Law, Globalisation & Ethics Essay Example | Topics and Well Written Essays - 2500 words

Law, Globalisation & Ethics - Essay Example With the world becoming a global village and globalisation is a common phenomenon, there is a complete need for the strengthening of the law and order in the society and also the society becoming ethical in its approach. With the increase of globalisation the rate of natural calamities on the world has also increased, and it has become a tremendous problem for the sustenance of mankind. It has even a long term effect on those who have survived from such deadly event. It is almost impossible to prevent such happenings but what can be possible is to soothe the life of the victims who have been affected by such events. This can only be done through the constant effort of the law and ethical orientation of the society. And it has to take place not only from the affected place but also from the entire world, which is actually the true meaning of globalisation (Sayles, 2008). UK’s International Search and Rescue Team is a special team which has been successful in many life saving operations throughout the world. It is been operating since the year 1967. To undertake rescue missions both in United Kingdom a well as abroad, it is registered under the British Government, the United Nations Secretariat (INSARAG) and even with the International Civil Defence Organisation. In all major events ranging from floods, earthquakes, volcanic eruptions, war and missile attacks, the team has been constantly beside the victims. The teams have supported such victims in all possible way they could have done. They have saved thousands of life in such misfortune events. With the growing dangers even there is a growing need of such volunteers to be part of the international rescue missions. But it should also be checked that the law and the ethical conditions permit to such situations (British Civil Defence, n.d.). The fire department is one such department that has been one of the most valiant departments fighting with all odds to save the life of several people

The Australian and American Free

The Australian and American Freedom Rides Essay This essay briefly discusses the similarities and differences of the ‘Australian and American Freedom Rides’ history. Throughout the essay, there is a discussion on what the reasons were for the protest of the Freedom Rides. It also points out the duration of the protest and the major locations where they were held. The essay also shows the different reactions to the protest and the influential behaviour it results in. The American Freedom Rides were motivated by the ‘Journey of Reconciliation’ in 1947, â€Å"led by civil rights activists Bayard Rustin and George Houser†1. The Freedom Rides in America involved riding a bus opposing the segregation of black and whites riding together in buses2. Racial segregation was made illegal after the Boynton v. Virginia case, especially in major public places such as â€Å"restaurants and waiting rooms in terminal serving buses that crossed state lines†3 . After the case, the Freedom Riders defied racial segregation by seeing whether the Boynton v. Virginia case law was followed. The Australian Freedom Rides were inspired by the Freedom Rides of the ‘African American Civil Rights Movement. ’ The reason for the Freedom Rides in Australia (as in America) was to protest against the cruel behaviour of white people towards black people who were living in country towns4. The Freedom Rides in Australia also involved riding a bus just like America, into New South Wales country towns and protesting in sections where Aboriginal people were rejected; such as being â€Å"often refused service in shops, made to stand aside while others were served, confined to their own section in cinemas, banned from clubs and pubs, and excluded from public swimming pools†5. The Freedom Rides in America consisted of riding into â€Å"segregated southern United States†6, it started off at Washington D. C. , on May 4, 1961 and planned to reach New Orleans on May 17, â€Å"but they never reached New Orleans†7. The Freedom Rides passed through Virginia, the Carolinas, Georgia, Alabama and Mississippi, finished with a gathering in New Orleans, Louisiana8. The duration of the American Freedom