Kant Metaphysics

The Groundwork of Metaphysics of Morals Immanuel Kant’s â€Å"Groundwork of the Metaphysics of Morals†, argues upon the basis of morality introducing the ideals of the categorical imperative as the central concept of moral philosophy. The definition of the categorical imperative leads Kant towards the critique of pure reason arguing that without a goodwill one can’t even be worthy of being happy. Kant introduces goodwill, treating people as means rather than ends and doing the right thing for the right reason.Making a distinction between science and knowledge and eliminating common sense on a route to the philosophical, Kant defines reason as reason a practical faculty to influence will and also being essential to will. Kant argument in the Groundwork focuses upon the basic idea of what makes a good person good. It is the possession of a will that is a way determined by, or makes decision based of moral law. This goodwill is supposed to be the idea of one who onl y makes decisions that she holds to be morally worthy, taking moral considerations in themselves to be conclusive reasons for guiding her behavior.This sort of disposition or character is something we all highly value. Kant believes we value it without limitation or qualification. Formulated by pure reason, the categorical imperative according to Kant underscores his argument. The value of a good will thus cannot be that it secures certain valuable ends, whether of our own or of others, since there value is entirely conditional on our having and maintaining a good will. Kant’s categorical imperative argues that ones actions should be done from duty in order to obtain true moral worth. It is not the result of ones actions but rather means of that duty that leads humanity to happiness.The goodwill â€Å"of this person would sparkle like a jewel all by itself, as something that had its full worth in itself† (Kant, 1). Humanity is very much determined by strive for excelle nce in order to obtain the ultimate good. Kant’s hypothetical imperative stresses how indications and determination for the result are the goal for people to act. Juxtaposing with the ideals of the categorical imperative the latter is motivated by the result rather than acting from duty. Acting in such a way that ones actions can become a universal law is what I consider the road to happiness.It is not primarily doing good to oneself in order obtain a desired result. Doing good to others and treating these as means rather than ends is what I define as true happiness. Goodwill will â€Å"needn’t be the sole and complete good, but it must be the condition of all others, even of the desire for happiness† (Kant, 1). So we have to develop the concept of goodwill that is determined and esteemed as good in it without regard to anything else, judging the total worth of the actions we commit and with the entirety depending on it searching for the unconditional good.

Effectiveness of Legal Sanctions

Effectiveness of sanctions in our society today In today’s society we impose sanctions on individuals who break laws of the community. There are many types of sanctions such as; fines, intensive correction, community based, youth training and drug treatment orders, home detention, suspended sentences and imprisonment. Imposing sanctions among offenders is highly successful in our society today as they may deter the individual/ general community from committing/re-committing a crime, to protect the society, to punish the offender, in many cases to rehabilitate the offender and to show that the crime is unacceptable. Imprisonment is a criminal sanction which removes the offender from society by detainment in a prison. Imprisonment is effective in terms of punishment and protection of the society. Imprisonment can also be seen as a deterrence which discourages the individual/general community from re-offending / committing a crime. Many prisoners once released from prison stay on the right path and never go back to prison. This is what one hopes for when imposing the imprisonment sanction. However some prisoners, once released cannot live normal lives. In prisons there is a high amount of violence and sexual assaults, so when people are released the fear going back, therefore they cannot live normal lives. Furthermore prisoners are grouped with other prisoners and they may learn new tricks of the trade. Also it can be argued that deterrence failing in prisons. There is a high rate of individuals re-offending when released from prison. An astonishing 33% of prisoners return to prison within two years of their release. Yet even with on of the major aims of imprisonment failing, deterrence, I still believe that imprisonment is an effective sanction is it is protecting our society because the prisoner is out of the way, therefore the society is safe. An intensive correction order is another type of sanction in our society. It is a sanction involving the treatment and supervision component and a custodial component. There are numerous conditions regarding an intensive correction order. The offender cannot commit another offence while on order; there is supervision twice a week, attendance at a correction centre for 12 hours a week, community work for 8 hours a weekend and counseling. If the individual breaks any of these conditions they can be imprisoned for the remainder of the order. The main aims of an intensive correction order are deterrence and rehabilitation. It discourages the individual from re-offending but also helps the individual change and resume a normal life. The intensive corrections order is highly effective on our society as it not only punishes the individual but gives them every opportunity to get their life back on track. Attendance at a correction centre, supervision and counseling will help the individual get his/her life back on track and as a result the society becomes safer. In conclusion, there are many types of sanctions, each with their own set of potential aims to help the society and the individual. Two sanctions are imprisonment and an intensive correction order. Both are effective to our society in different ways. Imprisonment involves protecting the society and punishment while an intensive correction order involves rehabilitation and deterrence. Even though imprisonment fails in acting as a deterrent I believe sanctions are effective in our society today.

Military Enlistment

Mandatory military service has been an issue which has been debated and practiced for hundreds of years.   Currently, there are several countries such as Brazil, Demark, Germany, Russia, Israel, Turkey, and Singapore which have mandatory service for men at a young age, while countries such as Israel make both men and women serve a term in the armed forces (Williams).   Although countries such as Israel, who are at a perpetual war with tightened border defense, may benefit from conscription, there are many disadvantages to mandatory service which other countries experience.The United States has had a history of conscription during times of war or times of crises.   The first conscription act in 1863 called for men 20 to 45 to serve.   With the ability to buy your way out of service, many people felt that this was unfair to the poor causing riots to occur in New York (Freeman).   Again, the US drafted citizens during WWI allowing for exemptions to people who were in critical domestic positions, disabled, or had dependent families (Should US Draft).   In 1940 the Selective Training and Service Act was passed, making it the first peacetime draft in preparation for the potential involvement into WWII.   This Act lead the way for the much criticized daft into the Vietnam War, which lead to the final termination of the military draft in 1973 (Should US Draft).Canada has also had a history of conscription during wartime involvement with equal dissatisfaction by the general public.   Prime Mister Borden placed a high emphases on Canadian involvement in the war effort since be believed that it would bring unity to the country, and would show the world (mainly Britain), that Canada was more than just a colony, but a major contender in the global community.   This however, did not come true since he was unable to win the support of the opposition leadership, the gap between rich and poor commitment and reward was prevalent, and the French community did no t support dying overseas (Conscription for Wartime Service).During the Cold War, Russia was a country which required large numbers of conscripts for the purpose of defense.   Currently, Russia is having difficulty maintaining the level of conscription, stated by one general that only 11 percent of able men do their service.   Most used one of the 22 exemptions such as illness or education to excuse themselves from their duties.   To compound the issue, Russia’s military has experience a high level of desertion due to harsh physiological and living conditions (Agence France-Presse).Sweden has also raised issues with their conscription, questioning on whether women should be required to have a mandatory service similar to what the men are required to do.   Although their goals in mandatory service is based on building an effective and egalitarian defense force, the reality of budget cutbacks has prevented more than two thirds of eligible candidates to be called up for s ervice (Associated Press).One of the strictest countries for mandatory service may be Israel which requires all males at the age of 18 to serve the Israel Defense Force (IDF) for 3 years, and all women to serve for 2 years.   Despite the current requirements, and the 60% acceptance of conscription by the general youth, it is estimated that only 50% of those required will actually serve any military service (NYS in Israel).   Although there has been an exemption for young Israelis with particular religions affiliation in the past with no major quarrel in the political area, recent years have lead to public criticism and lawmakers questioning the current position on the issue (NYS in Israel)Due to the severe involvement of military in the lives of almost every family, Israel’s culture, political and economic structure has been built around military service.   It has become an important test to personal and group acceptance, as well as a gateway to personal transformation.    Because of this, as the involvement of youth in the military decrease, the institute for social behavior disappears, and needs to be replaced with an alternative social structure (NYS in Israel).   This shows that not only has conscription become a necessity for defense, but also a necessity for social and economic beliefs.In 2003, Democratic Representative Charles Rangel proposed a bill for mandatory service for the United States, based on a different social aspect to conscription.   It was his belief that families, and Congress in particular, took war too lightly. Having mandatory service for all youth would make the country take a harder look at military options and be more likely to look for diplomatic solutions (Rangel Calls for Service).Further arguments for mandatory service believe that there has been a growing lack of respect among youth, as well as a decrease in overall academic capabilities with the increase of crime and substance abuse.   It is believed that t he discipline, honor, and value system built within the military, along with the need for respect for the chain of command, would make a better society as a whole if conscription existed (Williams).Williams also argues that conscription would create a society that is better fit and mentally strong (Williams).   This idea brings up the concern of the current health level of the general public.   With such high levels of obesity and related health issues, would such conditions make a person exempt from mandatory service, or would basics training endanger their lives?Studies have shown that there is a relationship between obesity and poverty, stating that food that are higher is fats, sugar, or starch are typically cheaper than their healthier alternatives (Degginger).   If this is the case, then as history has shown there is a fundamental flaw in conscription where one class (typically the rich) are exempt from service, while another class are expected to enlist.This trend has a lways caused social criticism as it did with the riots in New York and the protests among the French communities in Canada.   The fundamental difference in this scenery however, is that it would be the poor who would be most likely exempt do to health concerns, while the rich with their lower obesity rates, would be expected to serve in the military.Economically, mandatory service is more costly than an all-voluntary military.   In 1968, Richard Nixon formed the Gates Commission to examine the shift to voluntary service after pressure from the unpopular draft for the Vietnam War.   The Commission found that the opportunity costs of a draft is higher on society as a whole then the opportunity costs of labor under a voluntary military system, decreasing output.   As people who would make higher incomes in civilian jobs be forced into lower paying military jobs, society loses as a whole (Should US Draft).As history and current issues have shown, mandatory service creates a syst em which separates two aspects of society, manly economical.   This separation has not gone unnoticed by the general public and usually leads to public outcry and politic pressure placed on governments.   As Israel has shown us, a successful conscription program does not go without consequences; a society where its social and economic background become reliant on the military and war.   Although there are some advantages to the personal development of a fraction of individuals through military service, the cost for society as a whole may be too great to consider mandatory military service for our youth.BibliographyAssociated Press.   Sweden Considers Mandatory Military Service For Women. News-Star.com 27 June 2003.   Retrieved 27 November 2006 Agence France-Presse. Only 11 Percent of Russian Men Enter Mandatory Military Service:General. Space Daily. 06 December 2002.   Retrieved 27 November 2006 Conscription for Wartime Services. Center for Canadian Studies. 2001.   Re trieved 27 November 2006 Degginger, Craig. USDA Study to Address Obesity and Poverty. University of Washington 22 June 2004.   Retrieved 27 November 2006Freeman, Johanne. Timeline of the Civil War. Library of Congress 27 November 2006. Retrieved 27 November 2006 NYS in Israel. Carmel Institute For Social Studies.   27 November 2006.   Retrieved 27 November 2006 < http://www.carmelinstitute.org.il/YouthService/nysinisrael.htm>Rangel Calls for Mandatory Military Service. CNN.com 30 December 2002.   Retrieved 27 November 2006 Should the US Reinstitute a Military Draft.   South-Western. 2003.   Retrieved 27 November 2006 Williams, Armstrong. Mandatory Military Service Would Benefit the U.S. NewsMax.com 19 June 2006.   Retrieved 27 November 2006

