Ethical dilemma Assignment Example | Topics and Well Written Essays - 250 words

Ethical dilemma - Assignment Example However, the beliefs of the patients obstructed appropriate nursing procedures to be conducted. Deontology theory forms the best approach to guide in the decision making, in such an ethical dilemma. As a health caregiver must always subscribe to the rule, â€Å"Always try to save life.† Applying a pure rule of deontological approach, the ethical decision would be in favor of carrying out the blood transfusion. In addition, using such an approach, there is little attention to the contextual details or social aspects of the situation because the decision making is grounded in ethical rules (Jones & Beck, 1996). Using a pure deontological approach, whether rule or act, confines the focus for decision making to the immediate situation. This is to imply that the consequences, situational and contextual details, and the social and interactional aspects are not the primary focus. This theory focuses on the ethics of the actions (Butts & Rich, 2008). This theory pays attention to the patient’s rights, goals and autonomy. As described by Noureddine (2001), this approach is based on four key principles that include autonomy, or the personal liberty to act; nonmaleï ¬ cence that is doing no harm; beneficence, or the requirement of action to improve the welfare of others; and justice, which directs action to treat people justly and distribute resources

Business ethics take home exam Coursework Example | Topics and Well Written Essays - 1000 words

Business ethics take home exam - Coursework Example However then whichever constitution that permits authoritarianism requires it, and whichever constitution that necessitates non-dictatorship disagrees with one of the other requirements, therefore, the paradox of shared choice. The set of requirements across diverse likely votes polished welfare economics as well as differentiated Arrows establishment from the pre-Arrow shared welfare utility (Kavvadias 98-99). The original position as explained by Rawls entails at least two important elements of features.   Foremost, the original position is a condition in which people are rationally self concerned.   Next, the original position is a condition in which people are deficiency of all information exact to their ultimate lives.   This information deficiency stretches from personal factors like the deposit of natural endowments a person will be conceived with, to wide shared considerations of what locality, moment as well as culture a person will be conceived into (Rawls 29-35) The â€Å"Foremost Principle† addresses the fundamentals of the legitimate composition. It maintains that society should assure every inhabitant â€Å"the same claim to a completely sufficient plan of equal essential rights and freedoms, which plan is attuned with the same plan for all.† The second standard addresses rather those features of the fundamental construction that shape the allocation of opportunities, administrative centers, wages, material goods, and in overall social advantages. The initial part of the second standard maintains that the shared structures that shape this allocation must fulfill the conditions of â€Å"fair equity of opportunity† (Rawls 29-35). c. Rawls claims that a rational individual in the original position would choose the principles of justice as fairness over the principle of average utility. What is his reasoning to support the

How is childhood presented in Games at Twilight Essay Example for Free

How is childhood presented in Games at Twilight Essay There are many similarities between the ways that childhood is presented in these two short stories. When acting as a group, the children are frequently portrayed as cruel and aggressive. In The Red Ball the young boy is given a variety of cruel names by other children due to his thin frame, for example Thinny Boney and Match-stick foot. This shows the brutal honesty of children of a young age. In Games at Twilight the children are rough and belligerent, shown by the shoves became harder and the frequent quarrelling of the children over who will be It in their game of hide and seek. In Games at Twilight the children are frequently shown in an animalistic light. The authors use of vocabulary reveals this, for example wild, maniacal, and snarling. Words such as prey, stalked and pounded relate to hunting in the animal kingdom, and therefore reinforce the authors portrayal of children as animalistic. In The Red Ball Bolan is said to have waited like a small animal, so children are again compared to animals. The fact that the children in both stories play their games in large groups could represent the packs that animals exist in in the wild. By using animalistic images the authors are able to reinforce their portrayal of children as cruel and aggressive. Childish games seem to hold great significance to the children in both stories. In Games at Twilight the author says that the children are desperate to start their business the business of the childrens day which is play. By making the children in the story so dependent on games the author suggests that the children have basic, immature values, since play is not an adult business. In The Red Ball games also hold a great significance for the children it is Bolans ability to play cricket well that gains him acceptance amongst the other children. It is obvious that friendships are built when games are participated in, as Bolan steals money from his parents to buy a red cricket ball in order to be more highly thought of by his friends. It is interesting to see that the games in both of the stories are carried out outdoors. In The Red Ball the author writes the boys played cricket until the fireflies came out. In Games at Twilight Raghu is described as crashing and storming in the hedge wilder. Thus the children in both stories are more closely linked to nature, reinforcing the authors portrayal of them as animals. In both stories the main characters are portrayed as outcasts. In The Red Ball the young boy watches other children play cricket from the outskirts of the park, and in Games at Twilight young Ravi hides alone, only to find that the other children have quite forgotten him. The difference between the stories is that the young