Rides occurred mainly in May 1961. Unlike in America, the Freedom Rides in Australia took place later on the 12th February 19659; when the University of Sydney students rode into the â€Å"towns in northern New South Wales which contained large Aboriginal populations†10. One of the main towns mentioned was at Moree; where they protested in swimming pools, attracting a lot of violence. The Freedom Rides also passed through Wellington, Gulargambone, Lismore, Bowraville and Kempsey. The duration of the Australian Freedom Rides occurred mainly in February 1965. In America, the reaction to the protest was very intense. Throughout the protest, the Freedom Riders came across violence and the reaction of the protest was ruthless. While having to delay their journey to change a slashed tire, â€Å"one bus was firebombed and the Freedom Riders were beaten (by a white mob). The second bus was similarly attacked and the passengers beaten†. 11 In America, there was a Freedom Ride accompanied by the State Highway Patrol, taking their journey headed for Montgomery; but when â€Å"local police failed to protect them, they were again beaten†12. Similar to America, the Freedom Rides in Australia â€Å"gained publicity when the students were set upon by angry crowds and placed under police protection†13. The students pressed into the entrance of the Moree swimming pool, at the same time a furious crowd â€Å"booed and catcalled†14. The dilemma continued after â€Å"27 young men and women from Sydney University tried to escort six Aboriginal children into the baths†15. This was one of the reactions of the Freedom Riders drew attention towards, the segregation at local swimming pools. Both the American and Australian Freedom Rides protested against the segregation of black and white people; along with racial discrimination that black people experienced. Both of the Freedom Rides took place around the 1960s which was a time of great social and cultural significance. Both of the Freedom Rides resulted with violent behaviour and the general public becoming aggressive. In conclusion, the Freedom Rides were a memorable event in history which argued that racial discrimination should be banned and everyone in society should be accepted.

Socialism in George Orwell’s Animal Farm :: Animal Farm Essays

"Animal Farm" by George Orwell is a novel based on the lives of a society of animals living on Animal Farm. Although the title of the book suggests the book is merely about animals, the story is a much more in depth analysis of the human nature and behavior. The animals are used as puppets to illustrate how humans operate, how propaganda was used by early powerful leaders such as Stalin, and the effect this type of leadership had on the behavior of the people. Before reading this fable, I was in many views antagonistic with Orwell’s beliefs of human nature. Orwell believed that although socialism is an ideal, it could never be successfully adopted due to uncontrollable sins of human nature. For example, although Napoleon, the main character, seems at first to be a good leader, he is eventually overcome by greed and soon becomes power-hungry. Orwell’s idea contradicted my understanding of human nature at the time because I was raised with the belief that when a person has good qualities at start, it will continue to be in that manner. Orwell shows us how, if only animals became aware of their strength, we should have no power over them, and that men exploit animals in much the same way as the rich exploit the proletariat. The novel again challenged me. I had different opinions on the behavior of the high class. This brought to me that there are different members of the high class and they differ in their philosophy. There are those members of the high class that help the lower class and those that exploit the lower class in all ways possible. George Orwell does not take view against Socialism but rather against Stalin’s interpretation of the Socialist ideas. In fact Orwell is an advocate of Socialism. One's belief that Socialism could work cannot exist without also believing one major assumption about human nature that we are all capable of perfection. Orwell’s views again contradict my own because I have thought that the possibilities of being perfect are almost impossible.

