Is Proof of the existence of God Neccessary

Or Are Science And Religion In Conflict? Introduction Mankind is created in the image of God does not actually refers to the biological or the bodily forms as God Is a spoilt. The manly body does not belong to the image since God has no body as described earlier. One of the ideologists suggests that Adam resembled Christ more than Christ would have resembled his own half brothers. The main aspect of the image in God deals with the fact that God endues some of his divine characteristics to the man.This, therefore, demarcates man from the beasts and other creatures of the earth (Gardener, 2002). There are different opinions regarding this notion amongst the Christians as to what exactly image in God means. As man was made in the image of God so whoever sheds man's blood, his blood will also be shed. As every single Individual Is made in the Image of God, everyone should be treated equally. Moreover, man should be treated with honor and dignity because they reflect God. We know that man y people on this course of the earth are full of evil and hatred, and we should try our best to treat all of them equally.The term â€Å"image in God† has been mentioned In Bible thrice. In genesis, it has been Illustrated that man was created In the Image of God. In Cord.. A phrase proved that Jesus was actually the â€Å"Image of God†. These two verses can mean that God's character and attributes are reflected directly in man. This cannot be related with a physical appearance surely as Jesus remarks in John that God is a spirit and spirits are not made up of bones and flesh. Thus, one can say that Image of God totally deals with God's reflection in man (Lewis C. 2005) Discussion and Analysis A vocation can be defined as a call or summon. It can be regarded as an occupation for which a man is perfectly suitable. The meanings of this term first emerged from The general idea of vocation is centrally based over the Christian belief that God has created every single perso n with a specific cause. God has bestowed man with gifts and talents that are specifically oriented towards ways and purposes of life. In the Catholic Churches, the whole idea behind the vocation is the divine call associated to the Church and humanity.More specifically, we can say that Christian vocation mainly deals with the use of one's gifts in their professional life, family and church in order to achieve the greater source of good (Kelly, 2002). Thus, God in His creative purpose has created man by His own image. God's grand design of a man narrates His uniqueness. All of humanity is made in the image of God. Genesis tells that God created man from His own image and His own likeness. This can be regarded as an important scripture. Man in God's image or Imago Die should be primarily related to man's relation to God. It suggests moreover that man should strive to be relational (Fry D. 200). Many people in this world are enduring with poverty, terrorism, and mutinously suffering f rom diseases of all kinds. These calamities depict evil at their intense, nonetheless evil is far more extreme than these. Evil is somewhat factually spread in the whole world. However, eventually evil does not triumph. Human beings are not evils. Because of the fact, that we withdraw ourselves from Hitler and POI Pot. We admire Mother Theresa and Ghanaian. Yet, people are committing wrong deeds such as, put own wants ahead of the others welfare, and even ahead the welfare of the planet.Evil is the most mystifying feature of the human beings life (Kelly, 2002). There is one way to protect human beings from evil and nefarious deeds, which is accepting the concept of existence of God. According to Christian point of view, God is the concept of sovereign being. God is the originator, aristocrat, and owner of our lives. He created everything. He is supreme; he knows everything, every emotion and situation of the entire living organism. Nothing can be hidden from Him. We should worship t owards Him for all His blessings. He is our rescuer, dissolving all our sinful deeds so that we can reunite with Him again.Nevertheless, we cannot proof concept of God in scientific terms. All living organisms are â€Å"finite† creatures; we are yet, after so many centuries this globe has created, striving to comprehend what should be â€Å"an infinite† creature if perhaps He exists. Human beings, as finite creatures gaze for an opening and an ending. It is even mentioned in the â€Å"Bible† that God is the â€Å"Alpha† and â€Å"Omega. † Nonetheless, if for suppose, humans are gods, they would merely survive in the 4th dimensional state. Humans Just cannot comprehend this philosophy. It is mention in the â€Å"Bible†, â€Å"God is love. The supremacy to create and demolish life requires the cultivating of love (Matthews, 2008). The notion that man is created in the image of God emphasizes and promotes the meaning of life. It means that hum an life is to be respected and reverenced as it promotes sacredness and preciousness. Sanctity of life is grounded in the fact that acts like abortion is considered a serious sin against God (Anthony A, 1986). There are many Christian Coalition's that warn that anyone who wants to enjoy a happy afterlife needs to believe in the teachings of God.However, we see that a large majority of Americans never attend church, and some have even adopted atheist philosophies. Yet, these individuals behave responsibly and serve the country way better than many religious priests. Throughout history, we can find exceptional examples of American heroes observing ethical standards. These include Mark Twain, Margaret Ganger and Tom Paine. The Humanistic approach to ethics has deep roots in the development of Greece to the Renaissance period which later led to the democratic societies we have in the western civilization.Similarly, there are many philosophers in history we rejected the traditional appro ach to theistic morality and developed their own code of ethics by observing the principles of logic and rational thinking. These include the lights of Emmanuel Kant, Stuart Mill and Sidney Hook. All of these philosophers maintained that for a person to be moral, he needs to have a strong control over his desires and temperament. Image Die also deals with dignity and worth of each individual as a whole. This has a huge and profound impact on how we treat and deal with others.The image of god thus eradicates this discrimination and biasness among people. It condemns any kind of exploitation in terms of color, gender, economic status, ethnicity or age. Dignity should be maintained under this concept of Image Die equally for everyone (Nancy P, 2004). The belief and concept behind the existence of God can be understood by this case. A man is lying on the hospital bed, and undergoing cancer treatment and surgery. His thoughts are racing from one concern to another. Everything, which was most important to him, is of no importance.He is only thinking about the people he loved and the relationships, he had with them. God has made everyone in this world full of love and affectionate. If love disappears from every living organism, then this world will remain no more. He always asks from his God, â€Å"Why me? † However, after a day, he also thought, â€Å"Why not me? † This was the mime that made very little sense to him. He thought about himself, â€Å"he is a good person, a God fearing individual who had lived a righteous life and shared a healthy lifestyle than others who lived alongside him. Still, He was in the hospital, fighting with a serious disease, which would take him to the door of death. He was full of fear and anxiety, and in the evil hour of 3:00 – 4:00 am he was awakened by nightmares, telling him about the Judgment day. His enemy cancer had consumed his flesh and mind, as well. After some time, he started to suffer with depression. Everyone was dealing with his sickness, not him (Dealer's, 2012). Conclusion The fact that we are made in God's image has something to learn from general living. People often strive to understand their identity.Genesis teaches u s that all these questions can only be answered in relation to God. For this, the scriptural truth should be shared globally by all the Christians. Moreover, as remarked above theology of the business leads us to more Christian values and propel us to establish the Kingdom of God in accordance with the teachings as portrayed in holy books. Conclusively, a robust view of Imago Die is an essential overview of bible. It informs us with the understanding of all purposes in relation with God. Christians should embrace the biblical account on the values of man.

Invictus and The Alchemist Response Essay

The poem Invictus written by William Ernest Henley is a poem written about courage in the face of death and holding on to ones own dignity despite the indignities life places before us. In the first stanza the poem’s speaker prays in the dark to â€Å"whatever gods may be† a prayer of thanks for his â€Å"unconquerable soul.† Several things are apparent from the outset: First, the speaker is in some sort of metaphorical darkness, perhaps the darkness of despair. Second, he does not pray for strength, but gives thanks for the strength that he already has. Third, he seems rather flippant about who he is or is not praying to; it is almost a prayer to himself at this point, but not quite. Henley also bring this up in the second stanza where he talks about God’s will or even fate; instead he speaks of â€Å"the fell clutch of circumstance† and insists that he has overcome these bravely and without complaint.The third stanza is about death and what a trifle it seems to the speaker of the poem. This â€Å"place of wrath and tears†, this life, it seems, is not full enough of pain and horror to frighten the poem’s speaker. And death, â€Å"the Horror of the shade,† could not possibly worry him, being an end to â€Å"wrath and tears†. Notice here that he is not concerned in any way about an afterlife. Death is merely an end to suffering for our speaker. Nothing of any concern seems to lie beyond for him until. This poem is an inspiration to it readers depending on the way you read it. This poem like mentioned before has been written for those suffering from an incurable disease or just going thru a tough time in their life, to give that person some hope and strength. I Can relate to this poem because growing up i’ve been threw lots of illnesses it all started when i was diagnosed with Meningococcal Meningitis when i was just a baby. Than at the age of 16 i was diagnosed with Hereditary Breast Cancer. Going thru this i felt so alone and like my life hit a point of no return i lost hope and faith. I felt helpless and i also felt bad for my family making them so worried about me. Nevertheless i have not let this bring me down or think twice about anything that i set my mind to do. I have enlisted in the Marines and hoping to leave to boot camp in september. Going threw everything i’ve been threw in my life has definitely taught me that everything in life comes in threes , but at the end of the day if you fall down seven times you must get up eight , because you can’t let life struggles get in the way of your Personal legend. This Poem is also related to the Alchemist. Santiago hits a point in his journey where he feel’s like he’s losing himself .The alchemist prepares to move on with Santiago to the pyramids, but Santiago complains that he doesn’t want to leave Fatima. The alchemist says Fatima understands that Santiago needs to complete his Personal Legend. at this point Santiago gets frustrated with the alchemist because he doesn’t want to leave fatima behind. Another point where santiago loses faith in his journey is towards the end where He feels frustrated that the alchemist didn’t teach him anything, but the alchemist says Santiago should have learned through actions. Santiago asks him why he is an alchemist, and the alchemist explains he learned the practice from his grandfather, when alchemy was simpler. He says men complicated alchemy by writing books about it. Previously, alchemists only needed the Emerald Tablet. Santiago asks what the tablet says, and the alchemist replies that one can’t understand it through reason since it provides a passage to the Soul of the World. The alchemist encourages Santiago to immerse himself in the desert and listen to his heart so he can also gain an understanding of the Soul of the World but at the end of the book santiago continues his journey and finds his treasure than makes his way back to fatima. This relates to the poem because it talks about where a person’s life goes threw so many obstacles but at the end still overcomes those hard times.

