Ciminal law 1 Case Study Example | Topics and Well Written Essays - 2250 words

Ciminal law 1 - Case Study Example Murder is unlawful homicide committed with 'malice aforethought' with the penalty of mandatory life imprisonment. 'Malice aforethought' describes the mens rea for a conviction of murder. Here it is necessary to consider that Drew had no 'malice aforethought' to killing Sam, who delivers the parcel, which consists of a letter bomb. Sam and a pedestrian was the victim of the bomb explosion. In Draft Criminal Code (Law Com. No. 177), the Law Commission recommended a change in the law. Clause 54 provides that a person is guilty of murder if he causes death of another intending to cause death or intending to cause serious personal harm and being aware that he may cause death. Colin was, in fact, an off-duty police officer. He was driving his family to Dover for they were going on holiday. Colin got back into his car and continued driving. The principle is that 'one must take one's victim as one finds them'. In Dytham6, D, a police constable, was on duty in uniform near a club when a man was ejected from the club and kicked to death by a 'bouncer'. D took no steps to intervene and when the incident was over he drove off having told a by stander that he was going of duty. D was charged with the common law offence of misconduct whilst acting as an offence of justice, in that he had wilfully and without reasonable excuse or justification neglected to perform his duty to preserve the Queen's Peace and to protect the person of the deceased or arrest his assailants or otherwise bring them to justice. The CA upholds his conviction. However, D was convicted not for his positive act. Place reliance on a passage in Stephen's Digest of Criminal Law, which stated: 'Every public officer commits a misdemeanour who wilfully neglects to perform any duty which he is bound either by common law or by statute to perform provided that the discharge of such a duty is not attended with grater danger than a man of ordinary firmness and activity may be expected to encounter.' English law, unlike many other systems, does not impose on people a general duty to take positive action to assist people in difficulties or to avert harm, even if they are physically well capable of doing so. However, there is a very wide area of uncertainty. If there is a moral obligation to assist people in difficulty or danger, Lord Nicholls of Birkenhead and Lord Hoffmann in Stovin v Wise7, discuss why there is no legal obligation. In The Ogopogo 8the defendant had invited the claimant as a guest on his yacht. He accidentally fell overboard. D was not a mere bystander and was held to have a duty to reasonable care to save the claimant. In Goldman v Hargrave 9 may not have to show the care of a reasonable person, but only have to do what he is capable of, given his health and resources D was liable for his negative act. This is not difficult to apply when the D has undertaken an on going responsibility, in the course of which the omission occurs [Henderson v Merrett Syndicates10] and Home Office v Dorset Yacht Co11. To identify there liability it is necessary to consider few relevant case. R v Yaqoob 12 considered a partner in a taxi firm who was responsible for making all necessary arrangements for the inspection and maintenance of a minibus

Recruitement Research Paper Example | Topics and Well Written Essays - 2500 words

Recruitement - Research Paper Example This would then be advertised as appropriate. The Pepsi website often advertises jobs to support recruitment of staff members. Pepsi also recruits from Twitter and LinkedIn. These social media enables them to send job vacancies to people who qualify for them. At other times, they send the vacancy advert to local newspapers. For top level jobs or jobs at regional or international levels, they advertise in international media like global news channels like Al Jazeera and global newspapers like TIME magazine. Candidates apply to Pepsi when they feel they are qualified. Once applications are received for the recruitment exercise, the appropriate HR staff and relevant managers assess the claims and offer jobs. Pepsi is in competition with major companies like Coca Cola. As such, they will need to ensure that they recruit only the best people who can keep Pepsi at the top. This is because if they get the best in the industry, they are likely to overtake their competitors. Pepsi appears to be a friendly organization because they offer people the chance to work with them. Their website shows a lot of details about their recruitment. This presents them as a positive organization to the world. Organizational goals in Pepsi is always matched with the mission and vision declared by the management of the company. As such, recruitment enables the management of Pepsi to ensure that only the best people who can attain a given vision at every point in time are employed. This enables them to use their human resource in the most effective and most strategic way possible. Since Pepsi is a big organization, putting together a recruitment campaign is expensive. First of all, they will have to maintain a big human resource management team that would continue to study the organization and plan recruitment activities. Secondly, the costs of advertising and maintaining the Pepsi website is bloated because of recruitment. Additionally,