Historical Research Essay

Historical research has been defined as the systematic and objective location, evaluation and synthesis of evidence in order to establish facts and draw conclusions about past events. It is an act of reconstruction undertaken in a spirit of critical inquiry designed to achieve a faithful representation of a previous age. In seeking data from the personal experiences and observations of others, from documents and records, researchers often have to contend with inadequate information so that their reconstructions tend to be sketches rather than portraits. Indeed, the difficulty of obtaining adequate data makes historical research one of the most taxing kinds of inquiry to conduct satisfactorily (William 1949). Reconstruction implies a holistic perspective in that the method of inquiry characterizing historical research attempts to ‘encompass and then explain the whole realm of man’s past in a perspective that greatly accents his social, cultural, economic, and intellectual development’ (Billington 1995). Ultimately, historical research is concerned with a broad view of the conditions and not necessarily the specifics which bring them about, although such a synthesis is rarely achieved without intense debate or controversy, especially on matters of detail. The act of historical research involves the identification and limitation of a problem or an area of study; sometimes the formulation of a hypothesis (or set of questions); the collection, organization, verification, validation, analysis and selection of data; testing the hypothesis (or answering the questions) where appropriate; and writing a research report. This sequence leads to a new understanding of the past and its relevance to the present and future. Historical research in education can also show how and why educational theories and practices developed. It enables educationalists to use former practices to evaluate newer, emerging ones. Recurrent trends can be more easily identified and assessed from a historical standpoint—witness, for example, the various guises in which progressivism in education have appeared. And it can contribute to a fuller understanding of the relationship between politics and education, between school and society, between local and central government, and between teacher and pupil. Historical research may be structured by a flexible sequence of stages, beginning with the selection and evaluation of a problem or area of study. Then follows the definition of the problem in more precise terms, the selection of suitable sources of data, collection, classification and processing of the data, and finally, the evaluation and synthesis of the data into a balanced and objective account of the subject under investigation. In historical research, it is especially important that the student carefully defines his problem and appraises its appropriateness before committing himself too fully. Many problems are not adaptable to historical research methods and cannot be adequately treated using this approach. Other problems have little or no chance of producing significant results either because of the lack of pertinent data or because the problem is a trivial one. Research, if it is to be fresh and thereby justify itself, ought to start, at least in a general way, where previous research left off. Thus, it is necessary to find out the present status of scholarly investigation on the subject in hand. This can be ascertained from reliable, up-to-date bibliographical surveys, such as are sometimes found in the more scholarly type of history books now appearing, and from standard bibliographies, general or special, supplemented by notices of new publications in the current historical reviews. The hypothesis provides a framework for stating the conclusions of the study in a meaningful manner. It enables the historian to determine what is relevant to a study and to screen out irrelevant materials. Within the framework of the hypothesis, of course, the historian will pattern his material in some systematic order, such as chronological, geographical, topical, or a combination of these. He will also make judgments concerning the amount of emphasis or space to give to various evidence. Considerable information may be collected on relatively minor points in a study and little evidence on more significant events. Obviously, reporting everything would produce a distorted picture of the past. Determining which data are packed with the greatest significance and how many of them to include requires a continuous reevaluation of the hypothesis and the study as a whole. Weaving raw data into a cohesive, well-proportioned, colorful exposition requires painstaking labor. To achieve the twin objectives of maintaining accuracy and interest, a historian refrains from embellishing narratives with dramatic flourishes that distort the truth, but strives for literary excellence. Stretching or supplementing the existing evidence to create a more spirited narrative is not permissible. Artfully fitting the pieces of established evidence into a simple, vivid mosaic that dramatically delineates past events is the difficult but desired ideal to attain. History is life – and it deserves better than a drab description. The historian cannot sacrifice accuracy for eloquence; but by developing his creative and critical skills he can learn to write lucid, lively, logical accounts without violating the rigorous rules of historical scholarship. Since historians cannot personally view the educational practices of hundreds of years ago, they must rely on observations made by others in bygone days and on the examination of relics. If investigators are fully aware of the fallibility of human observation, they can check the authenticity and credibility of testimony by subjecting it to intensive external and internal criticism. Ascertaining whether every fact is absolutely true is not possible, for the most reliable witness to an event may have erred in