Penn State Scandal Essay Example | Topics and Well Written Essays - 750 words

Penn State Scandal - Essay Example On the hand of the social bond theory, the strong point is on the lack of social attachments amongst the juvenile delinquents. Effect on lives is as a derivative of friends, family and other members of social network (Rankin). The application of these theories supports the Penn State sex scandal. Penn state University being one of the best universities least expected such crisis. The society expects the athletics officials and coaching staff to be role models of youngsters. The university and the family of Sandusky had a blind eye in his association with wrong peers (Jenkins). In 1999 after the resignation of Sandusky, the Penn state football authorities still gave him access to campus premises and facilities. This gives him an open opportunity and advantage to make sexual advances to the boys. Gary openly assumes the Sandusky’s investigation. Instead of coordinating the solution to the scandal, he is a cause and only the bans Sandusky from bringing children to the campus. Gra ham Spanier, the president of the university neglects the report of crisis at an early stage that later deteriorates the Universities legacy (Frank). Reaction of the students has a basis as internal control in support of social bonding theory. Firing of Paterno had a controversial information upload. This was a weak unethical decision by the Penn board of state. The explanation was that the famous football coach did not act as a leader. His hesitation to report to the pre-informed case to police is a support of a crime. Paterno had the responsibility to his career goal as a coach and neglected organizational activities. Reputational recovery from the states university riots tarnished its image to a long-term crisis. There is also some information that Penn State issues is of a mafia family interest (Becker). This gives birth to reason as to why Paterno had no impact to make rather choose to be quiet. The two main characters behind the scandal are from the same school of thought and provide the solution to their problems in their own way. Some part of this case delay may be to avoid negative opinion on the University. This serves the same purpose as image restoring theory. This can cause pain and disappointment and fracture the relationship between the official and other involved parties. This serves as an indirect control of the case theory. Back in 2002, McQueary happened to report seeing Sandusky raping a very young boy in the showers of campus. He also informed Joe Paterno. Upon informing the director of athletics, Tim Curley and Gary Schultz who is the university police overseer, but the report did not appear before the prosecutor (Becker). The mother of the affected boy reported the case to the university police in 1988, but no step is into consideration. The university should have enacted sharing of information to students, stakeholders and proper audience to diffuse the crisis. This supports the tendency of criminal participation because Sandusky had no thing to lose from deferral antisocial behavior (Frank). Through the satisfaction of the involved parties needs, there was reluctance in the scandal investigation. Several influential people have supported the cover up of this scandal. The governor of the state who is the board of trustee assumed informing the authority (Jenkins). Even after clear evidence from the detectives who had eavesdrop of some conversation between Sandusky and the mother of the molested boy attorney Ray pressed no charges. Because of political and

Cirrhosis Disease Essay Example | Topics and Well Written Essays - 1000 words

Cirrhosis Disease - Essay Example Some of the common causes of cirrhosis are long term consumption of alcohol, disease of fatty liver and infection as the result of hepatitis A and B. According to the National Health Service UK, the excessive consumption of alcohol is considered to be when man consumes about 21 units whereas woman consumes about 14 units of alcohol per week. Alcohol and other toxins break down in the liver and therefore if the consumption of alcohol is very high than the work of the liver increases, which eventually damages the liver cells. Hepatitis C which is considered to be a blood borne infection eventually damages the liver causing cirrhosis. In North American and Western Europe hepatitis is considered to be one of the common causes of Cirrhosis. Hepatitis B and D may also cause Cirrhosis. Sometimes a person’s own immune system attacks the healthy organ of the body like some foreign substances. When the foreign substance attacks the liver, it may cause Cirrhosis (Nordqvist, 2013). Symptoms can be defined as something that a person feels and then reports it to the doctor. On the other hand a sign is something that can be easily detected by the doctor or nurse. For example pain may be categorized as a symptoms whereas rash may be considered as a sign. Usually the symptoms are not quite common during the early stage of Cirrhosis. However when the scar tissues accumulate in the liver they affect its efficiency. The symptoms and signs of Cirrhosis can be itchy skin, loss of appetite, insomnia, fatigue, nausea, visible blood capillaries, loss of weight, blotchy palms and pain in the area. As the disease progresses the other symptoms and signs that appear can include accelerated heartbeat, dizziness, confusion, vomiting blood, bleeding from the nose, short memory, jaundice, hair loss, fever, muscle cramps, panting, change in color of urine and bleeding gums (Cirrhosis - Symptoms, 2013). Cirrhosis can be

Website Critique of Novotel Hotel Essay Example | Topics and Well Written Essays - 3000 words

Website Critique of Novotel Hotel - Essay Example Novotel conducts business in both Brick & Mortar and Click & Mortar modes. Novotel has got offices and a chain of luxurious hotels in major cities all over the world. They provide residential and event arrangement services as well as consultancy for travelling and tourism ventures. Novotel can be approached by conventional means i.e.any one can walk into the office and acquire their services or hire their expertise, such a setup is referred to as Brick & Mortar. Companies and business that do business online as well as by conventional means are referred to as Click & Mortar. Click and Mortar is quite different from pure Click setups yet it is possible to get mixed up between the two. How ever the basic difference is that pure click setups only offer their services online where as Click & Mortar setups do business both online as well as the old fashioned face to face way. Novotel tries to attract individual tourists to use their services in the long run and facilitates its customers in great deal. Novotel offers several packages for summer tours, family packages which are all aimed at locating travelers and tourists round the world in specific seasons. The company wants to retain its customers in the long run and offers several products like loyalty card which provides several facilitations to the customers. Here the web portal acts like a Business to Customer portal i.e. B2C. Novotel intends to attract corporations for establishing their corporate business model. Novotel accomplishes this by offering to organize their business meetings, dinners/lunches, meetings, seminars, conferences and other events at their prime locations. With all these services Novotel secures clients in the corporate sector who need arrangements for their new product launching ceremonies at their premises. Novotel also offers special rates to the corporate delegates, business tour plans and wants to establish long term business relationships with the corporate

World History Essay Example | Topics and Well Written Essays - 500 words - 4

World History - Essay Example Both men had respect from their soldiers. This respect was fostered out of comradeship. Both leaders lead their soldiers into battle personally. Charlemagne led his soldiers in almost of his battles. Ariel Sharon also led his men into battle. Unlike other generals and leaders, who stayed behind lines to make decisions, Charlemagne and Ariel Sharon believed that leadership choices should be made in the field. As the result, Charlemagne’s campaigns gained territory in Europe, while Ariel Sharon’s battles gained land in the Middle East. Both men were warriors at heart, excelling at the craft of warfare. Charlemagne and Ariel Sharon were also both statesmen. Charlemagne ruled his conquered territories until his death. Ariel Sharon, after retiring from active IDF (Israel Defense Forces) duty, joined the Knesset (Israeli equivalent of Congress). After serving in the Knesset for decades, Ariel Sharon was elected Prime Minister of Israel. Throughout Charlemagne’s rule rebellions requiring his attention occurred. The same circumstances arose for Prime Minister Sharon when the second Intifada (Palestinian uprising) plagued his years in office. Both Charlemagne and Ariel Sharon were accused of ordering massacres. Charlemagne’s massacre was called the Bloody Verdict of Verden. Forty-five hundred men were beheaded on Charlemagne’s orders. Time has clouded the Bloody Verdict of Verden, making Charlemagne’s involvment unclear. Ariel Sharon’s massacre occurred when he served as Israel’s Defense Minster. Sabra and Shatila were refugee camps in Lebanon. When Israel occupied southern Lebanon, IDF soldiers surrounded the Sabra and Shatila camps. No IDF soldier entered the camp, but prevented refugees from leaving when Phalangists (a Christian faction in the Lebanese civil war) entered the camp seeking terrorists. What happened next is of great debate. When the smoke cleared a disputed amount of Palestinians were dead.

Rapid Rise of the Movement to Abolish the Slave Trade Essay

Rapid Rise of the Movement to Abolish the Slave Trade - Essay Example Problems would arise where the slaves would die from tropical diseases and owners would not provide proper medical care, slaves would be beaten mercilessly by their master and owners and there were no laws governing this immoral behavior. However, a few individuals in the society would consider slavery and slave trade as an immoral behavior and this led to the formation of anti-slavery movements. The abolishment of slavery was a long struggle dated back in 1750 where a number of Quakers started to disapprove slave trade, the Quakers started to disapprove slave trade and encouraged slave owners to educate slaves, introduce them into Christianity and improve their working and living conditions, in 1783 a group of six Quakers pioneered a movement that was to start the struggle to abolish slave trade. These members included George Harrison, John Lloyd, William Dillwyn, Joseph Hooper, Joseph Woods, and James Phillips. this was a non-denominational movement which was aimed at gaining support from parliament and the Anglican church. This movement gained popularity and an addition of three members of the Anglican Church joined the movement and this really strengthened this group, these Anglican members included William Wilberforce, Thomas Clarkson and Granville Sharp. After the joining of the religious members William Wilberforce was chosen to be the group member due to his connection with the British parliament, the struggle continued but Wilberforce faced strong resistance to the abolishment of the slave trade in parliament and this was due to the fact that there was a powerful dependence on slaves and slave trade. The first petition to abolish slave trade was made in 1783 but it failed by the vote where more member opposed the abolishment of the slave trade.