boy in The Red Ball is eventually accepted by his peers and revered by them he becomes their star bowler and therefore essential for their game. In Games at Twilight we are led to believe that Ravi will eventually be accepted by the other children for winning the game of hide and seek he smiled to himself at the thought of so much victory. However Ravi never achieves such victory as the other children forget about him having disappeared from the scene, he had disappeared from their minds. Clean. By using such a short sentence, clean, the author is stressing the fact that Ravi was forgotten by his peers, and therefore emphasises his insignificance to the other children; he is bottom of the pecking order. In Games at Twilight young Ravi is portrayed as rather unintelligent and cowardly. He is frequently described as fearful Ravi shook with fear. His desperation to be accepted by his siblings shows that he is not highly thought of, and is also somewhat pathetic. Thinking that he will win the childish game of hide and seek he thinks that nothing more wonderful had ever happened to him. His unimportance is confirmed in the final sentence of the story he lay down full length on the damp grass silenced by a terrible sense of his insignificance. In The Red Ball Bolan is portrayed as a somewhat more intelligent, wise individual. He is capable enough to understand that by replying when he is called offensive names by the other children, he will be labelled with those names. He is also able to comprehend more difficult family situations, and shows perception and intelligence when the author writes it was one of those moments when he felt as if he had held his mother in front of him as a sort of shield to save himself from a rain of blows. In conclusion, the presentation of childhood in the two short stories, Games at Twilight and The Red Ball varies. The main characters, when alone, are portrayed as more innocent individuals, whereas when in larger groups, the children seem to be more cruel and hostile. Games at Twilight offers the less favourable impression of children overall, frequently incorporating animalistic images into the story to describe the children.

The Origin Of Environmental Education Education Essay

The Origin Of Environmental Education Education Essay The environment encompasses all the living and non-living things that occur on Earth. The fate of the environment is entwined with that of every life that inhabits the planet including that of human beings. The industrialization era brought about devastating impacts on the environment and at the end of the nineteenth century, people started to apprehend the susceptibleness of the environment and the gravity of the implications if the environment was not taken care of. Nations gathered and issues about the environment were starting to take priority, hoping to obtain and sustain a better future for our planet. Environmental education is not a contemporary subject matter. It can be dated back to as early as the 18th century with the treatise of Jean-Jacques Rousseau who stressed the value of an education that revolved on the environment. Some years later, the Swiss-born naturalist, Louis Agassiz, echoed Rousseaus philosophy. It was these two influential scholars who laid the foundation for a concrete environmental education program, known as the Nature Study, which occurred between the late 19th century and early 20th century. Following the effortful work of many other naturalists, April 22nd of the year 1970 was declared as the first Earth Day; a national teach-in concerning environmental issues. This memorable event paved the way for the current environmental education movement. In the latter months, President Nixon passed the National Environmental Education Act, which intended to incorporate environmental education into K-12 schools. In the following year, the North American Association for Environmental Education (NAAEE), formerly known as the National Association for Environmental Education, was instituted to ameliorate the environmental literacy by supplying resources to teachers and promote environmental education programs. The following year was then declared by the European Council as the Year of the Environment. Environmental education was globally acknowledged when the UN Conference on the Human Environment held in 1972, in Stockholm, Sweden, affirmed that environmental education must be utilized as the key to address environmental issues all around the world. The United Nations Education Scientific and Cultural Organization (UNESCO) and the United Nations Environment Program (UNEP) generated three major declarations that have guided the course of environmental education. These were namely the Stockholm declaration, the Belgrade charter and the Tbilisi declaration. The Stockholm declaration: The Declaration of the United Nations Conference on the Human Environment took place between June 5th and June 16th of the year 1972. The document, consisting of 7 proclamations and 26 principles, was created in order to inspire and guide the people of the world in the preservation and enhancement of the human environment. The Belgrade charter was held in October of 1975. This agreement was the product of the International Workshop on Environmental Education which was held in Belgrade, Yugoslavia. The foundation of the Belgrade charter was the Stockholm Declaration which was improved upon by goals, objectives and guiding principles of environmental education programs which included the general public. The Tbilisi declaration of October 1977, noted the unanimous accord in the important role of environmental education in the preservation and improvement of the worlds environment, as well as in the sound and balanced development of the worlds communities. (Tbilisi, 1977). The Tbilisi declaration not only rationalized and elucidated the Stockholm declaration and the Belgrade charter but also included new aims and objectives as well as guiding principles of environmental education. Later that year, the Intergovernmental Conference on Environmental Education in Tbilisi, Republic of Georgia accentuated the responsibility of Environmental Education in the conservation and development of the environment as a whole on a worldwide level. The importance of sustainable development was