perception or memory. But a research worker can determine the credibility of testimony in degrees of confidence – from confidence that is approximately certain at one end of the scale to confidence that is mingled with considerable doubt on the other end. Historians can ascertain with a high degree of probability that some data are true facts. But, because the reliability of data is dependent on the character, circumstances, and competence of the creators and interpreters, they are extremely cautious about accepting any historical artifact or report. The reliability of a historical research report is determined not only by how critically the investigator examined witnesses’ observations of past events, but also by the depth and breath of his knowledge about the past and present. Historical research involves the researcher both in selecting an appropriate problem and devising relevant research techniques. Questions to be asked at this stage are first, ‘Who is to be the object of the study? ’—the great person, the common person, the volunteer, the selected, the coerced? Second, ‘What makes a good informant? ’ Plummer draws attention to key factors such as accessibility of place and availability of time, and the awareness of the potential informant of his/her particular cultural milieu. Third, ‘What needs clarifying in the early stages of the research? The motivations of the researcher need to be made explicit to the intended subject. Sources of data in historical research may be classified into two main groups: primary sources, which are the life blood of historical research; and secondary sources, which may be used in the absence of, or to supplement, primary data. Primary sources of data have been described as those items that are original to the problem under study. Secondary sources are those that do not bear a direct physical relationship to the event being studied. They are made up of data that cannot be described as original. A secondary source would thus be one in which the person describing the event was not actually present but who obtained descriptions from another person or source (Atkinson 1998). Various commentators stress the importance of using primary sources of data where possible. The value, too, of secondary sources should not be minimized. There are numerous occasions where a secondary source can contribute significantly to more valid and reliable historical research than would otherwise be the case. In his preliminary search for historical data, a researcher will find that the card catalog, periodical indexes, bibliographies, historical reviews, dissertations, and research journals provide helpful leads. Although he may locate useful materials in his local library, his search probably will extend to other institutions and to specialized depositories that have business, government, legal, or private papers relating to his problem. Some individuals and agencies have exerted considerable effort to collect educational records and remains and have established a number of historical depositories to preserve them. The types of resources and completeness of the accumulations in the various depositories vary greatly: some contain extensive collections of a particular kind of materials and others have fragmentary collections of items from different fields. Owing to the wide expanse of time and the broad scope of educational endeavors, no one depository, however excellent, can possibly house all the available materials. One further point: the review of the literature is regarded as a preparatory stage to gathering data and serves to acquaint researchers with previous research on the topics they are studying (Marwick 1989). It thus enables them to continue in a tradition, to place their work in context, and to learn from earlier endeavors. The function of the review of the literature in historical research, however, is different in that it provides the data for research; the researchers’ acceptance or otherwise of their hypotheses will depend on their selection of information from the review and the interpretation they put on it. Further, documents required in historical research often date back much further than those in empirical research. And one final point: documents in education often consist of unpublished material and are therefore less accessible than reports of empirical studies in professional journals. Because workers in the field of historical research gather much of their data and information from records and documents, these must be carefully evaluated so as to attest their worth for the purposes of the particular study. Evaluation of historical data and information is often referred to as historical criticism and the reliable data yielded by the process are known as historical evidence. Historical criticism is usually undertaken in two stages: first, the authenticity of the source is appraised; and second, the accuracy or worth of the data is evaluated. External criticism is concerned with establishing the authenticity or genuineness of data. It is therefore aimed at the document (or other source) itself rather than the statements it contains; with analytic forms of the data rather than the interpretation or meaning of them in relation to the study. It therefore sets out to uncover frauds, forgeries, hoaxes, inventions or distortions. To this end, the tasks of establishing the age or authorship of a document may involve tests of factors such as signatures, handwriting, script, type, style, spelling and place-names. Further, was the knowledge it purports to transmit available at the time and is it consistent with what is known about the author or period from another source? Increasingly sophisticated analyses of physical factors can also yield clues establishing authenticity or otherwise: physical and chemical tests of ink, paper, parchment, cloth and other materials, for example. Investigations in the field of educational history are less likely to encounter deliberate forgeries