Trademarks infringement under Saudi Law Essay Example | Topics and Well Written Essays - 750 words

Trademarks infringement under Saudi Law - Essay Example In situations where such marks are used to identify services, they may be referred to as service marks although they are generally treated as trademarks. In the Saudi Law, trademark protection is recognized and can extend beyond words, phrases and symbols to include other aspects of a product like the packaging and color. The trademarks make it very easy for customers of a product to identify the source of the products very quickly indeed. They do not have to go about doing a lot of reading or making a lot of enquiries to know where the product comes from. Trademarks Infringement The Saudi Law recognizes the protection of trademarks of companies. As such, trademark infringement is an issue that is offensive both criminally and civilly. This implies that a party that owns rights to a particular trademark can sue another that infringes this right. Trademark infringement can come about as a result of one party, organization or company using identical marks, words, symbols and phrases th at are already in use by another party, company or organization (USA International Business Publications, 2007, pp. 46-47). The factors that determine the level of infringement include the strength of the mark, the similarity of the marks, and the proximity of the goods and the evidence of actual confusion. The similarity of channels of marketing used and the intent of the defendant can also be used to determine the infringement. Trademark infringement is an evil as it denies the right owner the opportunity to benefit from the trademark both socially and economically. Every organization, therefore, has a right to be protected from such infringement. Crime cases on infringement of trademarks There have been several cases of trademark infringement that bar individual organizations from fully benefiting from the products that they sell. Crime cases of trademark infringement occur where the infringement from its intent, undoubtedly affects not just the organization involved, but the who le society (Bureau of National Affairs, 1995). Cases involving individuals are civil naturally, but where they extend to affect the society, they become criminal. It goes without saying that some organizations have stolen trademarks used by reputable organizations to produce substandard goods, which may bring about ill health to the entire society. In such a situation, the trademark infringement extends beyond being a civil case to a crime. Punishment for Infringement Trademark protection has seen certain punishment enhanced for those whom infringe such an important right in Saudi. The minister of commerce has a duty to appoint the officers to take stern action against those who infringe and violate this significant intellectual property right. One possible punishment is the seizure of all the counterfeit goods by the officers appointed by the minister. The individuals who infringe are, therefore, at a huge risk of losing the property that they own. The penalties for trademark infri ngement have also been increased. Individuals who infringe this right can be forced to pay up to 168000dollars (Heper, 1994, p. 36). Besides, one risks being imprisoned for infringing this intellectual property right. These punishments have been put in place to ensure that the organizations owning a given trademark have an exclusive right over it and benefit from it socially, intellectually and economically. Use of Other Trademarks for Bad Intentions It is also saddening that some individuals use some trademarks for bad

Health education Assignment Example | Topics and Well Written Essays - 500 words

Health education - Assignment Example The hair should be washed everyday using shampoo and rinsed well before it is dried. When bathing children, one should pay attention to all folds including the underarm, neck, ears and in between the feet. Clean clothes and shoes should be put on after taking a bath. Shoes should be polished; wiped or washed according to their make to improve their appearance and to make them last longer. Children should wear clean socks in closed shoes. This will absorb sweat and keep their feet dry and comfortable. They should brush their teeth before going to bed and after every meal to fight against tooth decay. They should learn how to brush their teeth by themselves, and it is better if they do it together with an adult. During the day, a child should fill his or her mouth with water and swish it to remove anything that is stuck in the teeth. Taking large quantities of sugary foodstuff should be avoided as it promotes tooth decay. Under clothes should be changed more often with clean, dry ones. They should well fitting and in good condition. This should be done because under clothes are worn directly next to the skin and they gather a lot of sweat and dead skin. Wearing clean under clothes prevents skin diseases such as itchy rashes and ringworms. The child also smells good and thus, he is confident to interact with adults and other children. Children should be encouraged to wash their hands with soap and clean water regularly. This should be done before and after handling or eating of food and after visiting the toilet. Children should be discouraged from inserting their hands in their mouths. |This is because, at playtime, they gather lots of dirt in their hands because of touching anything that interests them. Regular washing of hands reduces them from the risk of getting diseases like diarrhea, stomach upsets and typhoid. Both hand and toe nails should be trimmed as long nails collect lots of germs and bacteria during playtime. In