Evaluation of the project Essay Example | Topics and Well Written Essays - 250 words

Evaluation of the project - Essay Example For example, if I would get a chance to redo the project, I would use different models to enhance uniqueness and variety and eliminate boredom. Additionally, I would increase the number of decorations and colors to the pictures, which would probably make them more attractive to female clientele. The LED lighting used within the studio helped a great deal in bringing out the best in the pictures. If I were to redo the pictures, I would definitely maintain the lighting because it helps in accentuating the color of the clothing and make up on the models. The lighting also made the pictures clearer, brighter and appealing. I would also like to take the pictures in an outdoor setting so as to make them more appealing by capturing outdoor scenery as a way to enhance aesthetic appeal. The project took a short time to accomplish, but if I were to redo it, I would opt to increase the project timeframe so that careful consideration can be given to every detail in the picture. This would offer sufficient time for consideration of details such as clothing, make up, accessories and lighting-just to mention, but a

Information and communication technology in society Essay

Information and communication technology in society - Essay Example de worse by the time limit which makes it difficult for the young people to afford surfing for a longer time than their money would facilitate (Looker et al 2009 p 44). As such, they search for information quickly so as to save internet expenses thus leaving no space to evaluate the information they find. This leads to poor translation which results to cases of plagiarism especially in higher institutions of learning. While searching for information on the internet using the search engines, it is always useful to use key words that would display specific information required. Research shows that young people are poor in this as they most of the time use long sentences that makes the searching process tedious and inaccurate (Luyt 2008). As such, they waste a lot of time before they could find information due to trial and errors. According to research, young people tend not realize that internet is not just the search engines such as Google, but a collection of many providers. This is due to the fact that they concentrate much of their information seeking on these search engines instead of widening their scope (Dresang 2006 p 25). As such, they get limited knowledge on the constituents of the internet, which could provide more valuable and effective information or which could help them quantify their ability to use the internet. Digital divide is the gap that exists within the society due to the fact that not all persons have been able to acquire the skills to use internet technology (Rooksby 2008 p 181). This results from the difference in income generation between various individuals whereby some have the capability to acquire the necessary equipment which facilitates connectivity. According to research, almost 50% of adults in America alone do not have access to internet technology, a situation that is attributed to financial constraints (Warschauer 2004 p 115). It also shows that those with internet connection have a high chance of getting a job than those

Final Examination Essay Example | Topics and Well Written Essays - 1000 words - 4

Final Examination - Essay Example â€Å"Nostra Aetate† enforces my belief in the Christian faith that seeks to accommodate other faiths and religions. It is living up to the spirit of the Gospels in John 17:21 â€Å"That they all may be one†. I cannot be more proud of my faith seeing that it extends a hand to others in order to seek understanding and by extension peace. This verse exalts us as Christians to fight for peace so that others can truly identify us with a father who is the source of all goodness. The question of divine revelation is present in all religions. From the Christian faith, Islam, Hinduism to all other shares this common characteristic. It sets them apart from other religions that do not claim divine revelation in their founding. This is the point of departure for interreligious dialogue knowing too well that their origin and base are inspired by a supreme being and not ordinary human beings out to advance their own ideologies and interests. Man is considered a mortal being in all these major religions (Valea Paragraph 3). He is portrayed as being powerful but limited in a sense and that is why he raises the state of the mortal person after the death. Though they differ in terms of the state of the afterlife it is evident that this is a common trait in all and it’s given a lot of weight. On the hand other hand, the Supreme Being is viewed as in immortal being and as a source of everything in existence. There is the essence of eternity in the Supreme Beings which make them be seen as being very powerful. The idea of the divine reality is very alive among believers of all major religions. There is the cultivation of a close relationship of human beings and the Supreme Being. Human beings engage at different levels in relating with the Supreme Being. The acknowledgement that there is a greater power than them has a sense of relief to them in that they are able to cast their doubts and worries. Valea in his article à ¢â‚¬Å"The

NYPDs Stop & Frisk Practices Essay Example | Topics and Well Written Essays - 250 words

NYPDs Stop & Frisk Practices - Essay Example Cracking down on criminals while they least expect it helps lower crime rates. Stop and frisk procedure help reduce the amount of contraband or weapons carried around by suspect criminals (Lamberth, 2011). Since suspect criminals know they risk getting frisked and searched, they choose not to carry any incriminating material on them. This helps contribute to increase safety around the New York environs. A decrease in the number of weapons, drugs or other criminal contraband assists in curbing illegal undertakings in the New York state environ. The stop and frisk procedure also assists in maintaining officer safety. Officers are able to check on their safety by risking individuals whom they suspect to be dangerous. The stop and frisk procedure accord officers the right to frisk and search someone who pose a risk to their safety. If an officer gets to stop and frisk an individual and finds a weapon, then the officer may have protected his or her life (Lamberth, 2011). If the weapon was to be used on the officer, it would put his or her life in

ACUTE ABDOMINAL PAIN IN ADULTS AND CHILDREN Assignment

ACUTE ABDOMINAL PAIN IN ADULTS AND CHILDREN - Assignment Example The symptoms of acute abdominal pain are nausea and vomiting. Other indications include guarding which is the contraction of abdominal muscles and when pressure is applied to the abdomen. There would be rigidity of the abdominal muscles or rebound tenderness, an increase in severe pain and discomfort when pressure is being applied to the localized area of the abdomen. The patient also has increased white blood cell count. In older patients, presentation delays, coexistent of disease and social and physical barriers complicate acute abdominal pain presentation (Nabi, 2011). There are several diagnostic methods in evaluation of acute abdominal pain. Laboratory tests are done on the blood and urine specimen. The ultrasound is used in the evaluation of abdominal spaces with sound waves while the Computer Tomography (CT) scan is an x-ray technique using a computer program to develop detailed images. The ultrasound and CT are reliable in detecting common diagnoses causing acute abdominal pain. However, the ultrasound misses more cases than CT scan that is more sensitive (van Randen, Lameris, van Es, van Heessewijk, van Ramshorst, Ten, Bouma, van Leeuwen, Bossuyt, Stoker, Boermeester, & OPTIMA Study Group, 2011). Multi-detector CT can be used in evaluating patients with acute abdominal pain. It is an extremely CT noninvasive method for acute abdominal pain diagnosis and management. In the plan of care for patients with acute abdominal pain, the nurse has a key role in the assessment, history taking and management. Assessment is done through physical examination and acquiring diagnostic data. A comprehensive assessment of pain including onset, location, characterization, duration, onset, frequency, quality, and intensity should be performed. Factors such as fear, fatigue and lack of information should be reduced to eliminate factors that may increase the

