adage of more is better, is correct in this instance. With the involvement of only a few, there isnt as much information to be absorbed by the students. Once again, in conclusion the research carried out in relation to this paper, has proven that collaboration is important to learning.