The Impact of Child Abuse(Neglect) on a Child Essay Example for Free

The Impact of Child Abuse(Neglect) on a Child Essay Background of the issue Many of you might wonder why many children attend school and do not say a word in your class. Today I am here to talk to you about the reasons why this may occur because many teachers are not aware of these problems that are affecting many of our children today. One of the social issues that I have chosen is Child abuse-neglected children. I chose child abuse because it is a silent killer that tends to have a major effect on our children at the primary and secondary school level. Many of us might not know the problems that our children are faced with at home with parents, step parents or guardians. They might appear really calm or they might just be the one child in our class that is always on a bad behavior level. We are the only ones that can help these children but first we need to know how to recognized and point out if these children are in the category of child abuse or neglect. I will first begin by informing what child abuse is and then I will continue by explaining other things that will help teachers to assist these type of children in the classroom. Child abuse in Belize continues to be a serious and ever-increasing problem. Although the media report extreme and tragic examples of abuse, many children are living in less newsworthy, but alarming circumstances. The statistics are shocking. An incident of child abuse is reported—on average—every 10 seconds. The most recent government national study reported that more than 2.9 million reports of possible maltreatment involving children were made to child protective services in 2003. The actual incidence of abuse and neglect, however, is estimated to be three times greater than the number reported to authorities. Every day more than 4 children die as a result of child abuse in the home. Child abuse is more than bruises and broken bones. There are several types of child abuse that is happening to our children either at home or school, but the core element that ties them together is the emotional effect on the child and the deep, long lasting scars that they leave on a child. Some children might be so detrimental that they seem to block out their peers and other social groups. Children need predictability, structure, clear boundaries, and the knowledge that their parents are looking out for their safety. They need to be love so that they can succeed in the outside world. Problems identified There are many problems that children can face inside and outside of the classroom when they are being abuse or neglected. One of the most heart breaking things in life is when a child is hurt, whether by accident or by abuse. A lot of the time, there are visible signs of abuse such as bruises, cuts, and broken bones, but sometimes it isnt easy to see signs. Some of the invisible signs can seem to be withdrawn, angry, quiet, and/or violent are just a few. These are warning signs for parents, teachers, and caregivers that something is wrong. If abuse is suspected then it should be reported to the proper authorities. But not all children that seem to be withdrawn and shy are abused; they could simply lack the social cognition to interact in society. When this is the case working with the child can help them to feel more comfortable in society. Children that need help with social cognition will be the ones that are so quiet that you forget they are there. They are the ones that do not seem to participate in activities in and out of school, and do not seem to have any friends. There are surveys to determine if a child fits in this description, but it could damage the child even further if he feels that he is singled out. That is the problem in the first place; he does not feel like he fits in. Simple observation can determine whether the child is feeling neglected. Neglected children are very passive and unable to be spontaneous, have feeding problems and grow slowly, find it hard to develop close relationships, be over-friendly with strangers, get on badly with other children of the same age, be unable to play imaginatively, think badly of themselves, and be easily distracted and do badly at school. It can be hard to detect long-standing abuse by an adult the child is close to. It is often very difficult for the child to tell anyone about it, as the abuser may have threatened to hurt them if they tell anybody. A child may not say anything because they think it is their fault that no one will believe them or that they will be teased or punished. The child may even love the abusing adult, they want the abuse to stop, but they dont want the adult to go to prison or for the family to break up. Neglect can have a strong impact on, and lead to problems in, a childs emotional, psychosocial, and behavioral development. As with other effects already mentioned, these may be evident immediately after the maltreatment or not manifest themselves until many months or years later. All types of neglect and emotional neglect in particular, can have serious psychosocial and emotional consequences for children. Some of the short-term emotional impacts of neglect, such as fear, isolation, and an inability to trust, can lead to lifelong emotional and psychological problems, such as low self-esteem. A major component of emotional and psychosocial development is attachment. This behavior may in turn cause teachers or peers not to offer help or support, thus reinforcing the negative expectations of the neglected child. One mitigating factor, however, may be having an emotionally supportive adult, either within or outside of the family, such as a grandparent or a teacher, available during childhood. Another mitigating factor may be having a loving, accepting spouse or close friend later in life. Neglected children who are unable to form secure attachments with their primary caregivers may: Become more mistrustful of others and may be less willing to learn from adults, have difficulty understanding the emotions of others, regulating their own emotions, or forming and maintaining relationships with others, Have a limited ability to feel remorse or empathy, which may mean that they could hurt others without feeling their actions were wrong, Demonstrate a lack of confidence or social skills that could hinder them from being successful in school, work, and rel ationships, demonstrate impaired social cognition, which is ones awareness of oneself in relation to others and an awareness of others emotions. Impaired social cognition can lead a person to view many social interactions as stressful. Different other problems that teachers can encounter in the classroom that may be a sign of neglected abuse are difficulty paying attention, not listening when spoken to, difficulty organizing tasks and activities, being easily distracted, being forgetful, excessive talking, difficulty awaiting their turn, bullying or threatening others, being physically cruel to people or animals, stealing and destroying others property. Review of the issue Child neglect is the most common type of child maltreatment. Unfortunately, neglect frequently goes unreported and, historically, has not been acknowledged or publicized as greatly as child abuse. Even professionals often have given less attention to child neglect than to abuse. In some respects, it is understandable why violence against children has commanded more attention than neglect. Abuse often leaves visible bruises and scars, whereas the signs of neglect tend to be less visible. However, the effects of neglect can be just as detrimental. In fact, some studies have shown that neglect may be more detrimental to childrens early brain development than physical or sexual abuse. How neglect is defined shapes the response to it. Since the goal of defining neglect is to protect children and to improve their well-being not to blame the parents or caregivers—definitions help determine if an incident or a pattern of behavior qualifies as neglect, its seriousness or duration, and, most importantly, whether or not the child is safe. Although specific causes are not known, a significant body of research has identified several risk and protective factors. Multiple risk factors are more likely to increase the probability of abuse. For example, lack of preparation or knowledge of the demands of parenting can lead to abusive or neglectful parenting. Parents may lack understanding of their childrens developmental stages and hold unreasonable expectations for their abilities and behavior; they may be unaware of effective discipline or alternatives to corporal punishment and may also lack knowledge of the health, hygiene and nutritional needs of their children. Individuals who have difficulty in single parenting, in controlling anger in relationships, who have mental health or substance abuse problems, financial stress or housing problems can appear uninterested in the care of their children and are also at risk for abusive behavior. Child abuse and neglect represent a problem of alarming proportions, with tremendous psychological and economic costs to both the individuals involved and to society. Early identification and treatment is important to avoid or minimize the long term consequences of abuse. Through treatment the abused child is helped to regain a sense of self-esteem and trust, and the family learns new ways of support and communication. It is critical to support ongoing and new research to point the way to effective strategies of prevention and intervention to change the course of the lives of victimized children. Abused children cannot predict how their parents will act. Their world is an unpredictable, frightening place with no rules. Whether the abuse is a slap, a harsh comment, stony silence, or not knowing if there will be dinner on the table tonight, the end result is a child that feel unsafe, uncared for, and alone. However, by learning common types of abuse and what you can do, you can make a huge difference in a child’s life. The earlier abused children get help, the greater chance they have to heal from their abuse and not perpetuate the cycle. One of the main types of abuse that see happening in our schools today is child neglect. Child neglect is a very common type of child abuse, it is a pattern of failing to provide for a childs basic needs, whether it be adequate food, clothing, hygiene, or supervision. Child neglect is not always easy to spot. Sometimes, a parent might become physically or mentally unable to care for a child, such as with a serious injury, untreated depression, or anxiety. Other times, alcohol or drug abuse may seriously impair judgment and the ability to keep a child safe. Older children might not show outward signs of neglect, becoming used to presenting a competent face to the outside world, and even taking on the role of the parent. But at the end of the day, neglected children are not getting their physical and emotional needs met. While child abuse and neglect occurs in all types of families—even in those that look happy from the outside—children are at a much greater risk in certain situations. All parents upset their children sometimes. Saying `no and managing difficult behavior is an essential part of parenting. Tired or stressed parents can lose control and can do or say something they regret, and may even hurt the child. If this happens often enough, it can seriously harm the child. Children are usually abused by someone in their immediate family circle. This can include parents, brothers or sisters, babysitters or other familiar adults. It is quite unusual for strangers to be involved. Analysis of the issue Child abuse and neglect is a problem that has existed for many years. Laws make it necessary for the teachers and other adults to be aware of the definitions that describe abuse and neglect. In addition, it is necessary to review the characteristics of the child and caregiver to ascertain who may be at risk. Physical signs, such as specific types of fractures, burns, scalds, and bruises, should act as a key to suspected abuse. In 2005, the National Organization for the Prevention of Child Abuse and Neglect (NOPCAN) in Belize carried out a study which was aimed at raising awareness among the general public about the use of corporal punishment in schools and the home and the damage this does to children and to generate interest in the use of alternative measures. Information on the views and experiences of children aged 7-15 years was gathered through focus groups (87 children) and questionnaires (292 children). In focus groups, 45% of children aged 7-10 years felt that adults should immediately address wrong behavior, and 45% of all involved felt that it was wrong and ineffective for adults to use corporal punishment as a means of controlling children. Responses to the questionnaires revealed that 91% 7-10 year olds had been lashed at home/school, and 87.7% were still being punished in this way. The most commonly used implement for beating was a belt (59.9%), followed by a slipper (42.2%), a rope (16.4%), a ruler (11.9%) and a stick (11.3%). Some of the children were scarred from the beatings. Of children aged 11-15 years, 97% said that corporal punishment had been or was still being inflicted at home and school, with punishments including having to kneel on bottle stoppers and being hit on the head. More than two thirds (69%) considered corporal punishment to be cruel and inhumane, and a similar number said that when the punishment was administered they felt hurt, shameful, fearful, upset, vexed, bad, angry and resentful. Students explained that they were told by their parents and teachers that they were being punished out of love and this led many to believe that it was right to administer corporal punishment to them. However, they stated that they cannot learn when there is the threat of the whip, and that they need to feel loved not threatened with violence. Children who have experienced neglect have been found to demonstrate higher frequencies of insecure, anxious, and avoidant attachments with their primary caregivers than non-maltreated children. In fact, studies have demonstrated that 70 to 100 percent of maltreated infants form insecure attachments with their caregivers. Often, emotionally neglected children have learned from their relationships with their primary caregivers that they will not be able to have their needs met by others. This may cause a child not to try to solicit warmth or help from others. I believe that child abuse and neglect damages and break apart a child’s life. It is our role as teachers to help these children overcome these dying situations. We must realize that when a child appears to be, not of a normal child and acts in a rather calm or aggressive mode than he or she usually appears, that something might be wrong. There are many children each year in our classroom that seems to have some kind of problems in their household. Statistics have shown that 4 out of every 10 children in a class have some kind of abusive relationship especially neglect. The maltreatment of children does not occur within a vacuum. In nearly every case, it is important to assess the functioning, strengths, and needs of a child within several contexts. Usually the dominant context of the abused child is the childs immediate family. However, there are also many other contexts or cultures that may have a greater or lesser influence on the abused child depending on the childs age (social networks, extended family, etc.). In many cases of child maltreatment, therapists have a negative perception of the family (i.e., parents) because of the harm they have caused the child. The therapist may be angry or think less of the childs parents if they are the source of the childs maltreatment. However, the therapist should negate neither the importance of the family (from the perspective of the child) nor each family members ability to contribute important information concerning the childs level of functioning. Whether or not they are involved in the abuse, parents are usually one of the most informed sources of information about the childs daily functioning and presenting problems. Similarly, an assessment of the childs functioning within settings such as school, social gatherings, daily after school activities and day care provide information about the maltreated child from several sources and in several environments. One benefit of developing a multi environment, multisource assessment of the child is that patterns of behavior, identified across contexts, increase the validity of the presence of a particular behavior or characteristic. For example, reports from a parent that a child is frequently belligerent and noncompliant might be supported by reports from his/her teacher that indicate that the child is frequently involved in physical fights with peers, has temper outbursts, and refuses to complete schoolwork. A valid conclusion that could be drawn from these reports is that this child possesses a relatively stable pattern of oppositional or defiant behavior. Conclusion Although child neglect is the most common type of maltreatment, its causes, effects, prevention, and treatment often are not as prominently discussed and explored as are those for physical or sexual abuse. Neglect, like other types of maltreatment, has many contributing factors at the individual, familial, and community levels. The complexities of neglect present difficulties not only for an overburdened child welfare system, but also for community- and faith-based programs, researchers, legislators, and other service providers. It is key, therefore, that these groups work collaboratively to develop promising and effective practices for preventing neglect and for mitigating its effects on children and society. Part of this process is providing individuals, families, and communities with the knowledge, resources, and services to deal with the challenges associated with neglect. Neglect must be viewed not only as an individual or a family problem, but also as a community issue requirin g a community response. Teachers that observe signs of neglect in the classroom must inform the childs parent of what is going with their child. Parents will have valuable information that will help the child. A child may feel uncomfortable in a social situation, but be a completely different child at home. This would indicate that the problem is at school. Information gathered by the parents and teachers will assist in forming a plan to help the child. This should be done in collaboration between parent and teacher. If a child does not get the necessary help that need in order to be successful in life and education they will suffer the many years that they have to pass through this burden. Recommendations A child that feels neglected needs to feel that they are important. Allowing them to read to a younger group of children may help them to feel that they are needed. Putting them in charge of a group project can help them to build confidence. Pairing them up with a more socially comfortable child can help to learn about proper social behavior. Many children will learn more effectively from their peers. After working with the child using the plan agreed by the parents and teacher, a follow up meeting should be scheduled. If what is being used to help the child is not working, then something else should be agreed upon. The important thing to remember is parents and teachers should work together. As a teacher, it can be overwhelming and difficult to adapt your classroom for abused and neglected children. It is possible to create a positive environment for all students. It is important to know how to appropriately interact with abused and neglected children in order to make your classroom a safe and comfortable environment for everyone. In order to help a neglected student, teachers need to gather as much information on the student as possible however is careful not to define the student by their past history and behaviors because it is easy to treat abused and neglected children differently. We often pay them more attention, feeling sorry for them and minimizing their behaviors due the abuse and neglect. Although it is good to be sensitive to their individual needs, it is important to treat them like any other student in your class. Responsive adults, such as parents, teachers, and other caregivers make all the difference in the lives of maltreated children. They need to be held, rocked, and cuddled. Be physical, caring, and loving to children with attachment problems. Be aware that for many of these children, touch in the past has been associated with pain and torture. In these cases, make sure you carefully monitor how they respond — be attuned to their responses to your nurturing and act accordingly. In many ways, you are providing replacement experiences that should have taken place during their infancy — but you are doing this when their brains are harder to modify and change. Therefore, they will need even more bonding experiences to help them to develop attachments. . Abused and neglected children will often be emotionally and socially delayed. And whenever they are frustrated or fearful, they will regress. This means that, at any given moment, a ten-year old child may emotionally be a two-year old. Despite our wishes that they would act their age and our insistence to do so, they are not capable of that. These are the times that we must interact with them at their emotional level. If they are tearful, frustrated, or overwhelmed (emotionally age two), treat them as if they were that age. Use soothing non-verbal interactions. Hold them. Rock them. Sing quietly. This is not the time to use complex verbal arguments about the consequences of inappropriate behavior. Many abused and neglected children do not know how to interact with other people. One of the best ways to teach them is to model this in your own behaviors, and then narrate for the child what you are doing and why. Become a play-by-play announcer: I am going to the sink to wash my hands before dinner because†¦ or I take the soap and put it on my hands like this†¦. Children see, hear, and imitate. . One of the most helpful things to do is just stop, sit, listen, and play with these children. When you are quiet and interactive with them, you will often find that they will begin to show you and tell you about what is really inside them. Yet as simple as this sound, one of the most difficult things for adults to do is to stop, quit worrying about the time or your next task, and really relax into the moment with a child. Practice this. You will be amazed at the results. These children will sense that you are there just for them, and they will feel how you care for them. It is during these moments that you can best reach and teach these children. This is a great time to begin teaching children about their different feelings. Regardless of the activity, the following principles are important to include: (1) All feelings are okay to feel — sad, glad, or mad (more emotions for older children); (2) Teach the child healthy ways to act when sad, glad, or mad; (3) Begin to explore how other people may feel and how they show their feelings — How do you think Bobby feels when you push him? (4) When you sense that the child is clearly happy, sad, or mad, ask them how they are feeling. Help them begin to put words and labels to these feelings. References †¢ Carr, A. (ed) (2000) What Works with Children and Adolescents? A Critical Review of Psychological Interventions with Children, Adolescents and their Families. London: Brunner-Routledge. †¢ Jones, D. Ramchandani, P. (1999) Child Sexual Abuse Informing Practice from Research. Oxford: Radcliffe Medical Press. †¢ Monck, E. New, M. (1996) Sexually Abused Children and Adolescents who are Treated in Voluntary Community Services. London: HMSO. Out of print. †¢ NOPCAN-BELIZE CITY BRANCH