than in, say, political or social history, though it is possible to find that official documents, correspondence and autobiographies have been ‘ghosted’, that is, prepared by a person other than the alleged author or signer. Having established the authenticity of the document, the researcher’s next task is to evaluate the accuracy and worth of the data contained therein. While they may be genuine, they may not necessarily disclose the most faithful picture. In their concern to establish the meaning and reliability of data, investigators are confronted with a more difficult problem than external criticism because they have to establish the credibility of the author of the documents. Many documents in the history of education tend to be neutral in character, though it is possible that some may be in error because of these kinds of observer characteristics. Once the data have been gathered and subjected to external criticism for authenticity and to internal criticism for accuracy, the researcher is next confronted with the task of piecing together an account of the events embraced by the research problem. This stage is known as the process of synthesis. It is probably the most difficult phase in the project and calls for considerable imagination and resourcefulness. The resulting pattern is then applied to the testing of the hypothesis. The writing of the final report is equally demanding and calls for creativity and high standards of objective and systematic analysis. By far the greater part of research in historical studies is qualitative in nature. This is so because the proper subject-matter of historical research consists to a great extent of verbal and other symbolic material emanating from a society’s or a culture’s past. The basic skills required of the researcher to analyze this kind of qualitative or symbolic material involve collecting, classifying, ordering, synthesizing, evaluating and interpreting. At the basis of all these acts lies sound personal judgement. In the comparatively recent past, however, attempts have been made to apply the quantitative methods of the scientist to the solution of historical problems (Boyd-Barrett & Scanlon 1991). Of these methods, the one having greatest relevance to historical research is that of content analysis, the basic goal of which is to take a verbal, non-quantitative document and transform it into quantitative data (Allen 2001). Content analysis itself has been defined as ‘a multipurpose research method developed specifically for investigating a broad spectrum of problems in which the content of communication serves as a basis of inference’, from word counts (Allen 2001) to categorization. Approaches to content analysis are careful to identify appropriate categories and units of analysis, both of which will reflect the nature of the document being analyzed and the purpose of the research. Categories are normally determined after initial inspection of the document and will cover the main areas of content.

Compare and Contrast Essay Good Boss Bad Boss

The difference between a good boss and a bad boss is perceived by the employee under supervision. The most important difference between the two types of bosses is whether you can be trusted to do your job and do it the correct way. The employees’ feelings towards their boss often show up in the work that her or she does and the way that the work is done. A good boss generally leaves the employees to do his or her work, but is available to help the employee if needed. As a result, employees tend to be happier, more at ease, and more likely to be more productive in his or her work environment. There are many qualities that make up a good boss. A good boss cares about their job as well as the employees who work under them. It is important to a good boss to do what they can to keep company they work for growing and to succeed every day. You can often tell a difference in the attitudes of a good boss and a bad boss because a bad boss may have a bad attitude and show no interest in wanting to be at work, while a good boss loves their job and goes above and beyond to succeed their company and themselves as well. In contrast, a bad boss keeps his or her door closed, and does not want or invite in communication with his or her employees and can be quite rude when interrupted. This behavior can often affect how employees feel about their job and how he or she does their work. Employees tend to be more stressed and annoyed when they are picking up the slack of their boss and when they are not receiving the correct answers to questions that may arise. Things may not get handled the way they should be handled if the boss does not show interest in step up and do their part. When a bad boss does not show interest in care in their employees that also affects how they do their work because employees may feel they are being taken advantage of and not receiving the credit they deserve for the work that they do. A bad boss may show disrespect and no interest in their employees and the company, but can put on an act to the higher up bosses and take all of the credit for the work of others. Typically a bad boss does not go above and beyond to better their company. A company can’t succeed without the people who get up and go to work every day and do their best to make that company a successful one. It takes more than one person to make a company succeed and that is why not only bosses but employees play a big role in maintaining a company. The way employees are treated is what keeps them enjoying their job, coming to work every day, putting their effort into their job, and providing good customer service. It is important to not only provide excellent customer service to whose entering a company, but to the employees as well. When customers are treated bad by those who are employed at a company then the customer tends to avoid that company and use other resources where they can get the help they need and are able to communicate