Functionalism A Viable Materialist Philosophy Essay

Functionalism A Viable Materialist Philosophy Essay In evaluating the validity of Functionalism as a theory of mind, one must first understand the philosophy of Functionalism itself, and its roots. Functionalism has divided philosophers, and presented below are three of the main arguments against the validity of Functionalism, and these will demonstrate that as a theory of mind, although compelling and thought provoking, Functionalism is ultimately not viable. Functionalist theory has evolved from other philosophical theories of the mind, including Identity Theory of Mind, which in its simplest form states that mental states can be said to be exactly identical to brain states, and some forms of Behaviourist Theory, which suggested, amongst other things, that behaviour can be explained or justified without putting any emphasis on the mind as an instigator, and so behaviour can be rationalised by saying that the sources are not internal, but external. Functionalism can be said to be both and extension and a criticism to these theories. It is something of a middle ground between them. Similar to Behaviourist theory, Functionalism classifies mental states using a behavioural structure, but differs from this theory by suggesting that mental states originate internally. In terms of similarity to the Identity Theory of Mind, both agree that the process of producing a mental begins internally, but Functionalism differs in that it differentiates between the definitions of mental states and brain states. In its basic form, Functionalism can be defined as suggesting that mental states are characterised by their causal properties. In other words, instead of defining a mental state by its features, Functionalism suggests that it should be defined by what it does, or by its function. Expanding on this, Functionalism suggests that two thoughts can be considered identical if all relevant inputs, both those garnered internally and externally, can achieve the same eventual output. One of the first forms of Functionalism was created by Hilary Putnam, who, using the Turing Test, demonstrated his theory of Machine State Functionalism. The Turing Test was a proposal by Alan Turing to discover whether machines can imitate human behaviour in a manner satisfactorily enough that they appear to be able to think, and furthermore, Turing suggested that his test might, with more technological advancement, be able to determine if a machine is in fact able to think. Using the Turing Test, Putnam suggesting that any being possessing a mind could be said to be a Turing machine, and could be controlled using a set of instructions for its operation. Furthermore, early Functionalist theories suggested that a person or machine could be controlled by the input of instructions based on the probability of an outcome, and thus the behaviour would be modified according to the most likely outcome. From this, Putnam created his idea of Functionalism which suggested that sentient beings differ from non sentient beings not because of their physical make up, but because of the way that the internal mental states relate to one another causally to form outputs. However, Putnam later rejected his earlier proposals for Functionalism, citing his Twin Earth thought experiment as justification, and, being that he was instrumental in the formation of Functionalist theory, this gives weight to the argument that Functionalism as a philosophy of mind is not viable. The Twin Earth experiment is based around the idea of two identical worlds, except for one thing, that water is has a different name on the twinned earth. As Yemina Ben-Menahem writes in Hilary Putnam, the two people involved, Oscar and Toscar refer to the liquid water as what is familiar to them in their respective environments. Yet the liquidsare in fact very different. (p.236, ll.23-24). What this thought experiment is suggesting therefore, is that Oscar and Toscars thoughts about water are based on their knowledge of it. By extension, this suggests that for a person to have thoughts about water, they must have experienced it, since the brain itself has no such knowledge of water. Thus , some form of external stimulus must have created the knowledge of water in order for the brain to process it. This refutes the idea in Functionalism that mental states are created internally. A criticism of Functionalism, and indeed of all materialist theories, is that it does not account for the complexities of human emotion and feeling. For example, what is missing in the theory of Functionalism is the allowance for subjective, conscious emotion, or