Course work Essay Example | Topics and Well Written Essays - 2000 words - 1

Course work - Essay Example With the introduction of the computer technology to the human society during the 19th Century, the works or the tasks of people have been further created with ease. With the implementation of computer systems within the existing systems of completion for human tasks, the jobs of people, which can be merged with technological arrangements, were enhanced to becoming easily completed. Today, 95% of the whole population of man all around the world utilizes the computer systems for their everyday application. Even ordinary appliances are now compiled with complex operating systems based upon computer arrangements to be able to meet the best possible performance that they could render the human society. (Tanenbaum, 2006, 15) The introduction of the Internet systems to the world has been noted as one of the most successful breakthroughs that has been attempted, pursued and now fulfilled by the merging of science and technology in increasing the capability of human communication in connecting people together from a worldwide perspective. Years before the said introduction, people simply depended on snail mails and telephone calls to be able to communicate with their loved ones abroad. It could also be remembered that people who had lesser financial resource also have lesser chances of actually meeting foreign friends. Now, all those situations have already changed. The connection of people to people actually managed to step forward to the next level. Most likely enough, the situation of connecting humans from the different parts of the world has already been revolutionized through the development and continuous advancement of the Internet Systems. Certainly, the entire human systems now mostly depend on the said global connection. Economic and political arrangements are now much more effectively done through the adaptation of the said systems with the arrangements of the Internet instituted within the said human engagements. Overall, seeing the said

Current Criminal Justice or Security Policy Issue Essay

Current Criminal Justice or Security Policy Issue - Essay Example After a one-year demonstration phase and testing of the 5,000 life vests distributed to 15 police departments, except our department, 18 shooting occurrences ensued in which the Kevlar body armor was able to shield the officers successfully (DOJ, 2005). However, the utilization of body armor has not been effectively implemented in our Agency - the X-007 Agency. This only means law enforcers under our office are not well protected. There have been shooting occurrences in the past in which, agents under our department have gone to the scene of the crime without a body armor as a protection. The rising incidents of criminality in our community, especially gun shooting incidences where armed robbers and armed men attack banks and other business establishments cause alarm on our local community. Our department was also alarmed as the safety and security of our agents is at stake. Thus, the agency plans to implement a body armor wearing guidelines for the 25 member enforcers of this local agency. In implementing this policy, the agency needs to bear in mind the issues with regards the choice of body armor to purchase. The Second Chance armor, for instance worn by a police officer in Forest Hills failed to protect him and thus when he got shot the bullet pierced through his armor and fatally wounded the enforcer. Studies show that armors made of Zylon or Kevlar deteriorate after a period of time as a result of environmental factors. Thus, in implementing this policy, the agency decided that the Kevlar armor, National Institute of Justice certified vests, will be used but only for a limited period of time. As of now, the agency is waiting for the results of the experiments of the National Institute of Justice which will provide for the duration the Kevlar vests could be used. As the vest deteriorate easily as a result of some environmental and chemical factors, the the NIJ report can also enlighten us on how to care for the vests. The manufacturer of the body armor also provid ed kits in which the officers will find inserts and extra thin padding for protection. This inserts will also provide care for the vests. The vests will be provided for by the purchasing department and should be worn at all times by the officers during their time of duty. For the effective implementation of this policy, guidelines in wearing the vests will be provided for in writing to the officers involved. Officers on active duty who are found not wearing the vest will be penalized as the agency. As the officers comprise of 25 agents, one agent will be tasked to check and record as well as write reports of the uses of the new vests. Partners must another partner if the other is wearing the vest or not. It is the responsibility of the police partners to check the other. If a police partner notices that the other is not wearing the vest during his time of duty, the officer must inform his supervisor immediately by writing a report ((Putt and Springer 1982). A monthly incidence report must also be written by the supervisor on the wearing of the vests, the incidences that occurred while the vests are worn, the condition of the vests and the conditions of the wearer as well. If vests appear to have deteriorated, the supervisor and the officer who used the vest must submit a report and inform

Food And Wine Tourism in Newzealnd Essay Example | Topics and Well Written Essays - 4000 words

Food And Wine Tourism in Newzealnd - Essay Example So, in order to enlighten the importance of Special Interest Tourism, this paper talks about â€Å"Food and Wine tourism† in New Zealand. Special interest tourism It is the type of tourism that involves tourist’s holiday choice that is totally inspired and influenced by their specific motivation and desire. There are different forms of special interest tourism, like education, beauty, sports, food, cultural and entertainment (Cook 2007, pp.63). Different countries have different specialties, for example Dubai is famous for its shopping, and New Zealand, Australia, and Turkey are famous for their food. Read defined specific interest tourism as â€Å"The travel for people who are going somewhere because they have a particular interest that can be pursued in a particular region or at a particular destination. It is the hub around which the total travel experience is planned and developed†. (Ritchie, Carr, & Cooper 2003, pp. 28) Food and Wine tourism The special inte rest tourism that has been selected for this paper is â€Å"Food and Wine tourism† in New Zealand. The food and wine do not mean mere eating and drinking, but are related to the respective country’s culture and heritage. ... es of specialist food production regions are the primary motivating factors for travel.†(Buhalis & Costa, 2006) Food is directly related to a country’s heritage, culture, and traditions. Food is considered to be a major component of tourism, whatsoever is the type of tourism; food always acts as a tourist attraction. So, intentionally or unintentionally, the tourists are always seeking excellent quality food and wine when they are on their holidays. Wine tourism Today, wine is making quite a large business for the last few years. Wine production has been increased at a massive level in different countries like New Zealand, Australia, Canada and Europe, and this has resulted in development of the tourism industry in the respective countries. Moreover, â€Å"wine tourism is a subcategory of food tourism, which implies visit for specific high-quality vine to vineries, vineyards and restaurants to a country. The wine tourism also includes visit to the wine festivals in a pa rticular country†. (Buhalis & Costa, 2006) Food and wine tourism does not mean a trip to a restaurant; rather it is the desire to taste and experience a particular type of food or a special traditional cuisine can act as a motivator to travel across the home country (Thach, 2007). Food and wine tourism characteristics and typologies Food and wine tourism is flourishing due to a number of reasons around the world. The most important and predominant reason of promoting the food and wine tourism is to improve economic growth. Moreover, food and wine tourism has gained attention due to increased interest in the other country’s societal values, environmental interest, and their culture. Today, many people and countries are showing interest in dining and cooking, subsequently which has resulted in an