DBS one of largest organisations in financial sector of Asia

DBS one of largest organisations in financial sector of Asia DBS was established in 1968 as the development bank of Singapore. Since then, DBS has transformed into a successful financial services institution, offering a comprehensive range of innovative products. In Singapore, the bank occupies market-dominant positions in consumer banking, treasury and markets, asset management, securities brokerage, equity and debt fund-raising. Going internationally, the bank has a regional network with more than 200 branches and over 1,000 ATMs across 50 cities. DBS primary operations are in Singapore and Hong Kong, two of Asias best regulated markets, which contributed 65% and 19% of net profit in 2008 respectively. The bank operates two brands in Singapore DBS and POSB. POSB is a well-loved mass market franchise that currently has a customer base of over 3.2 million Singaporeans. As one of the leading banks in Asia, DBS gains a massive global workforce of 14,000 staffs, representing over 30 nationalities. The bank announced S$6031 million of operating income in 2008. DBS philosophy is to empowering, educating and engaging our staff so as to build a high performance organization renowned for its good customer service and innovative business solutions. Because of a massive amplitude and complexity in operation as an international largest organization, and striving for an adequate-content report, it is ineffective to investigate whole aspects of DBS in the effort of implementing Knowledge Management. Instead, this report will specify in exploring the DBSs concept and its basic approaches to fundamentals of Knowledge Management. Key content will focus on identifying Knowledge Management process, building Knowledge Management System, Mechanism and Technology, ultimately Infrastructure. Challenges and benefits gained from implementation process are also mentioned in the report as well as recommendation and analysis. Throughout years of operation, DBS now understands the depth and significance of Knowledge Management. In its development journey, DBS learnt that this conception must be essentially seen as a vitally critical point, an innovative strategy towards a sustainability business model rather than a diverse and complex risk. That right and visional direction are now put primarily on one of the long-term goals of the organization. Moreover, DBS business is in banking and finance industry where multiplicity of information and knowledge is created and updated every hour, the need of Knowledge Management becomes critically essential than ever. To start with, DBS sees official meetings as an approaching mechanism for knowledge discovery. As the nature of the business, the need for valuable information which then converted to knowledge is critical for the bank. This knowledge is defined and explored by neither the interaction between people in the organization nor just simply synthesized from previous data. For instance, there is always a meeting in Sales Department which also has a presence of Branch Manager every Monday morning to revise previous works and orient sales activities for the week. More significantly, Board of Directors and Management committee also arrange official meetings 4 times every quarter to undertake a careful overview of decision making in various levels and aspects of the organization. Telephone conversation is also applied in the process of knowledge discovery. However it is stated that not preferable as DBS values face to face conversation where information can be transferred and conveyed in a full meaning of ways. To enhance Knowledge discovery, DBS also invested in technology. One exemplary approach is the development of DBS database. This is an organized collection of data for people within the organization However, accessibility in sensitive information may not be exposed to every employee. A very useful and beneficial application of DBSs database is its customer databases. In order to promote loans, risk management, and further observation, DBSs customer database is constructed to record contact, credit, and personal information such as salary, current financial situation. This database is well designed to specifically and easily create, store, search and retrieve contents which has a great impact in knowledge discovery process. DBS is also aware of the Knowledge Capture and Share process. Practically, the organization promote on the job training under DBS Management Associate Programme. This is an experience-based development offered to new employees. Along the route, they will acquire the most possibility and chances to decide their career path when experimental learning is gained across different type of roles. By doing this, DBS ensures that organizational knowledge is able to be conveyed and captured. Furthermore, to utilize the strength of technology in the process of knowledge capture and sharing, DBS invested warily in computer-based communication. Each employee in the organization practically has their own computer which is well connected to the rest of the company. Instant message, email, chatroom is promoted in a rigorous manner within the organization to enhance the creation of social network and information exchange. Significantly, the organization also has its own server where only people within the company can access. This server is well managed and developed for human interaction and database warehouse. In DBS, direction of knowledge is also well conveyed. Each employee knows warily the structure of the organization, specifically in their department. By that meaning, the relationship and relative ranks of parts and positions are well determined. Thus, employee would be guided by following the instruction or direction from the top wherever task uncertainty is encountered. Moreover, to promote routine process, DBS sets up organizational policies and work standards for safety, health in workplace. A more particular enhancement in Knowledge Application in regard of routine process is the implementation of Enterprise-wide Core Credit Risk Policy. This establishes the principles and policies followed by the entire organization to conduct banking and financial activities and operation under specified credit risk management. Significantly, Knowledge Infrastructure is insightfully aware and constructed by DBS from the early stage. Building up adequate and efficient database within the organization, keeping track with customer information and applying thoroughly technology into workplace are remarkable efforts and practices of DBS to utilize the strength of knowledge. Strong organizational culture is achieved in DBS where every employee is well perceived of the organization values. Orientation is made wherever a new employee joins the group to ensure they get awareness of DBSs pathway as a world class regional bank, renowned for quality, added value, and innovative service at affordable cost to customers and their ways of doing things. Following the orientation, specific goals and standards of behavior are also clearly stated to lead and guide organizational members to pursue appropriate actions. More remarkably, although promoting a well-built internal culture, DBS acquires good awareness of a phenomenon, Groupthink which is easily implied from strong culture. They understand this incident can result in a reduction of innovative capacity within the organization. In regard of this issue, DBS introduces guidelines, organizational campaign and building feedback centre in order to encourage its employees to strive for creativity and challenges. Organizational culture  is an idea in the field of  organizational studies  and  management  which describes the psychology, attitudes, experiences, beliefs and values (personal and cultural values) of an organization. It has been defined as the specific collection of values and norms that are shared by people and groups in an organization and that control the way they interact with each other and with  stakeholders  outside the organization.[1] This definition continues to explain  organizational values, also known as beliefs and ideas about what kinds of goals members of an organization should pursue and ideas about the appropriate kinds or standards of behavior organisational members should use to achieve these goals. From organisational values develop organizational norms, guidelines, or expectations that prescribe appropriate kinds of behavior by employees in particular situations and control the behavior of organisational members towards one another.[1] Where culture is strong-people do things because they believe it is the right thing to do-there is a risk of another phenomenon,  Groupthink. this is a state where people, even if they have different ideas, do not challenge organizational thinking, and therefore there is a reduced capacity for innovative thoughts It is also growing its own talent.   We are now in the process of developing talent programme at the each level, much like Exxon Mobils or Citis talent programme. You have a rigorous focus, you find the right people, you give them development opportunities, and you give them training opportunities, said Gupta.   He said DBS is looking for people to staff what he calls a Policy Desk. They will draft policies in areas like decision-making and organisation structure.   Other new initiatives include a Customer Experience Council to improve service, and an Innovation Council to promote a standard way of thinking. CNA /ls http://en.wikipedia.org/wiki/DBS_Bank http://www.dbs.com/dbsgroup/about/default.aspx http://www.sgx.com/wps/portal/marketplace/mp-en/listed_companies_info/corporate_info DBS management programme http://www.dbs.com/careers/graduates/Pages/default.aspx

Attitude is a Learned Behavior Essay -- Psychology Essays

Attitude is a Learned Behavior Attitude is a learned behavior that can be changed based on the individuals choice and wiliness to change. The Webster’s New World Dictionary defines attitude in three different ways; first is a bodily posture showing mood or action, second is a manner showing one’s feeling or thoughts and third is one’s disposition. In General Attitudes are the feelings and thoughts you have about yourself and how you interact with other people. Attitude plays apart of everything in society’s life, from taking your first steps, going to high school, choosing a college, getting a job and choosing a mate. If attitude makes us who we are, gives us our character, then the question I purpose to you is, can you really get an â€Å"attitude adjustment† or is our attitude defined at birth? For centuries, people have been intrigued with the question of what is human about human nature. How much of people’s characteristics and attitudes comes from â€Å"nature† (heredity, unable to change) or how much is from â€Å"nurture† (the social environment, contact with others) and the ability to change. It is for certain that physical and mental abilities are established by heredity, such as ability at sports and mathematics. As well as the color of your eyes, the size of your nose and your mother’s freckles. While such basic orientations to life, like your attitude, are the result of the environment one lives in and thus fore can be changed. So, what about the nurture side of the equation, or the environment that gives us our attitude? Culture is a system of ideas about the nature of the world and how people should behave in it that it shares—and shared uniquely—by members of a community, that continually judges ones actions, hen... ... that attitude can be changed or at least influenced by our environment. Our attitude is a learned behavior that can be changed by the individual’s choice to make that change. I agree that a person’s attitude begins with their own personal feelings, values, and beliefs, but the knowledge of the values and norms of our culture also can define who we can be or should be. After all, if a person couldn’t change their attitude, then how could they grow and learn or just simply adapt to ones environment. For some parts of life, the blueprint is drawn by heredity; but for other parts, the individual is a blank slate, and it is entirely up to the individual to change what is written on that slate. You alone can make your density great by doing on simple thing â€Å"getting an attitude adjustment†. Attitude is your life, yours affects everybody and everybody’s affects you.