qualia. The argument for the existence of qualia is rooted in the idea that some emotions, namely pleasure and pain, cannot be analysed in an objective manner. If the example of pain is taken from a Functionalist standpoint, its only property is that it creates the appropriate output, such as flinching. However, it is difficult to imagine that this is the only component of pain. From the point of view of a Functionalist, pain is not defined in terms of how it makes a person feel, or what it is made of, but rather only in terms of what is input to create the relevant mental state, and what the output of that is. The problem with using qualia as an argument against the validity of Functionalism as theory of mind is that not all philosophers believe that qualia exists. However, if one agrees to the possibility of the existence of qualia, then this argument is valuable. As Edmund Leo Wright argues in The Case for Qualia, human experience can support the existence of qualiaqualia realism should be our default position. (p.286, ll.11-13). Using this standpoint as a basis, two arguments can be levelled against Functionalism and its validity. The first argument builds on Putnams own objection to his theory of Functionalism, and the relationship between cognitive function and experience. The example of colours can be used to illustrate this point. If a person sees red and calls it red, and another person sees it as green but calls it red, the function is identical, but the personal experience is not. Jaegwon Kim demonstrates this in his book, Physicalism or Something Near Enough, where he writes tha t what a colour looks like to a person should make no difference to the primary cognitive function of [their] visual system, (p173, ll. 2-4). In other words, Kim is arguing that the Functionalist approach does not allow for the variety of subjective experience. He goes on to qualify this: Intrinsic qualities of qualia are not functionalisable and therefore are irreducible, and hence causally impotent. (p.173, ll.9-10) If the existence of qualia cannot be reconciled with the theory of Functionalism, as Kim suggests, then the two must be mutually exclusive. If one assumes that qualia exists, as suggested by Wright, then Functionalism is not a viable theory of mind. Clearly, for this argument to be valid, one must first accept the existence of qualia. As such the argument from a qualia standpoint is not sufficient by itself to invalidate Functionalism if the existence of qualia is not proven. Indeed, the theory of Functionalism can be used as an argument against the existence of qualia , and no explanation for either theory has been issued which does not rely upon unknown factors and speculation. Arguing the case for Functionalisms shortfalls in terms of consciousness, Ned Block proposed a thought experiment in which a functioning mind could be created out of an entire Chinese nation. The point of this thought experiment was to illustrate that the theory of Functionalism fails to directly address the issue of consciousness as a condition of a mental state or functioning mind. As explained by Eric S. Chelstrom in Social Phenomenology: Husserl, Intersubjectivity and Collective Intentionality, If consciousness could be defined in only strictly functional terms, it would be possible for the population of China as a whole to realise the functionality of consciousness. (p.55, ll.17-19). If one were to take the Functionalist view on this matter, then this thought experiment should seem entirely plausible, since in keeping with Functionalist views, it does not matter what the mind is made up of, it matters only that functional roles are realised by different parts, as would occur in the Chinese nation scenario. There should be no need, Functionalism would argue, for the mind to be made up of anything specific. Indeed, providing the roles were carried out, it could be made of anything imaginable. As Ned Block points out, the idea of the Chinese nation as a whole having a collective consciousness, and by extension, the suggestion that a conscious mind could be made up of number of functioning parts of any description, although not necessarily impossible, seems absurd to most people, and as such demonstrates a flaw in the argument for Functionalism as a viable theory of mind. As established previously, there are a number of arguments against Functionalism as a viable theory of mind, and these must be taken into account when weighing up whether one agrees or disagrees with them. However, the basis of the theory of Functionalism, that mental states are only defined by their function, is one that is not easily reconcilable with the wealth of human experience. In fact, the idea that human experience is secondary to functioning mental states is somewhat abhorrent, since it is in human nature to want to believe that consciousness is a meaningful phenomenon and not an illusion created by causal functions. Furthermore, in accepting Functionalism in its entirety, one must also accept that that