Assignment - Team Work in Business Essay Example for Free

Assignment Team Work in Business Essay Some management teams are bound to succeed while other are not due to a number of factors. A team, according to Adair (1986), is more than just a group with a common aim. It is a group in which the contributions of individuals are seen as complementary. Collaboration, working together, is the keynote of a team activity. Adair suggests that the test of an effective team is: â€Å"whether its members can work as a team while they are apart, contributing to a sequence of activities rather than to a common task, which requires their presence in one place and at one time. † Below is a discussion of some of the major factors that create a difference between winning and losing management teams . 1. Supportive Sponsor Management teams are usually formed by a sponsor who recognizes that reaching an organizational goal will require a group of individuals working together to provide the leadership necessary to move a company, division or unit towards the organizations goals. It is the sponsor’s responsibility to create a ‘charter’ that establishes the management team and its primary focus. In addition, the sponsor establishes specific goals the team is to accomplish. The sponsor will also select the team leader and gain his or her commitment to lead the leadership team in defining and carrying out the needed actions. Lack of will or proper direction by the sponsor ( e. g board of directors in a company) can lead to team failure. 2. Environmental factors These include physical factors such as working proximity, plant or office layout. In general, close proximity aids group identity and loyalty, and distance reduces them. Other environmental issues include the traditions of the organisation under which the management team operates, and leadership styles. Formal organisations tend to adopt formal group practices. Autocratic leadership styles prefer group activities to be directed. 3. Team size Small groups tend to be more cohesive than larger groups; small groups tend to encourage full participation; large groups contain greater diversity of talent. 4. Focus on Stakeholder Outcomes A shared understanding of the management team’s stakeholders, their expectations of the team, and the values the team embraces is essential to create the focus needed as the management team members plan and execute the actions necessary to achieve the team’s goals. 5. Smart Goals Specific, measurable, achievable, realistic and time-bound goals should be established by the team’s sponsor and then broken into sub-goals by the management team. Without SMART goals, the team will lack the milestones necessary to drive action. 6. Team Leadership Team leadership is the most critical success factor for the performance management team. A leader with strong performance management skills and the ability to develop others virtually guarantees a successful performance initiative. Every management team needs a leader who focuses the members of the team on the mission, purpose, and goals of the team. This individual must be committed to the team’s results and must be willing to be held accountable by the team’s sponsor and other stakeholders, for leading the team through processes that insure the team’s goals are reached. The team leader must engage each team member in the processes of the team and build a platform of mutual trust that leads to open debate, collaboration, individual commitment, and personal accountability. 7. Mutual Trust The most important element of successful team work is the establishment of a platform of mutual trust that enables the management team to engage in open debate and decision making that leads to commitments to action by individual members of the team. Building this trust requires an openness that allows team members to know and understand the beliefs and behaviors of all members of the team so that team actions can be structured to take advantage of each members uniqueness and talents. Behavioral and values assessments are powerful tools in developing an understanding how each member of the management team views themselves and responds to others in the team. 8. Engaged Management Team Members An effective management team will have team members who are actively engaged in the work and focus of the team. This will require that each team member emotionally commits to actively and openly participate in the team’s processes in the pursuit of the team’s goals. The team member must willingly commit to carry out action plans to complete individual actions necessary for the team to reach their team goals. The team member must be dependable and carry the full weight of personal responsibility to complete their individual commitments by the date committed to. Engaged team members enthusiastically support each other and add value to other team members. They prepare for team processes and choose to engage others in a positive manner to find solutions to issues and challenges they individually or as a team face. They constantly seek to improve themselves for the benefit of the team and never, never, never quit. 9. Composition of the Team The Apollo Syndrome is a phenomenon that having too many people with a high mental abilities grouped together to solve a problem is, in many instances, detrimental to the teamwork process. Team members spend much of their time trying to persuade the team to adopt their own views as well as figuring out ways to point out weaknesses in the rest of the team’s ideas. They have difficulty reaching consensus in decisions and are focused on their own work, paying little attention to what their fellow team members agree doing. Occasionally the team will pick up on the fact they are having problems, but will then overcompensate to avoid confrontation. This leads to even more problems in making sound decisions. A knowledgeable team, skilled at group working, and with a wider range of talents is much more likely to succeed than an inexperienced group with a narrow range of talents. 10. Individual Commitments The work of a management team is carried out by individual members of the team. When a team has developed a plan of actions that are necessary to achieve their goals or overcome barriers, individual members must commit to carrying out specific actions which in many cases will include actions by the individual teams they in turn lead. The management teams collaborative processes must include steps to: * Define individual actions, * Gain the commitments by individual team members to complete the actions, * Document due dates, and * Establish status reporting processes. 11. Discipline and Accountability Team goals will usually not be realized until individual commitments are completed. Management team members must embrace a discipline to complete their commitments as scheduled. They must agree to hold each other personally accountable for completing, as scheduled, the commitments each person has made to the team. Each management team member must continuously report the status of their open commitments to the team so that barriers to completion can be identified early in order to permit the management team leader and other team members the opportunity to deal with the issues before overall deadlines are impacted. 12. Identification and Removal of Barriers Barriers to team and individual progress will occur in every management team effort and must be dealt with quickly to continue progress towards the teams goals. The team leader must continuously monitor the status of each individuals commitments and initiate barrier removal processes where appropriate. Team-based processes for developing action plans to overcome barriers impacting individual commitments should be instilled as a part of the teams culture. 13. Shared vision / approach. The ability for a management team to clearly state its goals and objectives and gain buy-in among the people they lead ( e. g. employees )along with a synergistic team that can carry out their responsibilities is vital to performance success. The vision and/or mission of the team must be accepted by all the team members and critical goals viewed as the collective responsibility of the team. If a return to profitability is a critical goal of an executive team, priorities and time commitments must be pulled from elsewhere. Focusing on results that in any way does not support the critical goal(s) of the team will lead to team failure. 14. Technology support While a skilled management team can improve performance with very little tools and only an effective approach, with proper technology to support the teams needs, and the proper data to drive decision making, there is almost no limit to the improvements an organization will yield. 15. Ability to Innovate Innovating is a key aspect of teamwork and involves challenging the way things are currently being done. Technology is changing so quickly that the way you are currently performing tasks may no longer be the best way. If you are not up-to-date in your practices, your cost structure may be too high or you may no longer be delivering competitive service. Innovating is essential for all work teams. There are always better ways of doing things if you only take time to discover them. 16. Promoting To obtain the resources people, money, and equipment to carry out your work, you have to sell what you are doing to other people. Resources to implement new ideas will only be given if your team can persuade and influence people higher in the organization. Promoting to customers or clients both inside or outside the organization is also important if you are to continually deliver what people want. 17. Developing Many ideas dont see the light of day because they are impractical. The Developing activity ensures that your ideas are molded and shaped to meet the needs of your customers, clients, or users. It involves listening to their needs and incorporating these in your plans. Developing will ensure that what you are trying to do is possible, given the resource constraints of your organization. 18. Inspecting Maintenance Regular checks on work activities are essential to ensure that mistakes are not made. Quality audits of your products or services will ensure that your customers or clients will remain satisfied. Inspecting also covers the financial aspect of work in your team, as well as the security aspects, the safety aspects and the legal aspects. All management teams need to uphold standards and maintain effective work processes. Your car will fail if it does not have its regular service. Teams can fail too, if the team processes are not regularly checked and maintained. Maintaining ensures that quality standards are upheld and that regular reviews of team effectiveness take place. 19. Linking Linking is the activity that ensures all team members pull together, and makes the difference between a group of individuals and a highly effective and efficient team. It covers the linking of people, linking of tasks and leadership linking.

Precision Agriculture Technician Role

Precision Agriculture Technician Role For a daily task of a precision agriculture technician is collect data for yields for corn or beans or anything like that. Or i could use geospatial technologies to collect data to find out how much nitrogen there is in the ground. The training you would need is basic like how to run microsoft excel and learn how to collect data and put in microsoft excel.You have to have a associates degree.Im looking to work in oklahoma.I would earn about 85,000 dollars a year. The benefits of this job would be working alone in a office or tractor. Having quite a bit of days off. Eventually I could be my own boss. After I work for a while i would be making close to 89,000 dollars. The extra education would be associates or bachelors for more money per year. Plus once you got the job you would need training and a little bit of experience with the computers in the tractor before you go mess with software designing and data and stuff like that. I picked to work in oklahoma is because i think it is nice out there and the only thing out there is land so land is cheaper. So I could have a goat farm like i wanted to and have 50 acres for grain production and 10 acres for goats and other stuff I need for them. The career in long term will help me with paying plus if i have a wife she would help me to if she worked. Then if we had kids we could easily put them through 4-h and mabey even national shows. The job would help me at home so i could go home and test new technologies before anybody else. This job would affect me greatly because if they ever released new technologies and didnt want to release it until they knew it actually worked i could take it home and test it and then that would make my grain production better every year. Then the better grain production is means i can buy more land and buy more goats. I could also sell the goats to even make more money so i could buy permint technology for my tractors that would make grain production better and then the circle keeps going. Plus I would start to learn every body from the community. I dont want to work in a town like indianapolis but more like monticello or smaller than lafayette. This job will effect my friends by not seeing them but maybe once every 5 years or so. But that doesnt affect me because that would be good because i dont like to many people from my school . On my goat ranch i would hope to have a dirt small aircraft landing and my own small airplane to go see my parents or they could come see me. And if they wanted to they could stay at my house or something like that because im pretty sure i would build a big house incase of any surprises. Or i could even put some baby goats or have an office in the house for computer software designer for self driving tractors. I dont think it would affect my social life because my social life is my goats and animals because i dont have friends. So i would still find like 4 friends and hang out with them on friday nights but for the most part i would spend my time at work or at home playing with goats. I think i would still travel but i would probable have one of my friend stake care of my goats so i know they are safe but i would still like to hunt and take my dad to alaska or somewhere up there to go elk hunting. Overall the job would pay starting out around 45,000 dollars a year and after like 4 years it would be around 87,000. What i would do with that money is buy me around 20 acres of field 10 acres of woods for hunting and 10 acres for farming with barns and goats and then the dirt track small airport. After a few years of paying everything off lie vehicles and michinalenous i would travel some and buy a rv. The benefits of the job will help me greatly because i can use it for grain production and then to buy goats and different stuff Plus it would help me in my job learning how to use all of this new technologies so when i go to install it for a customer i can explain everything to him. I would teach my kids to fish and hunt and about agriculture but by the time they are born the will know everything and will know better than me because agriculture is just technologies you dont even need the farmer no more thats why this job is so needed and its especially needed in oklahoma because all the ground is flat and goes forever so a lot of farms own a lot of acer sand they dont have the time to waste on planting one field when they could be planting five fields and later that season by harvesting all five at the same time

Dead Poets Society Essay examples -- essays papers

Dead Poets Society Dead Poets Society Hysterical Text One person’s interpretation of a story is always different than another’s. Some of us may see things that are not being shown to us. Dead Poets Society, in author Tania Modleski’s eyes has taken on a manifestation larger than the author herself. This story is not what the author will have you believe, whereas the true story was hidden in the misconception of Modleski’s beliefs. The sexual content, homoerotic tensions, and antiauthoritarian behavior, seemed to come from the author’s wishful thinking as opposed to the reality of the film. In the film a homosexual theme could not be seen. When Mr. Keating came to the school to teach, he did not insist on being called oh captain my captain. That phrase was used only three times in the movie, once by Mr. Keating himself. Oh captain my captain was used by two separate young men as a show of admiration and respect for Mr. Keating. In contrast Modleski sees oh captain my captain as a â€Å"pious deference to male authority†(Modleski â€Å" Dead White Male Heterosexual Poets Society† 315) because the very authority the film pretends to be challenging. One character that just enrolled at the school and was somewhat of a loner, and misfit, and is expected to achieve great success as his brother did before him. He is an example of how some families push one child to be exactly like another i.e. his older brother. When he first comes in contact with Mr. Keating he could not speak openly in front of a crowd. This is evident when he decides not to write a poem that is to be read in front of the class the following day. When Mr. Keating calls upon him to read and he cannot, he uses the technique of spinning him around while spewing... ...land. Mr. Keating probably was dismissed from the school in England for his freethinking ways. He may travel from school to school spreading the Dead poets Society way of free expression. This is illustrated when a boy returns to his room, and finds Mr. Keating’s book of poetry lying on his desk. When Modleski critiqued this movie, with good intentions in mind, somehow she lost her way. There are two sides to every story and these boys and Mr. Keating’s has been told. The illustrations, and aforementioned reasons, show that Dead poets society is a hysterical text. We may never know the real meaning behind this movie, but we all have our interpretations of it. There are no hidden or reclusive meanings being portrayed here, just a boarding school that suppresses freedom of thought, and creativity. This is why Mr. Keating’s character comes through loud and clear.