established in the year 1987, when the World Commission on Environment and Development published the Brundtland Report. This report, also known as Our Common Future, enlightened the concept of sustainable development in which the protection of the environment and the economic growth were regarded as interdependent notions as well as the concept of social equity. According to the Brundtland Report, sustainable development implies meeting the needs of the present without compromising the ability of future generations to meet their own needs (Brundtland, 1987). In 1992, the United Nations Conference on Environment and Development which took place in Rio de Janeiro, Brazil, supported and embellished the goal of obtaining sustainability. This was achieved by means of international agreements made on climate variation, woodland and biodiversity. One of the most significant aspects of the Rio Earth Summit, was Chapter 36 of Agenda 21; the fulcrum of our current environmental sustainable development. Agenda 21 focused on reorienting education towards sustainable development; increasing public awareness; and promoting training. (Chapter 36, Agenda 21). Agenda 21 discards the view of the environment as a detached system and stresses the perspective of the environment as a holistic approach incorporating our surroundings as well as our existence, making use of nature and its resources. Another crucial step forward in sustainable development was held in 2002 by the United Nations Commission; the Johannesburg Summit in Johannesburg, South Africa. This summit brought together tens of thousands of participants to focus the worlds attention and direct action towardà ¢Ã¢â€š ¬Ã‚ ¦conserving our natural resources in a world that id growing in population, with ever-increasing demands for food, water, shelter, sanitation, energy, health services and economic security. (Johannesburg Summit, 2002). In 2005 the National Environmental Education and Training Foundation held the first National Environmental Education Week between the10th and 16th of April. Later that year, the Centre for Environment Education held the Education for a Sustainable Future Conference in Ahmedabad in India. Over 800 learners, thinkers and practitioners from over 40 countries attended and established the Ahmedabad Declaration on education for sustainable development. Environmental Education has long been considered as a crucial aspect of our existence. It is an international concern which has brought and has yet to bring all the nations together striving to reach one important goal, one which gives the interdependency of the environment and that of organisms, including ourselves, the major precedence they deserve. 1.2 Philosophy of Environmental Education Environmental education comprises several unique philosophies where each has its own objectives. However, the disciplines overlap in purpose and philosophy of environmental education. The two main disciplines of environmental education are that of outdoor education and that of experiential education. Outdoor education refers to learning in, for and about the outdoors. It is a means of curriculum extension and enrichment through outdoor experiences (Hammerman, 1980, p. 33). Through outdoors experiences, environmental education may be taught or enhanced. Experiential education is a process through which an individual assembles knowledge, skill and value from direct experiences. Learning about the environment, being an outdoor or experiential education, is a way of teaching a person to love the Earth. Through this means, a person enhances his awareness and appreciation of the natural environment as well as learns skills in order to improve his life in the outdoors and learns relationships among the inhabitants. Moreover, the person has learned how to learn and can thus make his own decisions on how to care for the land. This great achievement is called environmental literacy. Thus, education becomes empowerment, where the individual can master complex skills and important decision making which are not affected by todays changing society. 1.3 Roles, Objectives and Principles of Environmental Education The Tbilisi Declaration, held in 1977, was the worlds first intergovernmental conference on environmental education. It was organized by the United Nations Education, Scientific and Cultural Organization (UNESCO) in cooperation with the U.N. Environment Programme (UNEP) The declaration accentuated the important role of environmental education in the conservation and development of the worlds environment, as well as the sound and reasonable improvement of the worlds communities. The Roles, Objectives and Characteristics of Environmental Education as laid out during the Tbilisi Declaration as well as the two recommendations of the Conference are: The Conference recommends the adoption of certain criteria which will help to guide efforts to develop environmental education at the national, regional, and global levels: Whereas it is a fact that biological and physical features constitute the natural basis of the human environment, its ethical, social, cultural, and economic dimensions also play their part in determining the lines of approach and the instruments whereby people may understand and make better use of natural resources in satisfying their needs. Environmental education is the result of the reorientation and dovetailing of different disciplines and educational experiences which facilitate an integrated perception of the problems of the environment, enabling more rational actions capable of meeting social needs to be taken. A basic aim of environmental education is to succeed in making individuals and communities understand the complex nature of the natural and the built environments resulting from the interaction of their biological, physical, social, economic, and cultural aspects, and acquire the knowledge, values, attitudes, and practical skills to participate in a responsible and effective way in anticipating and solving environmental problems, and in the management of the quality of the environment. A further basic aim of environmental education is clearly to show the economic, political, and ecological interdependence of the modern world, in which decisions and actions by different countries can have international