the machine function model suggested by Putnam could also be viable, and furthermore, that conscious beings are not unique and extraordinary, but can be created with any components, provide the equation of input and output is valid. This is a somewhat undesirable situation, and seems ridiculous as it is based in speculation of unknown factors. Ultimately, it can be said that Functionalism is not a viable theory of mind since it requires a suspension of ones experience of behaviour the knowledge of ones own consciousness, and is based almost completely on conjecture. Matravers, D (2011) Mind (A222 Book 5), Milton Keynes, The Open University Ben-Menahem, Y (2005) Hilary Putnam, Cambridge, Cambridge University Press Wright, E (2008) The Case for Qualia, Massachusetts, MIT Press Chelstrom, E (2012) Social Phenomenology: Husserl, Intersubjectivity and Collective Intentionality, Maryland, Lexington Books

Reasons I am Pro-choice Essay --

â€Å"God send us someone to cure cancer, AIDS, etc., etc.† â€Å"I did but you aborted them.† Abortion is a very serious topic that is separated by two groups pro-life or pro-choice who often argue on what is fair. Pro-choice is the people who believe it is the woman’s choice to choose if she wants an abortion or not. They don’t think the fetus is a human until a certain point in the pregnancy. Pro-life is when people believe that getting an abortion is killing a human being with rights. They want abortion to be illegal whether the woman wants one or not. Even though some say that having an abortion is killing an innocent baby and that it brings on many problems later in life, many pregnant women are not ready to have a child and some just do not want kids and they should have the right to get an abortion. If abortion was made illegal many would turn to â€Å"back-alley abortions† which are done in unsafe ways and it could result in more fatalitie s. It is common for anti-choicer to claim that having an abortion can lead to many complications in the future. Some say that having an abortion if you have been pregnant before increases the chances of breast cancer significantly but research found that this was not true. It is also said that having an abortion can lead to several disorders like depression, being bipolar and abuse of drugs and alcohol. Although it is a possibility, the original test was faulty because the subjects were not screened before hand to see if they already had the disorders. Others may say that an abortion is more dangerous that giving birth even when preformed by a professional. In reality, carrying a pregnancy to turn can be 10 times more dangerous than having an abortion but having an abortion still has it’s risk. In ... ...to many problems in the future but if abortion was illegal it would only worsen the conditions and number of fatalities. The complications that are given are often untrue and used to try and make a women change her decision. Young women get pregnant and often do not want the child because they are still getting their life in order and planning for the future. Other women may not want children because of the money, time, and responsibility needed to take care of a child. If in the future abortions are made illegal the amount of deaths because of unsafe abortion methods used when a women is desperate for one. â€Å"God send us someone to cure cancer, AIDS, etc., etc.† â€Å"I did but you forced her to carry an unwanted pregnancy to term, forcing her to become a single mother with limited income, having to sacrifice her college dreams in order to provide for her unwanted child.†

Race and Ethnicity Essay

This course focuses on the issues, challenges, and opportunities presented by U. S. population diversity. Workplace issues related to employee diversity in terms of gender, race or ethnicity, socioeconomic class, and cultural background are emphasized. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢ University policies: You must be logged into the student website to view this document. †¢ Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Harvey, C. P. , & Allard, M. J. (2009). Understanding and managing diversity (4th ed. ). Upper Saddle River, NJ: Pearson. Schaefer, R. T. (2011). Racial and ethnic groups (12th ed. ). Upper Saddle River, NJ: Pearson. All electronic materials are available on the student website. |Week One: Workplace Diversity | | |Details |Due |Points | |Objectives |Recognize the dimensions of diversity. |6/10/13 | | | |Differentiate the concept of inclusion from the concept of diversity. | | | | |Describe diversity and inclusion in the workplace. | | | |Reading |Read Ch. 1 of Racial and Ethnic Groups. | | | |Reading |Read Ch. 17 of Racial and Ethnic Groups. | | | |Reading |Read Introduction to Section I and Section I of Understanding and Managing Diversity. | | | |Participation |Participate in class discussion. |6/10/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |6/10/13 |2 | |Learning Team |Create the Learning Team Charter. | | | |Instructions | | | | |Learning Team