Imperialism Essay -- essays research papers fc

Imperialism Imperialism Throughout time more powerful countries have extended their influence over weaker countries and then colonized those countries to expand their own power. Imperialism causes the stronger countries to grow and become nations or even empires. There are many examples throughout European history of nations enveloping weaker countries and increasing their own wealth and power to form strong nation-states and even empires. Through imperialism one culture is invading another culture and most of the time the European colonialists are not thinking about the effects this invasion might have on the natives of that land. Problems caused by imperialism have prevailed to this day. Imperialism caused a breakdown of the previous cultures and lifestyles that the natives had followed. The European imperialism caused many of the now prevalent ethnic rivalries that can be found in northern India, parts of Asia, and parts of Africa. "Africa and much of the developing world have been strug gling for nearly half a century to come to terms with grinding ethnic and tribal rivalries that remain, in a way, one of the most enduring legacies of their colonial past." In many cases of European imperialism, the European colonialists would pick a favored minority in one of their colonies to govern their colony locally and with this priority came assurance of the best jobs and favored treatment. This caused a sort of rivalry between that minority and the majority of natives who were not given this priority. Resentment towards these favored minorities grows and after the country achieves independence the popular resentment can turn to violence. An example of this is the Sikhs in India. The Sikhs created the powerful state of Punjab in 1800, which became a threat to British-controlled India and after two years of war Britain annexed the Punjab in 1849. The Sikhs were loyal to the British. In return for that loyalty, during the Sepoy Mutiny the British gave them preferential la nd grants. Throughout British rule, the Sikhs gained wealth and a great reputation as soldiers and policemen. After independence, they lost all of their special privileges and found their state divided between India and Pakistan. This followed with a bitter war against the Muslims in 1965, which forced the Sikhs to migrate from their homeland of Punjab to India. This followed a year ... ...o the level of nation-state and higher, because along with the exploitation of their culture and people, the Europeans also brought the means to advance to an industrial society. With those abilities they can still flourish in the future. Bibliography Works Consulted Davenport, Prof. TRH. South African Communication Services. â€Å"South Africa: History.† Available [Online] http://www.facts.com/cd/C01001.htm Copyright 1995. â€Å"History of Troubles† World BookTM Multimedia Encyclopedia. Available [Online] http://www.worldbook.com/fun/bth/html/hist.htm Copyright 1998. â€Å"Ireland (History)† The Concise Columbia Electronic Encyclopedia, Third Edition. Available [Online] http://www.encyclopedia .com/articles/06458.html Copyright 1998. â€Å"South Africa- can a country overcome its history?† available [Online] http://www.learner.org/exhibits/southafrica/ Copyright 1998. Ulack, Richard. â€Å"Malaysia† Encarta [CD-Rom] updated: July 1997. Winchester, N. Brian; O’Meara, Patrick. â€Å"Republic of South Africa† Encarta [CD-Rom] updated: August, 1998. Lapping, Brian. Apartheid: A History. Braziller, New York: 1987. Lemon, Anthony. â€Å"Sikhs and Sikhism† Encarta [CD-Rom] updated: July 1998. Word Count: 1456

The Curse of the Hemingways Essay -- Exploratory Essays Research Paper

The Curse of the Hemingways â€Å"Can someone be predisposed to be suicidal?† That is the question that plagues many Hemingway scholars, and indeed it seems that it exists in the Hemingway lineage. Ernest Hemingway’s family tree is dotted with suicides and sudden tragic deaths, too many occurrences for one to merely disregard such tragedies as coincidence. Some believe that there exists the so- called â€Å"curse of the Hemingways,† a way to explain the many deaths within the Hemingway family due to drug overdose or self-inflicted gunshot wounds. Ernest’s case is the most well known, but suicide also struck his father, sister, brother, son, and granddaughter. The suicides among Ernest’s parents and siblings family are numerous. Clarence Hemingway, Ernest's father, killed himself in 1928. Clarence was fervently religious, providing much of Ernest’s moral education in his younger years. However, Clarence battled depression and diabetes, and in the end shot himself in the head on December 6, 1928. Ernest’s closest younger sister, Ursula, suffered from cancer and bouts of depression, and killed herself in a drug overdose on October 30, 1966. Ernest’s brother Leicester was the youngest in the family, the only other male after Clarence’s sudden death. He was a writer like Ernest, but depression and diabetes gripped him and Leicester shot himself on September 15, 1982, after finding out he needed to amputate his legs. The rest of Ernest Hemingway’s family also has had a share of sudden deaths and suicides. Ernest’s second wife, Pauline Pffeifer Hemingway, died suddenly of abdominal pain and internal bleeding. He had lived with her for 13 years and had two children together, Gregory and Patrick. Gregory Hemingway lived a tragic, wretch... ...9/hemingway/stories/biography/index.html - I took from this site the date and causes of death for Leicester, Ursula, and Pauline Hemingway. http://www.timelesshemingway.com/familytree.shtml This site contained the family tree of the Hemingways. http://www.cvc3.org/modelcourses/mrogoff/Macomber.html#SUICIDE%20IN%20THE%20HEMINGWAY%20FAMILY: This site listed the members of the Hemingway family that committed suicide. http://www.advocate.com/html/stories/851/851_hemingway.asp -This site had information concerning Gregory Hemingway’s life and death. http://www.cnn.com/SHOWBIZ/9608/20/hemingway.suicide/ This site had information on Margaux Hemingway. http://www.cigaraficionado.com/Cigar/Aficionado/people/fa899.html This site contained the most information on Ernest of any other website, where I gleaned the history of his accidents and his alcoholism.