repercussions. Environmental education should, in this regard, help to develop a sense of responsibility and solidarity among countries and regions as the foundation for a new international order which will guarantee the conservation and improvement of the environment. Special attention should be paid to understanding the complex relations between socio-economic development and the improvement of the environment. For this purpose, environmental education should provide the necessary knowledge for interpretation of the complex phenomena that shape the environment, encourage those ethical, economic, and esthetic values which, constituting the basis of self-discipline, will further the development of conduct compatible with the preservation and improvement of the environment. It should also provide a wide range of practical skills required in the devising and application of effective solutions to environmental problems. To carry out these tasks, environmental education should bring about a closer link between educational processes and real life, building its activities around the environmental problems that are faced by particular communities and focusing analysis on these by means of an interdisciplinary, comprehensive approach which will permit a proper understanding of environmental problems. Environmental education should cater to all ages and socio-professional groups in the population. It should be addressed to (a) the general nonspecialist public of young people and adults whose daily conduct has a decisive influence on the preservation and improvement of the environment; (b) to particular social groups whose professional activities affect the quality of the environment; and to scientists and technicians whose specialized research and work will lay the foundations of knowledge on which education, training, and efficient management of the environment should be based. To achieve the effective development of environmental education, full advantage must be taken of all public and private facilities available to society for the education of the population: the formal education system, different forms of nonformal education, and the mass media. To make an effective contribution towards improving the environment, educational action must be linked with legislation, policies, measures of control, and the decisions that governments may adopt in relation to the human environment. The Conference endorses the following goals, objectives and guiding principles for environmental education: The Goals of Environmental Education are: To foster clear awareness of and concern about, economic, social, political and ecological interdependence in urban and rural areas; To provide every person with opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the environment; To create new patterns of behavior of individuals, groups and society as a whole towards the environment. The Categories of Environmental Education Objectives are: Awareness: to help social groups and individuals acquire an awareness and sensitivity to the total environment and its allied problems. Knowledge: to help social groups and individuals gain a variety of experience in, and acquire a basic understanding of, the environment and its associated problems. This is of utmost importance as the more people learn about their surroundings, the more they will tend to care about it. (Kriesberg, 1996). Attitudes: to help social groups and individuals acquire a set of values and feelings of concern for the environment and the motivation for actively participating in environmental improvement and protection. Reinforcing this category, the attitudes of children are a major focus of many environmental education programmes. (Eagles and Demare, 1999). Skills: to help social groups and individuals acquire the skills for identifying and solving environmental problems. Participation: to provide social groups and individuals with an opportunity to be actively involved at all levels in working toward resolution of environmental problems. Education needs to go beyond information and awareness to include behavioural change. (Niedermeyer, 1992). Moreover, all serious environmental education aims to motivate individuals to take responsible action. (Bogner, 1998). Guiding Principles Environmental Education should: Consider the environment in its totality-natural and built, technological and social (economic, political, cultural-historical, ethical, esthetic); Be a continuous lifelong process, beginning at the preschool level and continuing through all formal and nonformal stages; Be interdisciplinary in its approach, drawing on the specific content of each discipline in making possible a holistic and balanced perspective; Examine major environmental issues from local, national, regional, and international points of view so that students receive insights into environmental conditions in other geographical areas; Focus on current and potential environmental situations while taking into account the historical perspective; Promote the value and necessity of local, national, and international cooperation in the prevention and solution of environmental problems; Explicitly consider environmental aspects in plans for development and growth; Enable learners to have a role in planning their learning experiences and provide an opportunity for making decisions and accepting their consequences; Relate environmental sensitivity, knowledge, problem-solving skills, and values clarification to every age, but with special emphasis on environmental sensitivity to the learners own community in early years; Help learners discover the symptoms and real causes of environmental problems; Emphasize the complexity of environmental problems and thus the need to develop critical thinking and problem-solving skills; Utilize diverse learning environments and a broad array of educational approaches to teaching, learning about and from the environment with due stress on practical activities and first-hand experience. Approaches to Environmental Education The ultimate aim of environmental education is to aid society in becoming environmentally knowledgeable; moreover, it endows people with the necessary skills and dedication for working, both individually and collectively, towards achieving and/or maintaining a dynamic equilibrium