Charter | | | | |Learning Team |Review the Week One objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Individual |Apply critical-thinking skills to answer the following questions based on this week’s |6/10/13 |5 | |Thinking About Diversity|readings. The response to each question must contain 150 to 300 words. | | | |and Inclusion | | | | | |What are the dimensions of cultural diversity? Identify and briefly explain the dimensions by | | | | |referencing both textbooks. | | | | |With what ethnic, cultural, or other groups do you identify? Describe what members of your | | | | |social circle have in common. | | | | |What is the difference between diversity and inclusion? | | | | |What is the importance of workplace diversity training? | | | | |What is your experience with workplace culture? Could there be, or could there have been, more| | | | |inclusion? | | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Week Two: Prejudice, Stereotypes, Discrimination, and Privilege | | |Details |Due |Points | |Objectives | |6/17/13 | | | |Explain how the concept of culture is used to construct group identity. | | | | |Analyze the social concept of race. | | | | |Describe how behavioral and thinking patterns apply to diversity issues. | | | |Reading |Read Ch. 2 of Racial and Ethnic Groups. | | | |Reading |Read Ch. 3 of Racial and Ethnic Groups. | | | |Reading |Read Ch. 5 of Racial and Ethnic Groups. | | | |Reading |Read Introduction to Section II in Section II of Understanding and Managing Diversity. | | | |Reading |Read Are African Americans Still Experiencing Racism? | | | | |in Section II of Understanding and Managing Diversity. | | | |Reading |Read Inventing Hispanics in Section II of Understanding and Managing Diversity. | | | |Reading |Read To Be Asian in America in Section II of Understanding and Managing Diversity. | | | |Reading |Review Ch. 6 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 7 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 8 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 9 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 10 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 11 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 12 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 13 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 14 of Racial and Ethnic Groups. | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |6/17/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |6/17/13 |2 | |Learning Team |Submit the Learning Team Charter. | | | |Instructions | | | | |Learning Team Charter | | | | |Learning Team |Review the Week Two objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Learning Team |Begin working on the Equal Rights Proposition Outline assignment due in Week Three. | | | |Instructions | | | | |Equal Rights Proposition| | | | |Outline | | | | |Individual Multicultural|Resources: Culturegrams database and Racial and Ethnic Groups |6/17/13 |15 | | Matrix and Analysis | | | | |Worksheet |Select and research six ethnic groups from Part III (Ch.6–14) of Racial and Ethnic Groups and| | | | |in Culturegrams. Use the following instructions to access Culturegrams: | | | | | | | | | |From the University Library, click the Library Resources link. | | | | |Click Country Profiles and Economic Data. | | | | |Click Culturegrams. | | | | |Navigate Culturegrams using the map or use the search option for specific terms. | | | | | | | | | |Complete the University of Phoenix Material: Multicultural Matrix and Analysis Worksheet | | | | |located on the student website. | | | | | | | | | |Write a 350- to 700- word analysis of the advantages of a multicultural society and labor | | | | |force. | | | | | | | | | |Format any references consistent with APA guidelines. | | | |Week Three: Immigration, Assimilation, Pluralism, and Multiculturalism | | |Details |Due |Points | |Objectives | |6/24/13 | | | |Describe U. S. immigration policies within a historical framework. | | | | |Summarize the benefits and consequences of immigrant labor for the U. S economy. | | | | |Analyze strategies for inclusion in the workplace. | | | |Reading |Read Ch. 4 in Racial and Ethnic Groups. | | | |Reading |Read A World View of Cultural Diversity in Section II of Understanding and Managing Diversity. | | | |Reading |Read Cultural Transmission Today in Section II of Understanding and Managing Diversity. | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |6/24/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |6/24/13 |2 | |Learning Team |Review the Week Three objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Individual |Resource: Completed Multicultural Matrix and Analysis Worksheet. |6/24/13 |15 | |Media Reaction | | | | | |Write a 1,050- to 1,400- word reaction to a media piece focusing on a current political issue | | | | |relating to immigration. Possible media pieces include an article, a video or audio clip, a | | | | |television show, a book, a documentary, or a movie. | | | | | | | | | |Research the issue of your media