Understanding Persons with Intellectual Disabilities Essay -- Health,

It is important to understand the terms that are associated with intellectual disabilities. The first term is disability. Disability is an individual performing which includes physical, sensory, cognitive, intellectual mental illness impairments, and various types of chronic diseases. The next term involves intelligence. This term is the ability to think logically, reason out problems, prepare, understand difficult ideas, examine intellectually, and the ability to determine quickly and or acquire from experience. Third term is adaptive behavior. Adaptive behavior is the collection of conceptual, social, and practical skills that all individuals learn in order to perform in their everyday lives. An example of conceptual skills is idea of numbers. Following rules are an example of social skills. Practical skills involve the use of money in society (â€Å"Assessment Psychology,† (n.d.). Understanding Persons with Intellectual Disabilities Research reveals that currently approximately one million United States students that have disabilities are between the ages of 3 through 21. Therefore, these special needs students are eligible for special services under the Individuals with Disabilities Education Act (IDEA). However, only 34 percent of students have intellectual disabilities and 40 percent of the students are with multiple disabilities. In the 2007 through 2008 school year 56 percent autism students graduated with a regular high school diploma (Lewis, 2011). Therefore, in this essay the definition, characteristics, and causes of intellectual disability, traumatic brain injury, autism, severe disabilities, and deaf-blindness will be discussed. The first definition, characteristic and cause discussed... ...uccessfully in society. As stated by IDEA all students are required to be educated in the setting that will meet his or her needs. Students that have severe and multiple disabilities can be involved in general education classes. However, if the student cannot function in a special education and or regular education classroom settings they will be placed in a residential home and or institution. Deaf blindness according to IDEA is not included in the special education program. â€Å"Despite the challenges their disabilities impose on their lives these students exhibit warmth, persistence, determination, cheerfulness, a sense of humor, sociability and various other desirable traits† (Heward, 2009, p. 458). Therefore, teachers find it a pleasure to teach these students. Teachers also look forward to observing their progress in school, home, and community settings.

Case Analysis Study

Case Study Analysis Paper Prepare a 1,400 to 1,750-word case study analysis paper based on the University of Phoenix Material, â€Å"Case Study for Student Analysis,† located in Week Two of the COMM/215 [pic] page. Below is a detailed description explaining how to prepare a case study analysis paper. ____________________________________________________________ _________________ Typically written in narrative form, a case sets forth, in a factual manner, the events and organizational circumstances surrounding a particular managerial situation. Placing the reader at the scene of the action, the real events presented provide an opportunity to help evaluate alternative courses of action. Case analysis is used in academics to help you demonstrate your ability to evaluate situations critically, to apply concepts you have learned in a class, to solve problems, and to communicate your findings and conclusions. The purpose of this exercise is to introduce you to case studies and the analysis process, and to a proper format for writing the case study analysis report. Try not to worry about trying to find the â€Å"right answer† to a case. Usually, there is no single right answer. Most cases are intentionally ambiguous and can be viewed from many different perspectives. Several feasible solutions are usually available to any give case. The best solution is the one you can best support with thoughtful analysis, logical arguments, and substantiating evidence from your research or your own experience. Your goal in analyzing a case is to provide an effective solution to the situation outlined and to support that solution with solid and persuasive evidence. Overview Analyzing a case study can take several forms, and you should check with your instructor on the specific approach or point of view that he or she recommends. For example, you might analyze the case from the perspective that you are the central character of the narrative and must provide a report of what you would do in the situation. On the other hand, you might play the role of an outside consultant hired to evaluate the situation for which you provide a report. Make sure you allow enough time for the various tasks you must perform. These tasks are listed below and explained in more detail in the following sections. (Note: When writing a case analysis as an exercise in a writing class, there will be no content-related course concepts (e. g. management or health care theories) that apply directly to the case. The objective of the assignment will be to produce a well-written analysis. You should check with your instructor to determine the expectations of content and the amount of research required. Analyzing the Case 1. Read and study the case thoroughly. 2. Define the problem(s). 3. Select a focus for your analysis by identifying key issu es and their causes. 4. Identify and apply course concepts in order to identify possible solutions. 5. Evaluate alternative solutions and choose the solution you believe is best. Writing the Case Analysis 1. Determine how you want to present your views and structure your paper. 6. Produce a first draft of your case analysis. 7. Revise and edit the draft. 8. Format and proofread the final report. Analyzing the Case 1. Read and study the case thoroughly. Read the case once for familiarity with the overall situation, background, and characters involved, noting issues that you think may be important. Read the case again, and highlight all relevant facts. Make sure you understand the situation and have all the facts. Make notes about issues, symptoms of problems, root problems, unresolved issues, and the roles of key players. Watch for indications of issues beneath the surface. 9. Define the problem(s). Identify the key problems or issues in the case. Case studies often contain an overabundance of information about a particular situation, not all of which may be relevant. Do not try to analyze every fact and issue. Part of the skill of good case analysis is in determining which facts are relevant. 10. Select a focus for your analysis by identifying the key issues and their causes. Determine how to focus your analysis. Narrow the problem(s) you have identified to between two and five key issues. Do not try to examine every possible aspect of the case. Identify the most important issues that relate to the concepts you have been studying in the course (if applicable). Once you have focused on one or two key issues, try to gain a fuller understanding of their causes. Why do these problem(s) exist? What caused them? What is the effect of the problem(s) on the organization or the relationships among individuals in the organization? Who is responsible for or affected by the problem(s)? 11. Identify and apply course concepts in order to identify possible solutions. (See previous note regarding writing a case analysis as an exercise in a writing class. This section is included so that you become familiar with the application of case studies in context of applying content-related course concepts. ) a. Identify and apply one or more concepts discussed in class, covered in your readings, or learned from your own experience that would apply to the case and provide some insight or guidance in solving the problem(s). b. Review your notes from c lass discussions and your texts and other readings in the course, conduct outside research, and use your own knowledge and experience to decide what concepts, theories, or ideas could be relevant. 2. Evaluate alternative solutions and choose the solution you believe best reflects the findings from your analysis. Make certain you can support the solution you choose with solid evidence from your case analysis. Weigh the pros and cons of each alternative. Which solution is the most feasible? Make certain you can defend that solution. Now you are ready to proceed to the next step—determining how to present your ideas and structure your paper. Writing the Case Analysis Written case analyses are short, structured reports. Usually, the instructor will ask for between two and ten typed pages, depending upon the complexity of the case. Some case studies are assigned as individual efforts; others are group projects. Still others may be a partial group effort, with the group collaborating in the analysis and each individual student being asked to prepare a separate written analysis. Your task, in writing your case analysis, is to combine aspects of the case and key issues with your perceptions and supported opinions. You must then examine alternatives, choose the most viable solution, and provide evidence to support your views. You obtain this evidence from class discussions, your text readings, outside research, and your personal experiences. 1. Determine how you want to present your views and structure your paper. Most case studies follow a prescribed format and structure and can vary depending upon the course in which it is used, such as those discussed next. Check with your instructor regarding his or her preference as to the sections of the case study analysis report. Case study analyses are written as reports with headings, not as essays. The report should clearly identify the relevant sections for the reader. . Title page Use standard APA format to develop a title page. b. Introduction Determine a thesis. Summarize, in one sentence, the principal outcome of your analysis. This is the thesis for your report and should be clearly stated in the first few paragraphs. The introduction identifies the central problem. c. Background Take the central problem, and place it in a context for the reader providing background information about the case. Do not reiterate or rehash the facts stated in the case. Rather, place the case in a research context. The background section demonstrates to the reader that you have conducted research, either academically or in the field, regarding the types of problems that the case study describes. Be sure that your written presentation focuses your diagnosis of the problems on the most important issues. d. Key Problems This is where you identify your thoughts about the problems that exist. It is considered a very important part of the report. Start with the â€Å"who-when-where-what-why-how† typical questions (Gerson & Gerson, 2002). Ask yourself here as you ponder the situation: â€Å"What are the problems at this company? There certainly is usually more than one problem. Identify the ones you see as being instrumental to the success of the company or its project. e. Alternatives Now that you have conducted research and placed the problem(s) into a context, you will have informed choices about the alternative solutions to the problem(s). You are not expected to analyze all possible alter natives. However, you should have considered several alternatives when you formed your opinion about the case. Discuss these alternatives and why you rejected them in determining your solution to the case. Why are these viable alternatives? What are the constraints (e. g. money, time, personnel, resources) imposed and the reason that you do not recommend the alternative at this time? f. Proposed Solution Discuss your proposed solution providing support with solid evidence. Generally, you should only provide one proposed solution. Keep in mind that in the context of the case study, the characters or company can only start on one solution at a time. Which one do you propose and why? Justify why this solution is the best option through a logical argument supported by research. The proposed solution should be specific and realistic. g. Recommendations If appropriate, you may conclude your written analysis with a discussion of the implications of the problems you identified on the functioning of the organization or on the relationship among individuals in the case. You may also want to make recommendations for further action that might be taken to resolve some of these issues. Be specific about what should be done and who should do it. This section discusses specific strategies that the individuals in the case can do to accomplish the proposed solution. Check with your instructor as to whether this section should be included in your case analysis report. 13. Produce a first draft of your case analysis. 14. Revise and edit the draft. 15. Format and proofread the final report. Case study reports are written in a structured format, not as essays. Case study reports usually contain an Executive Summary that contains brief summaries of the Introduction, Background, and Proposed Solution sections of your report. The Executive Summary provides a quick, easy-to-read summary of these three main parts of the case study. Check with your instructor to see if he or she requires an Executive Summary to be included with your report. ) Tips for formatting the final report: a. If an Executive Summary is to be included, it should be single-spaced with relevant headings identifying the sections. The Executive Summary should summarize those sections of the report, and not contain any information not discussed by the report. b. The case study analysis s hould be written as a structured report, with relevant headings. The case study analysis is not an essay. 16. Include any relevant appendices and references in a proper APA format.