between the caliber of life and that of the environment. There are several approaches towards environmental education, especially when dealing with young children, all enclosing the same aim. However the basis of each approach to environmental education encompasses education about, through and for the environment. Education About the Environment The concept of education about the environment simply entails unveiling and divulging knowledge about our surroundings. The more a person becomes aware of his environment the more he can grow to appreciate it and thus make use of its resources in a sustainable way. As Dr. Ken Gilbertson clearly stated, Environmental Education is a means to teach a person to love the Earth. It is not proselytizing but providing a basis for comprehending complex social and natural/physical connections. (Dr. William Fleischman, 2010). Learning about the environment leads to a progression from awareness to action, a progression mirrored in the objectives set forth by the Tbilisi Declaration, to maintain responsible environmental behavior and a sustainable future. (Dr. Julie Ernst, 2010). Education Through the Environment Education through the environment implies utilizing the surrounding ambient itself as a resource for the educational purpose. The environment itself is the most effective and readily available tool for environmental education. Activities which take place outdoors are of utmost importance especially with the younger generation which tends to learn more through direct observation and experience. Appreciation of our surroundings is not something that could be learnt merely in a classroom, but requires an investment of time spent in the presence of nature, energy and reflection (Miles, 1991 p.6). Outdoor activities are also beneficial for ones peace of mind as nature itself has the power to instill serenity upon ones being, leading to a greater appreciation of the environment. In addition, outdoor ecology programs may influence a childs attitude and behaviour towards a more positive direction, provided that it takes place for an adequate amount of time. (Bogner, 1998). As Rachel Carson once said, If a child is to keep alive his/her sense of wonder, he/she needs the companionship of at least one adult who can share it, rediscovering with him or her the joy, excitement and mystery of the world we live in. Environmental education encourages us to constantly rediscover that sense of wonder and bonds people and communities with the natural world. When learning about the environment, one must take into consideration all its aspects, including that of the built environment. Equilibrium should be achieved between the natural and social world in order to reveal real life situations and real issues and concerns, providing the opportunity to analyze the local environment as well as introduce the idea of environmental responsibility. 1.4.3 Education For the Environment Education for the environment encompasses the growth of a knowledgeable person into a motivated, responsible, caring individual, who seeks to take accountable action in order to maintain and nurture a sustainable environment. Environmental education endeavors to improve upon environmental ethics which would result in the advancement of the caliber of life on Earth. Knowledge is of fundamental significance if one is to develop a sense of understanding and appreciation about his or her surroundings. However knowledge is only the first step and should always be followed by deed. Actively involving people, especially children, in their communities and in finding solutions to local environmental problems, encourages ones heart to become more active at a global level. As Hewitt precisely stated in 1997, Knowledge alone cannot influence the protection of the environment. It is mostly through hands on experience that an individual is able to fully comprehend the value of our environment and develop a sense of compassion towards it. By directly involving young people in environmental activities, they are being encouraged to evaluate their own individual impact on the well being of their surroundings as well as apprehend that along with others, we all affect the environment and thus let it be in a constructive comportment. 1.1.4 Games in Environmental Education Any form of education should always incorporate an enjoyable aspect, one in which the attention of the individuals involve is captured and maintained, making the learning experience more effective. Environmental education could also be taught in a pleasurable manner. This could be done by the use of many games and activities which not only challenge the participants but also encourage the children to act on the knowledge they have obtained and become actively involved in the care and maintenance of the environment as a whole. Playing games was thought of as a fundamental part of learning by many learning theorists including Piaget who strongly believed that games are an indispensable aspect of an individuals development of intelligence. The additional advantage of playing games is that children become central to their own learning and a deviation from the normal teaching methods would ensure that every child is given the opportunity to participate and expand his or her skills in the concerned area. 1.4.5 Environmental Problems When a child is presented with a relatively intricate quandary at an early stage in his or her life, and is asked to propose some sort of solution to the predicament which he/she might encounter, the child starts developing cognitive skills which are beneficial for life. Children should be exposed to environmental tribulations that occur in real life situations and should be guided to an appropriate and efficient solution. This was also one of the recommendations of the Tbilisi Intergovernmental Conference on Environmental Education in the following statement; à ¢Ã¢â€š ¬Ã‚ ¦environmental education should bring about a closer link between educational processes and real life, building its activities around the environmental problems that are faced by particular communities and focusing analysis on these by means of an interdisciplinary, comprehensive approach which will permit a proper understanding of environmental problems (UNESCO-UNEP 1978, Recommendation No. 1).