piece. | | | | | | | | | |Address the following: | | | | | | | | | |What is the historical framework of this issue? | | | | |What is the political context of this issue? | | | | |What message does the media piece attempt to portray? Was the media coverage biased or | | | | |unbiased? Was the issue sensationalized or portrayed objectively? | | | | |How might the media coverage affect the public’s perception of this issue? Does it encourage | | | | |or discourage prejudice, discrimination, and stereotyping? | | | | |How might this issue affect the U. S. economy and labor force? | | | | |If you were a manager affected by this issue and its media coverage, what inclusion strategies| | | | |from this week’s reading might you implement to moderate the media’s effect on your employees | | | | |and to promote inclusion in the workplace? | | | | | | | | | |Include at least two academic references in your research. | | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Learning Team |Select a current social issue related to the rights of ethnic or social groups. |6/24/13 |10 | |Equal Rights Proposition| | | | |Outline |Research the subject and existing action plans designed to solve the issue. | | | | | | | | | |Develop a 1,050- to 1,500- word comprehensive outline of your proposition to promote equal | | | | |rights. Be sure to include the following: | | | | | | | | | |The issues, challenges, and opportunities experienced by this group in the labor force | | | | | | | | | |How society has constructed this group’s identity | | | | | | | | | |The legal framework relating to this issue | | | | | | | | | |Summary of existing or proposed solutions of differing groups. Consider the U. S. Equal | | | | |Employment Opportunity Commission, corporate human resource departments, state or federal laws| | | | |and regulations, political strategies, government agencies, religious groups, and grass roots | | | | |organizations. | | | | | | | | | |Whether or not this issue exists in other countries, and if so, how it is handled by differing| | | | |groups | | | | | | | | | |Your team’s compromise or alternative to existing solutions | | | | | | | | | |A description the organization, order, and approach to your team’s presentation | | | | | | | | | |Your decision on the presentation format your group will to use for your Week Five Equal | | | | |Rights Proposition Presentation. Consider using Microsoft PowerPoint ® or alternative software,| | | | |such as iPresent Presio ®, Prezi ®, and Glogster EDU. | | | | | | | | | |Outline your proposition in the format and software program of your choice. | | | | | | | | | |Include at least five academic references in your research. | | | | | | | | | |Format your outline consistent with APA guidelines. | | | |Week Four: Legal Framework of Diversity | | |Details |Due |Points | |Objectives | |7/1/13 | | | |Outline the U. S. legal framework related to diversity in the workplace. | | | | |Explain the relationship between social mobility and social change. | | | | |Analyze management strategies to ensure compliance in the multicultural workplace. | | | |Reading |Read the article â€Å"Social Class Diversity† in Section II of Understanding and Managing | | | | |Diversity. | | | |Reading |Read the Introduction to Section III and Section III of Understanding and Managing Diversity. | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |7/1/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |7/1/13 |2 | |Learning Team |Review the Week Four objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Learning Team |Continue to work on the Equal Rights Proposition Presentation assignment due in Week Five. | | | |Instructions | | | | |Equal Rights Proposition| | | | |Presentation Preparation| | | | |Individual |Resource: the Equal Employment Opportunity Commission (EEOC) website |7/1/13 |15 | |EEOC Presentation | | | | | |Explore the EEOC website (http://www. eeoc. gov) to learn more about the organization. | | | | | | | | | |Click the About the EEOC link and select Newsroom. Select a press release about an employee | | | | |lawsuit published within the last 6 months. | | | | | | | | | |Search the Internet to find at least one news item about this lawsuit, preferably from a news | | | | |source in the state in which the incident occurred. | | | | | | | | | |Write a 1,050- to 1,200- word paper that includes the following: | | | | | | | | | |A description of the compliance issue that led to the lawsuit and its ramifications for the | | | | |organization. | | | | |A brief summary of the functions of the EEOC in one paragraph. | | | | |The EEOC’s role in this lawsuit. | | | | |Whether or not this lawsuit promotes social change; justify your reasoning | | | | |A comparison of the EEOC press release to the news item. What accounts for the differences? | | | | |Strategies you would implement, if you were a senior manager of this company, to ensure future| | | | |compliance and inclusion in the multicultural workplace. | | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Week