Plagiarism in Higher Education Essay

Al Ain Women’s College, Higher Colleges of Technology, Al Ain, United Arab Emirates Abstract Purpose – The purpose of this paper is to investigate the impact of the modern information society on attitudes and approaches to the prevention of plagiarism and to examine a less punitive, more educative model. Design/methodology/approach – The approach taken is a literature review of plagiarism in contemporary society followed by a case study of the education department of a tertiary-level college in the United Arab Emirates. Findings – The authors advocate a move towards a less punitive, more educative approach which takes into account all the relevant contextual factors. A call is made for a truly institutional response to a shared concern, with comprehensive and appropriate policies and guidelines which focus on prevention, the development of student skills, and the proactive involvement of all relevant stakeholders. Practical implications – This approach could inform the policies and practices of institutions who wish to systematically deal with plagiarism in other contemporary contexts. Originality/value – This paper could be of value to policy makers and administrators in tertiary institutions, particularly in English as a second language contexts, who recognise the limitations of traditional approaches to plagiarism and wish to establish more effective practices. Keywords Copyright law, Information society, Dishonesty, United Arab Emirates Paper type Literature review Plagiarism in political discourse Politicians, more than anyone else, need to portray an image of integrity, honesty, and independent thought. Their election, their livelihood, and the fate of their constituents would seem to depend on it. Yet politicians commonly use speechwriters who have the speci? c task of conveying their thoughts, personality, and personal sincerity (see for example, Philp, 2009). It may be argued that although politicians do not necessarily write the words themselves, they endorse the words they use. But what if the words themselves are not original? In one instance, the presidential candidate Barack Obama was confronted by the fact that some of his speeches had taken material from Deval Patrick, the Massachusetts Governor. Obama admitted he should have acknowledged his source: Education, Business and Society: Contemporary Middle Eastern Issues Vol. 3 No. 3, 2010 pp. 166-177 q Emerald Group Publishing Limited 1753-7983 DOI 10. 1108/17537981011070082 I was on the stump. [Deval] had suggested that we use these lines and I thought they were good lines [. . . ] I’m sure I should have – didn’t this time [. . . ] I really don’t think this is too big of a deal (Obama cited in Whitesides, 2008). Published by kind permission of HCT Press. Plagiarism has been de? ned as â€Å"the unacknowledged use of someone else’s work [. . . ] and passing it off as if it were one’s own† (Park, 2004, p.292) and it is interesting to speculate whether such an excuse would be accepted from a student by an educational institution’s plagiarism committee. Accusations of plagiarism in politics have been made before, of course, though the outcomes were often different, suggesting that a shift may be taking place in attitudes towards plagiarism in politics. In 1987, another presidential hopeful was forced to abandon his ambitions for high of? ce largely because he had plagiarised a speech by the British politician Neil Kinnock and because of â€Å"a serious plagiarism incident† in his law school years (Sabato, 1998). Ironically, the candidate was none other than Joe Biden, the man chosen by Obama to be his Vice President. In politics today, it seems as though plagiarism no longer signals the end of a career. In contrast, students who are caught cheating or plagiarising can be subject to sanctions and consequences that are severely life impacting, which in the United Arab Emirates (UAE) can include permanent exclusion from all tertiary education (see for example, Higher Colleges of Technology (HCT), 2008). One question of fundamental concern that we must ask ourselves as tertiary-level educators is why college students, who have much less at stake, considerably less experience and knowledge and who do not use English as their ? rst language, should be held to higher standards of responsibility in communication than those in the highest political of? ces? Yet, if we make allowances for students who are still learning to orientate themselves in academic discourse, what standards should be applied? Plagiarism in a complex information society The concept of plagiarism is a relatively new cultural phenomenon. Greek philosophers regularly appropriated material from earlier works without compunction, and originality was considered less important than imitating, often orally, the great works of their predecessors (Lackie and D’Angelo-Long, 2004, p. 37). All the way through the eighteenth and early nineteenth centuries, the study of rhetoric rather than written language was often the norm, with students required to give public speeches to assembled faculty. Only the subsequent move towards written assignments brought with it new perceptions of student plagiarism (Simmons, 1999, p. 41). Around the same time, in the earlier part of the twentieth century, the formalization of citation styles from organizations such as the American Psychological Association marked a desire to standardise academic writing and provide a model for ethically quoting the work of others (Simmons, 1999, p. 42). With the rise of the information society and electronic media, another cultural shift seems to be underway. There have been recent suggestions that plagiarism is becoming more prevalent, and much of the blame has been placed on â€Å"nearly universal access to the Internet† (Scanlon and Neumann, 2002, p. 374). Park (2004, p. 293) refers to the ease of â€Å"copying [. . . ] in a digital world of computers, word processing, electronic sources and the Internet. † However, the explosion of electronic sources of information has not just made copying easier, it has also made it much more central to our students’ cultural and social experiences. Students going into tertiary education have grown up with the internet and are at home with downloading â€Å"free† ? lms, sharing music and modifying and emailing all kinds of material taken from the web. They have developed highly skilled ways of conducting non-academic research using  services such as search engines, social networking sites, podcasts, RSS feeds, discussion boards, etc. with Dealing with plagiarism 167 EBS 3,3 168 hyperlinks allowing them to jump from site to site as though the internet were a single-uni? ed source, and with copying and pasting a mainstay of interaction. They take it for granted that a pop star such as will. i. am can pick up and rework virtually the entire content of a political speech, and turn it into the award winning song and music video Yes we can, apparently without Obama’s knowledge or consent ((The) ABC News, 2008). They are not surprised when this video is then embedded in countless webpages, with the lyrics of the song posted on music sites without any attribution of the original source (see for example, LyricsReg, n. d). This intertextuality is a perfect example of the â€Å"postmodern, self-cannibalizing popular culture† (Bowman, 2004, p. 8) that our students now engage with on a daily basis. Students may well bring to the classroom very different ideas from their teachers about what constitutes fair use. Indeed, one study of 2,600 tertiary-level students in the UAE found that just over 40 percent considered cutting and pasting from the internet as either trivial cheating or not cheating at all. The attitudes of UAE students are similar to those of other students around the world (Croucher, 2009). Some theorists have gone a step further and argue that as the new media become more interactive and collaborative, it calls into question the whole idea of a â€Å"creative, original, individual who, as an autonomous scholar, presents his/her work to the public in his/her own name† (Scollon, 1995, p.1). The multiple contributors to Wikipedia pages is a clear example of how a collaborative process undermines our sense of authorship. In addition, the notion of what constitutes â€Å"fair use† is changing quickly. This is exempli? ed by the open source movement where material can be downloaded, modi? ed, and shared with minimal and strictly controlled author’s rights (See for example, Open Source Initiative, n. d). As Blum (2009) notes, the â€Å"rules about intellectual property are in ? ux. † Where does this leave educators? Has plagiarism become an irrelevant concept, too outdated in its de? nition to be of use in the production of educated professionals ready to take their place in our post-modern society? Do we have to accept Johnson’s (2007) argument that in the digital age, writing an original essay outside of class for assessment purposes is no longer viable in its current form because of the ease of copying from the internet? Do we have to agree with him when he says such tasks are no longer even relevant because they fail to re? ect the modern workplace? As Johnson argues: My transfer from education to the world of business has reminded me just how important it is to be able to synthesize content from multiple sources, put structure around it and edit it into a coherent, single-voiced whole. Students who are able to create convincing amalgamations have gained a valuable business skill. Unfortunately, most schools fail to recognize that any skills have been used at all, and an entire paper can be discarded because of a few lines repeated from another source without quotation marks. Plagiarism in education Plagiarism in education seems to operate under a very different set of rules from the pragmatic ? elds of politics or business and can create emotional responses that deploy highly charged metaphors such as The Plagiarism Plague (Bowman, 2004) or â€Å"Winning hearts and minds in war on plagiarism† (Jaschik, 2008). In education, plagiarism is â€Å"seen as a transgression against our common intellectual values, carrying justi? ably bad consequences for those guilty of the practice† (Isserman, 2003). Why is it generally accepted that politicians can use ghostwriters, but that students cannot, even if the stakes for the students are much lower? The critical issue for education is that plagiarism â€Å"circumvents the learning process† (Spencer, 2004, p. 16). The process of analysing and synthesizing ideas, and reformulating them in writing, is seen as central to learning. Only by ensuring that students struggle to assimilate material and develop their own voice do students go beyond surface information and develop higher order thinking skills. As Isserman (2003) notes: [.. . ] ownership over the words you use [. . . ] is really at the heart of the learning process. You can read a dozen books about the cold war, but if you can’t explain what you have learned to someone else in your own words, no real learning has taken place [. . . ] and you will have made no progress whatsoever toward realizing the central goal of a liberal-arts education: the ability to think for yourself. Dealing with plagiarism 169 This struggle for intellectual development is not easy, which is precisely the reason that makes plagiarism attractive for some students. In most cases teachers are not concerned about literary theft, but that their students are missing out on opportunities for learning because they are failing to engage with the material in a meaningful way. Plagiarism is therefore â€Å"denying them the opportunity to learn lessons, improve their study skills, and improve their knowledge and understanding† (Lancaster University, 2009, p. 3). If plagiarism is especially serious in education because it is an obstacle to learning, then we should deal with instances of plagiarism primarily from an educational perspective rather than the punitive one. Students need to learn the importance of academic integrity and understand that it is not just a hoop to be jumped through, but is integral to intellectual and personal growth. Clearly this learning process cannot be instantaneous, and allowances should be made as students develop. However, this does not mean that severe penalties should be removed from the process entirely as there will always be students who refuse or are unable to meet appropriate standards. Factors in? uencing the incidence of plagiarism Individual, pedagogical, and institutional factors can all in? uence the incidence of plagiarism. Students themselves can be impacted by a wide range of factors including their educational conditioning, cultural background, motivation, language skill, peer pressure, gender, issues with time management, ability, and even the subject being studied (Roig, 1997). If the tertiary experience is vastly different to students’ previous educational experience, the motivation for plagiarism again increases. In the UAE, it is likely, for example, that the students’ primary and secondary schooling was characterised by rote learning and the quest for a single correct answer, non-transparent and poorly conceived assessment practices, and vast social inequities within the student base, and between students and their often socially and economically disadvantaged teachers. Norms, expectations, and demands learned in this context can be dif? cult to dislodge in subsequent institutions which place a premium on the exploration of problems and solutions, independent and critical thinking skills, and academic integrity. If plagiarism is not de? ned or academic processes made explicit, then such students will ? nd it impossible to reach the standards that are suddenly and (to them) inexplicably imposed on them. Pedagogical approaches may also contribute to the prevalence of plagiarism. Current methodologies place much more emphasis on collaboration and group work, with a greater weight given to out-of-class projects and portfolios at the expense of formal exams. The result is that the line between collaboration and cheating during assessed tasks is blurred, and if this is not explicitly dealt with by assessors, it will inevitably EBS 3,3 170 result in misunderstandings as to what is acceptable. Also, students are more likely to justify cheating if the coursework or assignments they were given were too hard, poorly scaffolded, or based on unreasonable expectations of their abilities (Naidoo, 2008), and plagiarism will be made easier if the assignments are not constructed carefully so that stock answers cannot be copied from the internet (Wood, 2004). However, the institutional context plays perhaps the most critical role. For example, unclear and uncommunicated institutional policies with vague de?  nitions of plagiarism can affect the incidence of plagiarism, as can the application of those policies (McCabe et al. , 2002). Some aspects of an organization may unwittingly encourage plagiarism. For example, in contrast to schools, tertiary education institutions in the UAE do not typically award top grades to large numbers of students, and there is evidence to suggest that students justify using ghostwriters in such an environment because they believe they deserve better grades (Croucher, 2009). An often overlooked but crucial aspect of deterring and detecting plagiarism is the application of institutional policies by teachers. One survey of 800 American academics at 16 institutions found that 40 percent never reported incidents of plagiarism while a further 54 percent did so only seldomly, even though the evidence suggested they must have received plagiarised work (McCabe, 1993 cited in Schneider, 1999). There are many reasons why teachers may be reluctant to report plagiarism. Teachers may feel the potential penalties for students are too high (Auer and Krupar, 2001). They may also be wary of making false accusations which potentially undermine their own professional status. Some teachers object to taking on the role of detective or enforcer as it undermines the mentor-student relationship (Schneider, 1999; Park, 2004) while others may not have the time to make an extra effort to uncover plagiarism and follow it up (Park, 2004). It may also be that some teachers, especially teachers of content subjects where the focus is less on form and more on ideas, may not have suf? ciently developed skills to detect plagiarism. Hyland (2001) found that even teachers who detect plagiarism may use indirect feedback when dealing with plagiarism (for example, comments in the margins such as â€Å"Are these your own words?