The Confederate Flag’s Heritage of Hate Essay -- Confederate Flag Sout

The Confederate Flag’s Heritage of Hate The Confederate flag has now become a hot issue for South Carolina, which is the last state to have the original Confederate flag still flying on its Statehouse. What got the State’s attention was the economic boycott of South Carolina that was announced on January 1992 by the NAACP to pressure the State to remove the Confederate flag off of its Statehouse in Columbia. The NAACP’s removal request is based on the fact that they, the anti-flag groups, claim that the meaning of the Confederate flag is one of hate and discrimination. On the other hand, there are other groups that believe differently whom are called the pro-flag groups. They claim that the Confederate flag is a sign of heritage and should stay on the Statehouse. The Civil War being about slavery is one of the first things addressed in both sides of the debate. Also a big part of the debate is the Confederate flag’s connection with racism. The Confederate flag’s connection with slavery a nd racial inequality makes it a negative symbol, which should not be flying on South Carolina’s Statehouse. Pro-flag groups claim that slavery was only a small issue in the Civil War, but if slavery was allowed to continue then there would not have been a Civil War. This quote out of a pro-flag article shows what Lincoln said about the idea of freeing slaves. I have no purpose, directly or indirectly, to interfere with the institution of slavery in the states where it exists. I believe I have no lawful right to do so, and I have no inclination to do so.† In an 1862 letter to the New York Daily Tribune editor Horace Greeley, Lincoln wrote. My paramount object in this struggle is to save the Union, and it is not either to sa... ... have to go to see it not somewhere were people have to see it. Work Cited Eric Foner. â€Å"Rebel Yell.† The Nation. 270.6 (February 14, 2000): 4. James F. Barker. â€Å"Clemson History Offers Perspective for Flag Debate.† The State. December 3, 2000. Stuart Taylor Jr. â€Å"The Confederate Flag and the Cost of Pandering.† National Journal. 32.4 (January 22, 2000): 215. Walter E. Williams. No: â€Å"Critics of the flag are Counting on a General Ignorance of History to Make Their Case.† Symposium. March 14, 2001. http://database.townhall.com/insight/printit.ctm Quick, Steven. â€Å"Lynching Lee† The Opinions. 2/27/2001 http://www.insightmag.com/archive/200002064.shtml Amy. â€Å"Even more on the confederate Flag vs. the â€Å"Xian† usage debates.† Parentsplace.com. February 02,2000 wysiwyg://4http://boards2.parentsplace.com/messages/get/ppcurrentdebates63/26.html The Confederate Flag’s Heritage of Hate Essay -- Confederate Flag Sout The Confederate Flag’s Heritage of Hate The Confederate flag has now become a hot issue for South Carolina, which is the last state to have the original Confederate flag still flying on its Statehouse. What got the State’s attention was the economic boycott of South Carolina that was announced on January 1992 by the NAACP to pressure the State to remove the Confederate flag off of its Statehouse in Columbia. The NAACP’s removal request is based on the fact that they, the anti-flag groups, claim that the meaning of the Confederate flag is one of hate and discrimination. On the other hand, there are other groups that believe differently whom are called the pro-flag groups. They claim that the Confederate flag is a sign of heritage and should stay on the Statehouse. The Civil War being about slavery is one of the first things addressed in both sides of the debate. Also a big part of the debate is the Confederate flag’s connection with racism. The Confederate flag’s connection with slavery a nd racial inequality makes it a negative symbol, which should not be flying on South Carolina’s Statehouse. Pro-flag groups claim that slavery was only a small issue in the Civil War, but if slavery was allowed to continue then there would not have been a Civil War. This quote out of a pro-flag article shows what Lincoln said about the idea of freeing slaves. I have no purpose, directly or indirectly, to interfere with the institution of slavery in the states where it exists. I believe I have no lawful right to do so, and I have no inclination to do so.† In an 1862 letter to the New York Daily Tribune editor Horace Greeley, Lincoln wrote. My paramount object in this struggle is to save the Union, and it is not either to sa... ... have to go to see it not somewhere were people have to see it. Work Cited Eric Foner. â€Å"Rebel Yell.† The Nation. 270.6 (February 14, 2000): 4. James F. Barker. â€Å"Clemson History Offers Perspective for Flag Debate.† The State. December 3, 2000. Stuart Taylor Jr. â€Å"The Confederate Flag and the Cost of Pandering.† National Journal. 32.4 (January 22, 2000): 215. Walter E. Williams. No: â€Å"Critics of the flag are Counting on a General Ignorance of History to Make Their Case.† Symposium. March 14, 2001. http://database.townhall.com/insight/printit.ctm Quick, Steven. â€Å"Lynching Lee† The Opinions. 2/27/2001 http://www.insightmag.com/archive/200002064.shtml Amy. â€Å"Even more on the confederate Flag vs. the â€Å"Xian† usage debates.† Parentsplace.com. February 02,2000 wysiwyg://4http://boards2.parentsplace.com/messages/get/ppcurrentdebates63/26.html

Contractual and Non Contractual Liability Essay