Five: The Global Comparative Perspective | | |Details |Due |Points | |Objectives | |7/8/13 | | | |Compare anti-immigration movements in different countries. | | | | |Analyze the historical effect of discrimination on the global economy. | | | |Reading |Read Ch. 16 of Racial and Ethnic Groups. | | | |Reading |Read Negotiations–BWA Discovers the Indonesian Way in Section II of Understanding and | | | | |Managing Diversity. | | | |Reading |Read Interpreting Intercultural Communication at a Business Meeting in Section II of | | | | |Understanding and Managing Diversity. | | | |Reading |Read How Canada Promotes Workplace Diversity in Section II of Understanding and Managing | | | | |Diversity. | | | |Reading |Read Ch. 16 of Racial and Ethnic Groups. | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |7/8/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |7/8/13 |2 | |Learning Team |Review the Week Five objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Learning Team |Resource: Equal Rights Proposition Outline |7/8/13 |20 | |Equal Rights Proposition| | | | |Presentation |Create a comprehensive presentation of your equal rights proposition using the presentation | | | | |software approved in Week Three. | | | | | | | | | |Include the following: | | | | | | | | | |The issues, challenges, and opportunities experienced by this group in the labor force | | | | | | | | | |How society has constructed this group’s identity | | | | | | | | | |The legal framework relating to this issue | | | | | | | | | |A summary of existing or proposed solutions of differing groups. Consider the U. S. Equal | | | | |Employment Opportunity Commission, corporate human resource departments, state or federal laws| | | | |and regulations, political strategies, government agencies, religious groups, and grass roots | | | | |organizations | | | | | | | | | |Whether or not this issue exists in other countries and if so, how it is handled by differing | | | | |groups. | | | | | | | | | |Your team’s compromise or alternative to existing solutions | | | | | | | | | |Present your proposal in the software approved in Week Three. | | | | | | | | | |For Local Campus students, these are 10- to 15-minute oral presentations. | | | | |For Online and Directed Study students, these are presentations with notes. | | | | | | | | | |Include at least five academic references in your research. | | | | | | | | | |Format your presentation consistent with APA guidelines. | | | Optional Discussion Questions Week One Discussion Questions †¢ Explore topics in the Global Issues in Context database, which may be access through the University Library, under Library Resources. Which topics may be relevant to cultural diversity or workplace diversity? List all topics that apply. What resources, other than journal articles, are available? How might Global Issues in Context be a resource throughout this course? †¢ What are two specific groups that you have observed being subordinated? Describe the situations. How do you think the involved individuals were affected? †¢ What is a cultural difference that is likely to engender hostility in the workplace? Why? What inclusion strategies could be used? †¢ What are potential advantages and drawbacks of a company providing resources for different cultural groups? †¢ Why are workplace populations becoming increasingly more diverse? What is one historical change that has contributed to the shift to workplace diversity? Week Two Discussion Questions †¢ Read â€Å"White Privilege and Male Privilege† by Peggy McIntosh, and â€Å"The Negative Consequences of Male Privilege† by Stephen Farough, in Understanding and Managing Diversity. What are your reactions to the articles? Do you prefer one article to the other? Do you find the information in both articles accurate? Is one more relevant than the other is? Why or why not? †¢ Under what circumstances is ethnicity apparent? How can an ethnic identity be both positive and perhaps counterproductive? Give a detailed example. †¢ What is an issue indigenous people face regarding assimilation? Describe this issue and any effort made to mitigate it. How effective were these efforts? If they were not effective, what could have been done differently? For ideas, consider researching the White House Tribal Nations Conference of 2009 or the Universal Declaration on the Rights of Indigenous Peoples issued by the United Nations in 2007. †¢ Even within one’s own community, every individual is different. Based on your appearance or mannerisms, how might you be stereotyped in your local community? List both positive and negative stereotypes a stranger might assign to you. If you travelled to a different region of the country, how might you be stereotyped differently? †¢ Refer to this week’s readings; how do policy makers use the concepts of half-full or half-empty to argue for or against social change? Do you think this is an effective strategy? Why or why not? †¢ According to this week’s readings, race does not distinguish humans from one another