†) which can lead to miscommunication with the student about what is acceptable. With so many factors at play, the responsibilities of teachers must be clearly codi? ed if any institutional initiative is to have any success. Plagiarism and ESOL/EFL English for speakers of other languages (ESOL) and English as a foreign language (EFL) contexts may be more prone to infringements of academic integrity because students lack the English skills to understand the coursework and so may feel that plagiarism offers the only solution (Hyland, 2001; Liu, 2005). Moreover, the cultural conditioning of English as a second language (ESL) and EFL students has been cited as another contributing factor. Moder (1995 cited in Lackie and D’Angelo-Long, 2004, p. 38) suggests that some societies, including those in the Middle East, â€Å"value memorization and imitation as the mark of an educated person† which may mean that plagiarism is viewed as being less signi? cant. Liu (2005, p. 239) disagrees with the notion of cultural conditioning, however, claiming that â€Å"it is  based on incorrect information and is presented often via unwarranted jumps in reasoning and con? ation of separate issues. † More pertinently, perhaps, she goes on to argue that: [. . . ] even if we concede that such cultural conditioning indeed exists to some extent, we still cannot say for sure that it is the main reason that ESOL students plagiarize. There are many other factors that may motivate ESOL students from many L1 backgrounds to plagiarize, including a lack of adequate pro? ciency, lack of task speci?c writing skills, and of course, the urge to cheat (p. 239). Dealing with plagiarism ESOL students, then, whether or not cultural conditioning is accepted as an underlying factor in plagiarism, may still have greater motivation than their ? rst language counterparts to take and use the ideas and words of others in their own assignments. Ironically, plagiarism by ESOL students is also far more likely to be detected because of more prominent differences in language level and tone between copied and original work. Degrees of plagiarism Intuitively, plagiarism varies in its severity in a way that cheating (e. g. using crib sheets or having someone else take a test for you) does not. It can consist of minor lapses, for example, when original material is poorly paraphrased but the source is acknowledged, through deliberately copying parts of a text without citing the source, to submitting work from an online paper mill (Roig, 1997). Critical factors in determining the severity of the plagiarism include the intention behind the plagiarism (was it deliberate or accidental? ), the amount of material that has been plagiarised, the inclusion of the source in the list of references, the degree to which the plagiarised material differs from the source (an indication at an attempt to paraphrase), the time the student has spent in tertiary education, and whether it is the ? rst, second, or subsequent occurrence. Given the wide variation in the seriousness of plagiarism and the developmental process students must undergo to assimilate the norms of academic writing, it is clear that the appearance of plagiarised material is not always a deliberate attempt to cheat. For example, students are often poor at paraphrasing and may not be fully aware that this could be construed as plagiarism. Roig (1999) gave English-speaking undergraduate students a two-sentence paragraph to paraphrase and found that between 41 and 68 percent of the responses contained strings of at least ? ve words or more copied from the original. These results clearly back up the claim that plagiarism may indicate a de? cit in appropriate skills and not intentional academic dishonesty. Towards an institutional response to plagiarism In many educational institutions, plagiarism is seen largely as a teacher/student problem. If plagiarism is detected, then the teacher makes a decision as to whether to escalate the case for possible punitive action. The plagiarism is seen either as morally wrong or as a â€Å"crime† – the breaking of a rule that has inevitable consequences (Blum, 2009). Unfortunately, dealing with plagiarism in this way can result in decisions which are reactive, emotive, and which are made informally on an ad hoc basis, thus inviting inequity and inconsistency. When the focus is directed towards punishment, there may be little maturation in terms of academic integrity for the student concerned, or for those who watch their classmate’s fate from the sidelines. Academic endeavour must take place within an institutional culture that routinely recognises and reinforces the value of academic integrity so that all stakeholders are obliged to proactively follow and uphold best practice in order to reduce the impact of the contributing factors discussed above. This requires the establishment of an institutional response to plagiarism that is comprehensive, appropriate, fair, developmental, transparent, and educative. 171 EBS 3,3 Park (2004, p. 294) describes such an institutional framework for dealing with plagiarism that was developed by a working party at Lancaster University in consultation with staff and with reference to experience and the literature: The working party sought to move the plagiarism discourse beyond just detection and punishment and to situate and embed it in a cohesive framework that tackles the root causes as well as the symptoms of plagiarism as a family of behaviours. 172 The key elements underpinning this framework were consistency and transparency. These were ensured by the explicit codi? cation of stakeholder responsibilities, procedures, and penalties. In order for such a framework to be implemented effectively, Park (2004, p. 296) noted that â€Å"all stakeholders within the institution must understand and appreciate why the framework is necessary and how it protects their own interests. † A case study Park (2004, pp. 295-9) nominated a number of central pillars that lend validity and effectiveness to any such institutional framework. These included transparency, ownership by stakeholders, student engagement, academic integrity, framing the initiative to ensure compatibility with the culture of the institution, focus on prevention and deterrence, and the supportive and developmental nature of the framework. These pillars provide excellent reference points for the approach taken in one department in a college in the UAE and allow us to examine the viability and ef? cacy of such a framework for the local context. The Education Department at Abu Dhabi Women’s College (ADWC) has addressed its concerns with academic honesty in a concerted, collaborative, and multi-faceted fashion. As teacher educators, the faculty in this department are intent on producing future academics. Much like politicians, words, information, and the generation of ideas are the very foundation of our professional lives, so we regard it as essential that the â€Å"rules† of using these appropriately are disseminated, understood, and followed at all times by all of our students. To this end, we have established and adhere to a set of policies and practices at all levels that support and facilitate academic honesty. Institutional/departmental level The HCT, of which ADWC is only one of 16, institutionally mandates the prevention and sanctioning of plagiarism and related offences. Consequences of infringements of these rules are outlined in of?cial policies, Student Handbooks (see for example, HCT, 2008), contracts signed by students at the commencement of their studies, and reinforced by administrative staff and faculty at every student meeting and examination session held throughout the student’s academic career at HCT. From these guidelines, the Education Division throughout the colleges has documented standards and procedures that address academic honesty in its assessment handbooks – one that is distributed to all education students and the other, more comprehensive and speci?c, that is used by all education faculty. This shared written documentation enables best practice in assessment to be disseminated and followed, provides the underlying philosophy and approach for the division as a whole, and addresses academic honesty both directly and indirectly to better support student writing and make plagiarism a less viable or attractive option. The assessment handbooks re? ect the developmental curricular approach of the division as a whole, and so specify the type, nature, and expectations for assessments at each level to scaffold the students’ ability to produce increasingly sophisticated and original work. Ensuring that requirements are reasonable and documented minimises the students’ need to seek help through illegitimate means. These handbooks are the basis of communication within the ADWC Education Department on all matters regarding assessment and have served to ensure a common approach and understanding. Insights gained by instructors in their daily interactions with students and their submissions inevitably reveal general dif?culties facing students, which are then examined in regular formal and informal meetings to brainstorm and implement further strategies that may be useful. The ongoing concern at faculty level with issues of academic honesty is mirrored in the systematic recycling of warnings, information, and explicit instructions to students. As a department, the theft or misappropriation of ideas and words has been, and continues to be, addressed as professionally offensive and inappropriate. Initiatives suggested by Education Department faculty as well as colleagues in other departments and colleges are pursued vigorously. One recent example has been the provision of workshops by library staff on research skills and academic procedures. The plagiarism detection software, Turnitin, was originally adopted by the department as both a defence against plagiarism and a tool to help students protect themselves against accidental plagiarism. This proved to be very effective, but unfortunately access to this subsequently became unavailable. Now, suspicious text samples are input into search engines and all assignments are run through SafeAssign, a plagiarism checker in Blackboard (the online course management system). These have proved to be acceptable alternatives. As Braumoeller and Gaines (2001) found in their study, â€Å"the deterrent effects of actually checking for plagiarism are quite impressive (p. 836). † The departmental approach has included a series of mandatory workshops and masterclasses on academic writing and plagiarism for all students in slightly altered learning contexts designed to motivate, encourage participation, and focus attention. It should be noted that the relatively small size of the department (one chair, six faculty, and fewer than 80 students) makes shared understandings, uniform dissemination of information, and infraction detection much easier and more likely than in a bigger department where students are not familiar to every teacher. Course level Academic writing skills are an important component of all education courses. Referencing skills are taught explicitly in a speci? c course during the students’ ? rst semester, and then constantly reinforced and recycled throughout the programme. The education programmes at the HCT are based on re?  ective practice. This means that assignments are contextualised and require the application rather than the regurgitation of theory, so copying from previously submitted work or in any way buying or commissioning a paper cannot be so easily accomplished as theory has to ? t the student’s individual circumstances. In addition, the student’s right to submit and receive feedback on a ? rst draft of every paper (Assessment Handbook, 2009, p. 7) allows plagiarism, deliberate, or accidental; to be detected and remediated at an earlier stage before punishment becomes the only option. The feedback and scaffolding policy (pp.53-5), which outlines the form and scope of feedback to be given, draws instructor attention to both macro and micro features of the submission, so any attempt to use words or ideas from an external source should be revealed at least a week before ? nal submission. Dealing with plagiarism 173 EBS 3,3 All students submitting assignments in the Education Division are required to sign a declaration on their cover page that the work is entirely their own and all sources have been acknowledged (Assessment Handbook, 2009, p. 47). This provides a ? nal reminder that academic honesty is expected and will be monitored. Faculty responsibilities and input All faculty in the Education Department, regardless of their course allocation, consider themselves teachers of English. This is not only because we each have ESL teaching quali? cations and experience (obviously an advantage), but also because we recognise the importance of language as the vehicle for idea generation and transmission. Language is inseparable from the content area in which those ideas are conceived and manipulated. This can be a very different orientation to that of colleagues in other departments whose subject area specialisation takes precedence. Our more holistic approach means that we explicitly teach both content and the language elements with which to express that content to students who may be struggling with the unfamiliarity of both. It also means that we take our role as defenders of academic integrity very seriously and vigilantly monitor and check student output. As professional ESL teacher educators, we strive to be models of effective language use as well as successful proponents of academic scholarship, so ongoing instruction in both is a routine aspect of teaching and learning in the department. This increased student awareness of appropriate academic writing processes reduces their motivation to misappropriate text written by others. The cultural and social aspects of plagiarism are also given attention by faculty. In a society that places less value on individuality than it does on cooperation and social cohesion, it is important for students to understand that they have not only the right, but the responsibility, to turn down requests for assistance from peers. Faculty not only explain this, but also explain to students how to respond assertively with friends or relatives asking for inappropriate help. Without this, no amount of education or punishment can ever be successful. Student involvement Education students are required to be active participants in their own learning. Because all assessment processes are documented and transparent, they have the ability to question and ask for clari? cation on any aspect that they do not understand. All expectations or consequences are addressed in multiple ways, so ignorance is no defence for malpractice. Submissions of ? rst drafts are perhaps the most critical aspect for students. Although these are universally permitted and scheduled, they are never awarded a mark and are not always actually demanded, so it is up to the student to take advantage of their right to pre-submission feedback. An appropriate framework? The Education Department at ADWC values academic honesty very highly and has organized its procedures and practices accordingly. The very infrequent occurrence of plagiarism is testimony to the effectiveness of: . proactive strategizing; . clear documentation; . reasonable and appropriate expectations; 174 . . . . . awareness raising; sustained faculty vigilance and involvement; support for the development of student skills and cognitive growth; decreased student opportunity and motivation to cheat; and the pervasive sense of professional identity and responsibility that characterise departmental efforts on this issue at all levels. Dealing with plagiarism 175 The work done in this department is thus an arguably successful attempt to â€Å"devise a student plagiarism framework that best suits [our] own culture and circumstances†.