I. Contract   A contract is an agreement having a lawful object entered into voluntarily by two or more parties, each of whom intends to create one or more legal obligations between them. The elements of a contract are â€Å"offer† and â€Å"acceptance† by â€Å"competent persons† having legal capacity who exchange â€Å"consideration† to create â€Å"mutuality of obligation. † Contracts may be bilateral or unilateral. A bilateral contract is an agreement in which each of the parties to the contract makes a promise or set of promises to each other. For example, in a contract for the sale of a home, the buyer promises to pay the seller $200,000 in exchange for the seller’s promise to deliver title to the property. These common contracts take place in the daily flow of commerce transactions, and in cases with sophisticated or expensive promises may involve extensive negotiation and various condition precedent requirements, which are requirements that must be met for the contract to be fulfilled. Less common are unilateral contracts in which one party makes a promise, but the other side does not promise anything. In these cases, those accepting the offer are not required to communicate their acceptance to the offeror. In a reward contract, for example, a person who has lost a dog could promise a reward if the dog is found, through publication or orally. The payment could be additionally conditioned on the dog being returned alive. Those who learn of the reward are not required to search for the dog, but if someone finds the dog and delivers it, the promisor is required to pay. Elements At common law, the elements of a contract are offer, acceptance, intention to create legal relations, and consideration. Offer and acceptance In order for a contract to be formed, the parties must reach mutual assent. This is typically reached through offer and an acceptance which does not vary the offer’s terms, which is known as the â€Å"mirror image rule†. If a purported acceptance does vary the terms of an offer, it is not an acceptance but a counteroffer and, therefore, simultaneously a rejection of the original offer. Intention to be legally bound In commercial agreements it is presumed that parties intend to be legally bound unless the parties expressly state the opposite as in a heads of agreement document. For example, an agreement between two business parties was not enforced because it contained an ‘honor clause’ which stated the parties wish that the agreement not be reviewed or enforced by a court. In contrast, domestic and social agreements such as those between children and parents are typically unenforceable on the basis of public policy. For example, a husband agreed to give his wife $100 a month while he was away from home, but the court refused to enforce the agreement when the husband stopped paying. Consideration is something of value given by a promissor to a promisee in exchange for something of value given by a promisee to a promissor. Typically, the thing of value is a payment, although it may be an act, or forbearance to act, when one is privileged to do so, such as an adult refraining from smoking. This thing of value or forbearance from some legal right is considered to be a legal detriment. In the exchange of legal detriments, a bargain is created. II. Contractual Liability Contractual liability, is exactly as it sounds. A contract is a legal binding agreement between two or more persons.  When you sign, or agree to the terms of a contract, then you have accepted the contractual liabilities set forth in the document. Liabilities are things that you can be held accountable for, and may have to repay or replace, in the event that they occur. For example, a renter’s agreement may state that, â€Å"†If upon moving out of the premises stated in the contract, any part of the premises is destroyed, you may be accountable for and have to pay to repair, or replace the damage†Ã¢â‚¬ . Contractual liability (or liability because of a contract) has a very broad meaning—a promise that may be enforced by a court. Consider the following simple example. I agree to paint your house for $1,000 and collect $500 prior to the job. After I accept the $500, I obtain a more lucrative offer and never show up to paint your house. You can go to court and claim the $500 you paid me, as I have breached the contract. Your claim is a contractual liability claim. Contractual liability can take many forms, but is basically holds you accountable for damages that are stated in the contract. Another example can be a publishing contract. If you are found guilty of plagiarism, the publisher is not accountable for the act. It is your contractual liability, to release the publisher from fault, and take it yourself. In a nutshell, contractual liability, is anything that you agree to in the terms set forth in a contract. Before entering in to any contract, if you do not understand the terms, consult with an attorney. III. Non-contractual liability The term non-contractual liability can be defined as tort liability. Tort liability is legal obligation of one party to a victim as a results of a civil wrong or injury. This action requires some form of remedy from a court system. A tort liability arises because of a combination of directly violating a person’s rights and the transgression of a public obligation causing damage or a private wrongdoing. Evidence must be evaluated in a court hearing to identify who the tortfeasor/liable party is in the case. Some torts are also crimes punishable with imprisonment, the primary aim of tort law is to provide relief for the damages incurred and deter others from committing the same harms. The injured person may sue for an injunction to prevent the continuation of the tortious conduct or for monetary damages. For example, a factory was built in A village. Then this factory releases so much smoke and waste which can harm to human health and environment. Therefore, this factory has to take responsible for her releasing. Among the types of damages the injured party may recover are: loss of earnings capacity, pain and suffering, and reasonable medical expenses. They include both present and future expected losses. Torts fall into three general categories: intentional torts (e. g. , intentionally hitting a person); negligent torts (e. g. causing an accident by failing to obey traffic rules); and strict liability torts (e. g. , liability for making and selling defective products). Intentional torts are any intentional acts that are reasonably foreseeable to cause harm to an individual, and that do so. Negligence is a tort which depends on the existence of a breaking of the duty of care owed by one person to another from the perspective of a reasonable person, it is just carelessness not intenti on. Strict liability wrongs do not depend on the degree of carefulness by the defendant, but are established when a particular action causes damage.