with people who are helpful and respectful. This goes hand and hand with the way bosses treat their employees because like customers, employees who feel like they are being disrespected and not getter the proper help and training, they begin to not enjoy their job. When you do not enjoy your job and are being treated bad that shows up in the way you do your work. Employees may get that â€Å"I do not care attitude† or the bad attitudes from their bosses can rub off on the employees as well. Employees look up to their bosses because someday that could be the employee in the higher position. When becoming a boss most people look at that as an opportunity to do their best at their job and keep moving up to higher positions and more pay. It is not only the boss’s job to run a company and make that company successful but it is also their job to train and prepare their employees to be able to do their job one day. Becoming a boss of a company is a big deal and employees and bosses who enjoy their job do what is asked and expected of them so that they can have the chance to keep moving up the ladder of success. A good boss trains their employees the proper way, they even set aside down time to teach their employees how to do things that are the responsibility of the boss so that someday when the time comes they have been learning the proper duties of a boss and how to go about completing those duties. A good boss should always prepare their employees to someday take over their position and a good boss should feel confident that the employee is capable of doing so and maintaining a good work environment for others. A bad boss does not tend to care about employees desire to move up in the company therefore, the boss does not take the time to train the employee to be able to someday take over their job. A bad boss may teach the employees how to do certain aspects of the boss’s job only so the boss can push their work off onto their employees. In conclusion, the definition of a good boss and a bad boss is perceived by the employee working under that boss. Some may consider their boss a good or bad boss while others may think differently it is all how the employee feels that they are being treated by their boss and how they feel that their boss handles the job duties required of him or her. Many people have different views on certain aspects so only the employee can judge whether or not they believe their boss is a good or bad boss. Week 9: Completing the Essay  Resource: Appendix A posted in Course Materials ForumWrite a 1,050- to 1,400-word final draft of your compare-and-contrast essay. Include the following elements in your essay:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An introduction paragraph that includes an attention getter, background information, and your thesis statement placed last ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At least three body paragraphs with topic sentences that directly address the thesis and clincher sentences  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Appropriate transitions within and between paragraphs that maintain momentum throughout essay ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A conclusion paragraph that begins with a restated thesis, reviews the main ideas and ends with a lasting thought. Post your paper as a Microsoft ® Word document to the Assignments link by Day Four. | Content and Development   160 Points| Points Earned150/160|   | Additional Comments:| All key elements of the assignment are covered in a substantive way.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The paper is focused on the approved topic.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The paper is a minimum of 1,050, but no more than 1,400 words in length and is concise. |   Excellent job in all areas! Your final essay shows how well your writing skills have developed since the beginning of this class. Missing—a reference list and in-text citations. This is very important to use. Otherwise a paper will look as if it is plagiarized. Conclusion needs to be stronger. Also, make sure to review APA format as this does not align with APA format. | The content is comprehensive and accurate and compares and/or contrasts at least two subjects. | | The paper develops a central theme or idea directed toward the appropriate audience.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The paper remains focused on the key points and uses supporting information to support those points. |  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Paragraphs contain topic sentences that directly address the thesis, supporting details that focus on a single idea, and a concluding sentence that provides closure. | | Major points are stated clearly and are supported by specific details, examples, or analysis; and are organized logically. | | The introduction provides sufficient background on the topic and previews major points. | | The conclusio n is logical, flows from the body of the paper, and reviews the major points. |   |   | Readability and Style   20 Points| Points Earned20/20| | Additional Comments:| Paragraph transitions are present, logical, and maintain the flow throughout the paper. | Very nice job with transitions. They work well and help the flow of the paper for the reader. Good use of strong sentences. | The tone is appropriate to the content and assignment. | | Sentences are complete, clear, and concise. | | Sentences are well constructed, strong, and varied. | | Sentence transitions are present and maintain the flow of thought. | |   |   | Mechanics 20 Points| Points Earned17/20| | Additional Comments:| Rules of grammar, usage, and punctuation are followed. |   Great work. I just noticed a few things as noted above. | Spelling is correct. | | Total 200 Points| Total Points Earned187/200| Overall Comments:Excellent job with your final essay. You should be proud of the document you ended up with. Just a few more things will take it to the next level. | *