When Ways of Life Collide: A Critical Analysis

When Ways of Life Collide written by Paul Sniderman and Louk Hagendoorn is a book which focuses on the collision of Western European values and Muslim values. The book tackles relevant information on the relationships of cultures values (with focus on the Netherlands): its injustices and reactions towards another culture. Moreover, the book explores multiculturalism policies and the diverging clash of values it causes between the Dutch majority and Muslim minority in the Netherlands. The book includes an introductory chapter, four body chapters which are based on a 1998 survey analysis that consists of scholarly designed statistical experiments and a concluding chapter. Muslims, the first of the body chapters, tackles the culture of Muslims and the Dutch majority towards their treatment on women and children. The book was able to show that the obvious rejection of a particular group due to conflict over values might not be always take effect. In particular, one of the authors interesting conclusion is that individuals can view the Muslims values in a negative while at the same time creating a constructive attitude towards Muslims and in effect follow even their way of life and culture. Chapter three, Prejudice, is a mere discussion and analysis of prejudice. Both Sniderman and Hagendoorn view prejudice as â€Å"a readiness to belittle minorities, to dislike them, to shun them†¦Ã¢â‚¬  (p. 47). What the authors have to measure prejudice are based on statistical survey. The survey was designed for the individuals to agree or disagree on the eight most probable characterizations of minorities. The authors find that intolerance can eventually results to an open denial of the equal rights of the immigrant minorities (Muslims). On chapter four, the authors use a decoupling experiment to basically improve the previous research. Both Sniderman and Hagendoorn believes that an observed threat to an individuals’ cultural identity shows a sturdy predictor of prejudice than a perceived economic threat. However, chapter five entitled Top-Down Politics illustrates that individuals who are committing negative attitudes and show prejudice to the minority immigrants are also on the same way the most probable to react positively towards the immigrants. The main argument of the book is that the Netherlands policy towards multiculturalism which was determined through consensus has led the central point on the political argument that involves group identities: immigrant minorities and Dutch majorities. The increased conflicts between the immigrant minorities and Dutch majorities are trigger by the 9/11 attack, the rise to power of Pim Fortuyn and the Theo van Gogh murder in 2004 by a Dutch Moroccan. The book is particularly significant to a variety of audience concerned on the prevailing attitudes shown by the Dutch majority towards immigrant minorities, immigration and multiculturalism. This book is good in particularly using scholarly surveys and statistical studies in providing significant conclusions on the study.

Economics and Sino-Japanese Relations

Sino Japanese Relations in the 20th Century Relations between China and Japan are contradictory; they both rely heavily on each other economically, but they are distrustful of each other and there are huge cultural and political tensions between them. Japan helped provide infrastructure that allowed for the rapid industrialization of China, and if it were not for all of the foreign trade opportunities in China, Japan’s economy could have collapsed. At the same time however, China is still offended by the massive massacres and inhumane acts committed by the Japanese.Japan’s government is also very weary, and almost threatened, by China’s continuing growth economically, politically, and militarily. Despite the fact that China and Japan rely on each other economically and are so similar culturally, relations remain tense because of unresolved historical issues. The relationship between China and Japan really began to sour after Japan became industrial and imperialis tic during the mid nineteenth century. This period, known as the Meiji restoration, changed Japan from a feudal society to a more capitalist one.Japan’s military was also greatly strengthened during this time, and taking after the British and other western ideas, began to occupy China. This led to the First Sino-Japanese war in 1894. At the time, China was still relatively weak and a very primitive country compared to the new imperial Japan. This war was fought mainly over control of the Korean peninsula and was easily won by the powerful Japanese military. This wasn’t a particularly bloody or violent war, but it was the first incident that caused China to think negatively of Japan.Japan’s imperialism continued throughout the twentieth century, but never turned into a full out war until the Second Sino-Japanese war in 1937. The Second Sino-Japanese war was one of the most brutal wars in Asian history, and it is a significant root cause for the bad relations betw een China and Japan. This is mostly due to The Rape of Nanking, which was a gruesome mass murder and war rape committed by the Japanese in 1937. The Rape of Nanking occurred during a six-week period after the Japanese took over the city of Nanking (the capital of China at the time).During this time, the Japanese military proceeded to kill hundreds of thousands of civilians, and rape tens of thousands of innocent women. In fact, the acts of violence were so unnecessary and horrid, that this is also known as the â€Å"forgotten holocaust of world war two†. Pregnant women were often a target of murder, and they would often be bayoneted in the stomach, sometimes after rape. Tang Junshan, a survivor and witness to one of the Japanese army’s systematic mass killings, testified: The seventh and last person in the first row was a pregnant woman.The soldier thought he might as well rape her before killing her, so he pulled her out of the group to a spot about ten meters away. A s he was trying to rape her, the woman resisted fiercely  Ã¢â‚¬ ¦ The soldier abruptly stabbed her in the belly with a bayonet. She gave a final scream as her intestines spilled out. Then the soldier stabbed the fetus, with its umbilical cord clearly visible, and tossed it aside What has really caused the Rape of Nanking to be such a pressing issue though, is that Japan has done almost nothing to apologize to China. What’s worse, is that some Japanese scholars and officials claim the entire incident to be a hoax.Members of the Prime Minister’s Party state the â€Å"no evidence to prove the mass killings by Japanese soldiers in the captured [Nanking] and they even accused Beijing of using the alleged incident as a â€Å"political advertisement. † Of course, the Chinese government is very offended by these claims and since then, relations have deteriorated greatly. China also does nothing to try to forget about the unpleasant incident, and many Chinese textbook s horrifically describe the acts of the Japanese, which darkens the image of Japan to the Chinese populace even further.The brutal occupation of China was finally over after Japan was defeated at the end of World War Two. China and Japan then entered a brief period where relations remained stable; this was mostly due to the Japanese military being dismantled. The establishment of The People’s Republic of China also made Japan feel more respect towards them because China was becoming a â€Å"civilized† nation like themselves. During this short period, Japan assisted China through its first years as a newly developed, struggling nation. Many trade policies were agreed upon and Japan and China started to cooperate and coordinate on many levels.This helped both countries thrive culturally and their economies, especially Japan’s, boomed. Without these trade agreements, China never would have developed so quickly, and Japan wouldn't have been able to come out of the d evastation they suffered from World War Two as strongly. But even though the Japanese military was disbanded, China still viewed Japan as a threat because of the numerous atrocities that Japan had committed. China was worried about a remilitarization of Japan, as Japan’s army was slowly recovering from World War Two.But Japan remained peaceful, probably due to the increasing amount of business happening between the two countries. During the next few decades, Sino- Japanese diplomatic relations slowly improved, while economic ties increased exponentially. In the 70’s and 80’s, negotiations took place for a peace and friendship treaty between the two countries. There were also many VIP visits between the countries involving high ranking government officials, at even the Prime Minister of Japan visited China in 1984. After long term trade agreements and Chinese economic reform, bilateral trade rapidly increased.This is also known as the â€Å"golden age† of Sino- Japanese relations, as they made significant progress during the 70’s and 80’s. But a lot of these visits and treaties were mostly for show, and today, we realize that although it seemed like the two countries were finally starting to cooperate with each other, there were still many problems surrounding Sino-Japanese relations. Because of this purely economic relationship, China and Japan’s economies have become closely intertwined. They are almost completely dependent on each other economically, and wouldn't be the powerful countries that they are today without each other.As I said before, China never would have developed so quickly if it weren't for the early investments and trade from Japan. On the other hand, after Japan’s economic bubble popped in the 90’s, many investors needed to find new places to invest and trade, and China was filled with such opportunities. The continuous growth of China’s economy could not be sustained if i t weren’t for the steady stream of investments and trade coming from Japan, but on the other hand, Japan’s economy would be in shambles if it weren’t for all of the financial opportunities in China.But even a close trading relationship can’t fix a relationship stained with violence and distrust. Japan, for example, is worried that China is becoming too strong of a rising power in today’s society. As of just this last year, China has overtaken Japan as the worlds second biggest economy, trailing only behind the United States. China’s military is also quickly becoming modernized as the Chinese government gradually spends more and more on their national defense budget. As of today, there has been billions of dollars spent on advanced missiles and submarines. The rest of the world doesn’t event know the full extent of he power of the Chinese military, and China could posses more weapons than even the United States. This is not only concer ning to Japan, but also other developed countries as well. Although Japan is worried about the continuous growth of China, Japan is still in the lead developmentally and has been for the last century. China has been influenced greatly by Japan’s actions and took their development as a model for their own. When Japan first industrialized, it showed China that industrialization was a reachable goal that would make them more powerful. And until recent years, China has just been slightly behind Japan developmentally.In fact, China is very similar to what Japan was just 40 years ago. Just like China today, Japan was a rising Asian power that many westerners feared would become too powerful. Many indicators of a growing economy are also evident in China; literacy rates, infant mortality rates, and GDP (gross domestic product) are all on the rise, similar to what Japan’s were four decades ago. It’s no coincidence that China hosted the Beijing Olympics 44 years after To kyo, and they hosted the world expo 40 years after Osaka. China has a unique opportunity though, they can learn from Japan, and not make the same mistakes that Japan did.Japan doesn't want China to leap frog over them though, and has started to invest less into China, causing trade between the countries to decrease in the last decade. Japan has been deliberately putting less business into China, mostly because they don't want to contribute to the growth of a country that they view as a threat. But at China’s current rate of expansion and technological development, they could soon be losing their dependence on Japan. And it seems as though the only thing supporting a stable relationship right now is economics, and if that is gone then what will come of their already volatile relationship?Without the economic dependence that China and Japan have for each other, their relationship would almost certainly crumble. Having bad relations between these two countries is not only detrim ental for China and Japan, but also damaging for world politics, and the world economy as a whole. Creating healthier relations between them would allow for collaboration and cooperation which would help push Japan out of recession and let Japan help guide China in the right direction. It would also benefit the many Japanese investors who have billions invested in China to have improved communication with the country.Better relations between them would also greatly impact the outside world, especially the US. The United States has had a huge impact on the shaping Sino- Japanese relations. Having trusting political relations would allow the United States to become a more prominent contributor to Asian politics without having to choose sides on any touchy, historical issues. We wouldn't have to worry about starting a political flame war and we could focus more on building stronger relations with each other, making it easier to come to agreements and make decisions on major issues.It s eems like China and Japan are both going to have to put in more effort to improve Sino- Japanese relations in the long term. Both Japan and China are going to have to try much harder to establish relations that are built on something more than just trade. Due to this, it is advisable for them to make an effort to construct a new and healthier relationship that is not reliant on their economic structures. But how should they approach fixing a relationship that is stained with hatred and tension? First, Japan should focus on making sure that China forgives them for their past actions.It is important that China believes that this is a sincere gesture, as it has been attempted many times before. Japan should make sure to take full responsibility instead of just loosely apologizing as they have done in the past. They should also not view each other as threats, and become more trusting of each other’s intentions. China could make this easier for Japan by being more open about their military intentions. China and Japan should also be public about their diplomatic relations to keep their people informed about what state their countries are in.Fixing Sino-Japanese relations is going to be a long journey for both countries. Because of such a complicated and violent past things aren’t going to be easy, but their economies and cultures are so intertwined; it would be beneficial to them and the rest of the world to repair their broken relationship. But only once we look back at the history between these two countries can we understand how to look to the future. Bibliography: Anonymous â€Å"KEIDANREN : JAPAN-CHINA RELATIONS IN THE 21ST CENTURY (2001-02-20). † Nippon Keidanren. 20 Feb. 2001. Web. 1 Mar. 2011. . Anonymous â€Å"Nanking Massacre. † Nanking Massacre. Web. 8 May 2011. . â€Å"China and Japan, Rival Giants†, BBC, http://news. bbc. co. uk/2/shared/spl/hi/asia_pac/05/china_japan/html/history. stm (accessed February 21, 2011) â₠¬Å"The China-Japan Economic Relationship (sidebar). † Issues & Controversies. Facts On File News Services, 20 Dec. 2010. Web. 21 Feb. 2011. .Calder, Kent, â€Å"China and Japan’s Simmering rivalry†, Foreign affairs. April 2006. , http://www. foreignaffairs. com/articles/61515/kent-e-calder/china-and-japans-simmering-rivalry, (accessed February 21) * * Cave-Bigley, Anna. â€Å"The Paradox of Sino-Japanese Relations. † ISN. 26 Sept. 2008. Web. 20 Mar. 2011. . * * Chan, John. Sino-Japanese Relations Remain Tense. † World Socialist Web Site. 29 Oct. 2010. Web. 12 Mar. 2011. . * * Chanlett- Avery, â€Å"Sino- Japanese Relations: Issues for US policy†, Congressional research service, December 19, 2008. * * Deh Chien, Chen. â€Å"THE FORGOTTEN HOLOCAUST. † People. bu. edu — People on the Web at Boston University. Web. 12 Mar. 2011. . * Don Lee Times Staff Writer. China-Japan Economic Ties Glow Amid Political Chill; Last year's anti-Japa n protests gave companies pause, but the market is too vast to ignore.. † Los Angeles Times. 17 Apr. 2006: C1. eLibrary. Web. 21 Feb. 2011. Rose, Caroline. Sino-Japanese Relations: Facing the Past, Looking to the Future? New York [u. a. : Routledge, 2005. Print. Xin, Geng. â€Å"Sino-Japanese Relations Still Worryingly Uncertain – GlobalTimes. † Globaltimes_Opinion. Web. 21 Feb. 2011. . Soderberg, Marie.Chinese-Japanese Relations in the Twenty-first Century: Complementarity and Conflict. London: Routledge, 2002. Print. Xinhua. â€Å"China, Japan Economic Relations Complementary. † Chinadaily US Edition. Web. 9 Mar. 2011. . Yuqing, XING. â€Å"JAPAN’S UNIQUE ECONOMIC RELATIONS WITH CHINA: ECONOMIC INTEGRATION UNDER POLITICAL UNCERTAINTY. † Web. 9 Mar. 2011. . â€Å"MOFA: Japan-China Relations. † Ministry of Foreign Affairs of Japan (MOFA). Web. 12 Mar. 2011.