biologically. Why is it a persistent social issue? Why do misconceptions about race persist, and what people do to dispel these misconceptions? Week Three Discussion Questions †¢ What is the Department of Homeland Security (DHS)? What does the DHS do for United States citizens? †¢ If you lived in a country outside the United States and wanted to come to the United States to work, to live, or to attend an institution of higher learning, what process would you follow? Describe a realistic or imagined scenario, and explain the legal process as outlined by the U. S. Bureau of Citizenship and Immigration Services. †¢ What do you think are the biggest concerns some people have about illegal immigration in the United States? Is it the effect on the U. S. economy, on the population, on public education, on the workforce, or on something else? †¢ What are the advantages and disadvantages of having diversity training conducted by internal employees versus using an outside consultant? Which would you prefer? †¢ Distinguish among the terms glass ceiling, glass walls, and glass escalators. How do they differ from more obvious forms of discrimination in employment? †¢ What challenges and opportunities do non-English speakers face in the United States? In schools? In the workplace or workforce? In other everyday environments? †¢ How do the terms biracial and multiracial relate to W. E. B. Dubois’s notion of a color line, which is discussed in Ch. 1 of Racial and Ethnic Groups? How were these terms used and for what purpose in the 2010 U. S. Census? Week Four Discussion Questions †¢ In 2009, The EEOC implemented the Genetic Information Nondiscrimination Act of 2008 (GINA). What effects might GINA potentially have on workplace culture, on health insurance, and on the economy? †¢ Why is it important for managers to understand diversity management from both and managerial and legal perspectives? In your experience, how much legal knowledge have your managers possessed? †¢ How did the passage of the Americans with Disabilities Act change workplace culture? Give at least one example. †¢ Describe one group protected by the EEOC, and summarize the related legislation. Are all groups fairly represented? Are any groups missing? Justify your answer. †¢ Why do some criticize affirmative action? What would be one advantage and one disadvantage of eliminating affirmative action? †¢ The United States has seen significant social changes in the areas of population, education, labor force participation, health, technology, and the family structure. Which area has had the greatest social changes? What has caused these changes? Week Five Discussion Questions †¢ The conflicts outlined in Ch. 16 of Racial and Ethnic Groups are examples of ethno-national conflicts. How have the actions or inactions of the United States affected these problems? Give at least one specific example. †¢ How have civil uprisings affected intergroup tensions in Mexico and Israel? †¢ To what extent are the problems facing Brazil or South Africa part of the legacy of racial divisions? †¢ Has the United States made good use of its social capital to increase workplace inclusion? Why or why not? †¢ How does the power of the Canadian federal government differ from the power of province governments? How does the power of the U. S. government differ from the power of state governments? Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. 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Bullying and Worldwide Issue

It is designed to harm someone's social humiliation. Convert Bullying includes lying, spreading rumors, negative facial expression, and playing nasty Jokes embarrass, humiliate, and simulate unkindly. The fifth one is . When a bully threatens someone else and frightens that person enough to make him/her do what the bully wants. The last one is SOCIAL. When a bully excludes someone from a group on purpose. It also includes a bully spreading rumors and making fun of someone by pointing out their differences.How are boys and girls different in their bullying? Boys may bully more than girls may, however some question this†¦ Do boys bully both boys and girls? Mostly. Do boys use physical aggression than girls? Maybe. Are girls becoming more physical in bullying than in the past? Yes. Are girls more likely to bully girls than boys? Yes. Last, do girls target weakness in others? No. How frequently does bullying occur? There are different estimates of how often children are bullied or p articipate in bullying.According to America, 3. 7 million participate in bullying. In addition, more than 3. 2 million are victims of â€Å"moderate† bullying each year. Seventy -four percent of eight to eleven year old students said teasing and bullying occur at their schools more than 40 times a day. Over the course nearly one-fourth of students across grades reported that they have been harassed or bullied because of their race. You know†¦ Try to be nice†¦ Moreover, stop following behind what people do†¦ Don't be a bully†¦ Be a friend