Effective Active Listening Skills Essay

Effective active listening is a must in every communication process. Everyday, people engage in communication processes, but some fail to perform effective active listening skills. Neglecting this important aspect of communication can hamper communication. In the video clip, Planning to Promote Socially Appropriate Behavior, we see how effective active listening skills work to attain communication among the participants. Four teachers serve as participants in the video clip. They are kindergarten teachers who express the importance of teaching affective communication skills. Each teacher is given her chance to express herself to the group, while others listen intently. Notably, several factors affect the success of their communication process, among which is effective active listening. The communication takes place in the school. The teachers are seated along one edge of a long table. Although the table is long, they sit closely with each other, which makes it easy for them to hear the one speaking. This way, they did not have to raise their voices or stand to be recognized before they speak. The environment and position of the teachers notably affect the communication process. Since there is the absence of noise, we find the environment conducive to achieving communication. Obviously, the teachers have a common concept in mind of what needs to be discussed. This is very important in every communication situation. Setting a target for the group will help facilitate understanding. For instance, when holding a faculty meeting, the head should identify the agenda in advance. By doing this, concerns which are not relevant to the given topic may be avoided. Particularly in this meeting, the teachers are exchanging ideas on how to teach affective skills to students. One of the teachers expresses that most of the students she encounters do not show respect in communicating with peers. She feels that students should be taught the proper way to approach others, including their teachers. This statement serves as the lead for other participants to discuss ways on how they incorporate affective skills in their classroom. Aside from serving as the lead, this statement also limits the discussion to one single topic. As Lansberger (1996) notes, active listening requires focusing intentionally on who you are listening to in order to understand what the person is saying. This does not mean agreeing with, but rather understanding what is being said. Particularly, we can note that the teachers in the video achieve focus by speaking one by one. This makes the message come across clearly, making the flow of thought more comprehensible and organized, thus allowing for effective active listening. In the same way, this helps the audience summarize more easily the points raised. Also, according to Lansberger, active listening is present when the listener is able to repeat back in her own words what is said. This pertains to the feedback part. Before one is able to report what she listens to, there is the process of internal communication in which the person tries to â€Å"digest† the perceived ideas. For instance, when we are listening to a lecture, we sometimes hear ourselves repeat exactly what our teacher says. This is a sign that we are listening actively. In the video, we see that the teachers are able to follow the ideas of their colleagues. In addition, although they do not repeat what their colleague is saying, at one point, one teacher is able to complement the thought of the speaker. This is a sign of effective active listening, as the listener is able to construct the statement at the same time the speaker is trying to convey it. Another sign that demonstrates effective active listening is the listener’s facial reaction. As one teacher speaks, we can note that others react by nodding, winking, smiling, and sometimes even bending slightly towards the speaker to hear more clearly. Moreover, they take down notes while someone is speaking. Taking down notes can sometimes distract the speaker’s attention, thus some speakers prefer to give handouts to allow the audience to respond well during a lecture. However, in the video clip, we see that by looking at the speaker while writing, the teachers are still able to maintain the rapport with each other. Therefore, the gesture of taking down notes does not affect the communication process in this particular situation. Although the teachers in the video clip demonstrate evidences for effective active listening, there remain some points to be improved. In particular, the participants who have shared their views could elicit the views of one speaker who did not talk. While it is commendable for the others, especially the teacher wearing a black blouse, to share their views, it would also help if they give a chance to the other participant who has not talked. Eliciting one’s opinion or asking for clarifications (i. e. , asking, What do you think? ) can help detect signs of effective active listening. Through this, the speaker can check if the audience is truly listening. When the listener responds coherently to the speaker’s idea, we can note active listening signs. Otherwise, the speaker should find out factors that hinder effective active listening. Such factors may include outside noise, thoughts of the listener, or language barriers.