Business Ethics-Written Assignment for Module 2 Essay

1. Shaw and Barry distinguish two different forms of utilitarianism. What are these two forms. Briefly describe each and use examples. Act Utilitarianism and Rule Utilitarianism are the two different forms of utilitarianism that Shaw and Barry distinguish. Utilitarianism refers to the greatest happiness principle for the most amounts of people. Act utilitarianism â€Å"states that we must ask ourselves what the consequences of a particular act in a particular situation will be for all those affected. If its consequences bring more net good than those of any alternative course of action, then this action is the right one and the one we should perform† (Shaw and Barry, pg.60). I look at this as to mean when choosing between two alternative acts in a situation then the right act is the one that brings the best result or the most happiness, basically the consequences of a single act. Rule utilitarianism â€Å"maintains that the utilitarian standard should be applied not to individual actions but to moral codes as a whole. The principles that make up that code would then be the basis for distinguishing right actions from wrong actions† (Shaw and Barry, pg.77). I look at this to me at measuring the consequences of the act repeated over and over again as if it was a rule whenever there are similar situations. 2. What do economists mean by the â€Å"declining marginal utility of money†? Declining marginal utility of money stated by Shaw and Barry as â€Å"simply means that successive additions to one’s income produce, on average, less happiness or welfare that did earlier additions† (Shaw and Barry, pg.112). I look at this as with every additional dollar or good, the value and happiness declines, the additional dollar or good loses its initial feeling or worth compared to the previous additions. A good example would be someone would really enjoy a piece of chocolate cake, and if offered a second piece they may agree that they would still enjoy it, but not as much as the first piece, and finally given a third piece of chocolate cake, they would be so full from the first two pieces then they wouldn’t be as happy since eating the first piece of chocolate cake. So for every extra piece of chocolate cake there would be less happiness from the previous piece. 3. Robert Nozick presents his entitlement theory as a function of three basic principles. What are these three basic principles? Nozick’s entitlement theory is a theory of justice and how society regulates the distribution of goods, money and property. â€Å"All that matters for Noziak is how people came to have what they have, not the pattern or results of the distribution of goods.† (Shaw and Barry, pg.115) His entitlement theory comprises of three main principles which were: 1. A principle of justice in acquisition – This principle deals with the initial acquisition of holdings. It is an account of how people first come to own common property, what types of things can be held, and so forth. 2. A principle of justice in transfer – This principle explains how one person can acquire holdings from another, including voluntary exchange and gifts. 3. A principle of rectification of injustice – how to deal with holdings that are unjustly acquired or transferred, whether and how much victims can be compensated, how to deal with long past transgressions or injustices done by a government, and so on. What is principle of justice in acquisition? Our book gives us an analogy concerning basketball player, Wilt Chamberlain that was used by Nozick. The idea behind this is that Wilt Chamberlain was a very talent basketball player and people were willing to pay a certain amount of money to see him play. In Wilt Chamberlain’s contact it stated that he would get X amount for each ticket purchased, due to his talent of playing basketball. Over the course of the year he is entitled to a portion of the tickets sold. Wilt Chamberlain become very wealthy as a result of the amount of tickets sold and his contact with the team he played for since his contact stated he get X amount for each ticket purchased. He has every right to become wealthy and acquire money as a result of the free choice of people voluntarily purchasing the basketball tickets to see him play. This is an example of how the money exchanged was rightfully acquired. What is principle of justice in transfer? A good example of justice of transfer would be if a landowner justly owns twenty acres of property and he freely sells ten acres to his neighbor for a specific amount of money. This would be justice of transfer since the landlord is willing to sell the property and his neighbor is willing to purchase and they both agree on the terms. The landowner would now have ten less acres of property but he would be X amount wealthier and his neighbor will now have ten additional acres and X amount less. Both parties agreed on the terms and neither leave worse off than prior to the transaction. What is principle of rectification of injustice? Basically how to restore something to its rightful owner, in case of injustice in either acquisition or transfer. A good example we could use is back giving an example of a football quarterback. The quarterback contact stated that he would get X amount for each ticket purchased. What happens if he is injured at the beginning of the season and doesn’t play any games except for the first three games? Is he still entitlement to the X amount per ticket or just a portion of the total? The contact doesn’t state anything about if he was injured and didn’t play. So should the quarterback be entitlement to the extra money. It may feel injustice since he didn’t play the majority of the games, but since his contact stated that he gets X amount per ticket then he is entitlement to the entire amount. The team doesn’t feel that he should get the entire amount. The team only gives him a portion of the money. The quarterback has the right to rectify and claim the entire amount since his contact doesn’t have a specific clause regarding being injured. He would have legal action to go after the team to pay him the entire amount. 4. Two main features of John Rawls’s theory of distributive justice are particularly important. What are these two features? Describe them. Rawl’s theory of distributive justice have two main features that are described in the textbook (Shaw and Barry, pg.122): 1. Each person is to have an equal right to the most extensive total system of equal basic liberties compatible with a similar system of liberty for all. I see this feature as saying each individual should have the equal rights or opportunities, basically not to restrict or deny the freedom of each person involved. 2. Social and economic inequalities are to satisfy two conditions. First, they are to be attached to positions and offices open to all under conditions of fair equality of opportunity; and second, they are to be to the greatest expected benefit of the least advantaged members of society. I see this feature as saying that there is social and economic inequalities and they may not be wrong or bad. These inequalities shouldn’t benefit the least well off. It doesn’t matter where a person was born into the social ladder. 5. What is the MAXIMIN rule for making decisions? According to our textbook the MAXIMIN rule states â€Å"you should select the alternative under which the worst that could happen to you is better than the worst that could happen to you under any other alternative-that is, you should try to maximize the minimum that you will receive.† (Shaw and Barry, pg.122). Basically it is stating that the rule is if there are more than one choice, the best decision rule is to consider the one with the least worst consequence for the best possible choice. 6. What is the role of the â€Å"veil of ignorance† in Rawls’ theory of distributive justice? According to our textbook the role of the veil of ignorance in Rawl’s theory â€Å"eliminates bias and makes the original position a fair way of choosing principles.† (Shaw and Barry, pg.121). I see at the method for determining the morality of an issue no matter what social role one may play, it is only how one truly considers the morality of a certain position. 7. According to Shaw and Barry, deciding what sort of economic arrangements would best promote human happiness requires the utilitarian to consider many things. What are the five considerations mentioned by Shaw and Barry? The five considerations mentioned in our textbook (Shaw and Barry, pg.111): 1. The type of economic ownership (private, public, mixed). 2. The way of organizing production and distribution in general (pure laissez faire, markets with government planning and regulation, fully centralized planning). 3. The type of authority arrangements within the units of production (worker control versus managerial prerogative. 4. The range and character of material incentives. 5. The nature and extent of social security and welfare provisions.