Work attitude in Vietnam

Work attitudes have become the most critical point for managers In the context that there Is a shift from a planned to market economy In developing countries. This raised a question for managers about whether or not this change may affect employee attitudes about work, commitment to a company, satisfaction and willingness to work hard. In a research conducted in Vietnam, three researchers, namely, El NCO Hung, Stephen Apollo and Earn Eagleburger explored and clarified the issues of organizational commitment, Job satisfaction and reasons affecting work attitudes in Vietnam.To begin with, the critical reason for this survey conducted in Vietnam was that Vietnam was one of the most suitable countries for this research where employees have traditionally worked for state-owned enterprises (Goes) but now are starting to work In economic market. Moreover, Vietnam had a potential labor workforce and nearly 80 million people were born after 1975. Thus, If the government can utilize this advan tage by effective Investment or attracting foreign Investors, It will be a considerable competitive force.Otherwise, It might trigger to various social problems. As the research revealed, generally speaking, Vietnamese employees expressed positive work value. In specific, older employees were more committed to their organizations and more satisfied with their jobs, while employees with more education had lower commitment and Job satisfaction. They also reported more committed when they held a Job that was complicated, required more teamwork or they considered their Job as a central life interest.Employees who sought more independent or high income were less satisfied with their Jobs. However, there are some distinctions in attitude of employees between working in Goes and private companies as well as in regions. There was a trend that employees working In private firms were more satisfied and committed than their counterparts In Goes. Relating to regional differences, the attitudes of older workers In the south of Vietnam were more positive than the north and SEE employees In the north had such more negative attitudes than their counterparts in the south.The main purpose of this research was better understand employees as well as find the best way to treat them in order to enhance their organizational commitment and job satisfaction. This research also indicated economic restructuring was the core leading to negative attitudes in the north because nearly all of their Job were in Goes. With the change in this structure, a great deal of downsizing and Job changing may be more extensive in the north, triggering to uncertainty in their minds.

The Poisson Probability Distribution

The Poisson probability distribution, named after the French mathematician Simeon-Denis. Poisson is another important probability distribution of a discrete random variable that has a large number of applications. Suppose a washing machine in a Laundromat breaks down an average of three times a month. We may want to find the probability of exactly two breakdowns during the next month. This is an example of a Poisson probability distribution problem. Each breakdown is called an occurrence in Poisson probability distribution terminology.The Poisson probability distribution is applied to experiments with random and independent occurrences. The occurrences are random in the sense that they do not follow any pattern, and, hence, they are unpredictable. Independence of occurrences means that one occurrence (or nonoccurrence) of an event does not influence the successive occurrences or nonoccurrences of that event. The occurrences are always considered with respect to an interval. In the ex ample of the washing machine, the interval is one month. The interval may be a time interval, a space interval, or a volume interval.The actual number of occurrences within an interval is random and independent. If the average number of occurrences for a given interval is known, then by using the Poisson probability distribution, we can compute the probability of a certain number of occurrences, x, in that interval. Note that the number of actual occurrences in an interval is denoted by x. The following three conditions must be satisfied to apply the Poisson probability distribution. 1. x is a discrete random variable. 2. The occurrences are random. 3. The occurrences are independent.The following are three examples of discrete random variables for which the occurrences are random and independent. Hence, these are examples to which the Poisson probability distribution can be applied. 1. Consider the number of telemarketing phone calls received by a household during a given day. In t his example, the receiving of a telemarketing phone call by a household is called an occurrence, the interval is one day (an interval of time), and the occurrences are random (that is, there is no specified time for such a phone call to come in) and discrete.The total number of telemarketing phone calls received by a household during a given day may be 0, 1, 2, 3, 4, and so forth. The independence of occurrences in this example means that the telemarketing phone calls are received individually and none of two (or more) of these phone calls are related. 2. Consider the number of defective items in the next 100 items manufactured on a machine. In this case, the interval is a volume interval (100 items).The occurrences (number of defective items) are random and discrete because there may be 0, 1, 2, 3, †¦ , 100 defective items in 100 items. We can assume the occurrence of defective items to be independent of one another. 3. Consider the number of defects in a 5-foot-long iron rod. The interval, in this example, is a space interval (5 feet). The occurrences (defects) are random because there may be any number of defects in a 5-foot iron rod. We can assume that these defects are independent of one another. The Poisson Probability Distribution The Poisson probability distribution, named after the French mathematician Simeon-Denis. Poisson is another important probability distribution of a discrete random variable that has a large number of applications. Suppose a washing machine in a Laundromat breaks down an average of three times a month. We may want to find the probability of exactly two breakdowns during the next month. This is an example of a Poisson probability distribution problem. Each breakdown is called an occurrence in Poisson probability distribution terminology.The Poisson probability distribution is applied to experiments with random and independent occurrences. The occurrences are random in the sense that they do not follow any pattern, and, hence, they are unpredictable. Independence of occurrences means that one occurrence (or nonoccurrence) of an event does not influence the successive occurrences or nonoccurrences of that event. The occurrences are always considered with respect to an interval. In the ex ample of the washing machine, the interval is one month. The interval may be a time interval, a space interval, or a volume interval.The actual number of occurrences within an interval is random and independent. If the average number of occurrences for a given interval is known, then by using the Poisson probability distribution, we can compute the probability of a certain number of occurrences, x, in that interval. Note that the number of actual occurrences in an interval is denoted by x. The following three conditions must be satisfied to apply the Poisson probability distribution. 1. x is a discrete random variable. 2. The occurrences are random. 3. The occurrences are independent.The following are three examples of discrete random variables for which the occurrences are random and independent. Hence, these are examples to which the Poisson probability distribution can be applied. 1. Consider the number of telemarketing phone calls received by a household during a given day. In t his example, the receiving of a telemarketing phone call by a household is called an occurrence, the interval is one day (an interval of time), and the occurrences are random (that is, there is no specified time for such a phone call to come in) and discrete.The total number of telemarketing phone calls received by a household during a given day may be 0, 1, 2, 3, 4, and so forth. The independence of occurrences in this example means that the telemarketing phone calls are received individually and none of two (or more) of these phone calls are related. 2. Consider the number of defective items in the next 100 items manufactured on a machine. In this case, the interval is a volume interval (100 items).The occurrences (number of defective items) are random and discrete because there may be 0, 1, 2, 3, †¦ , 100 defective items in 100 items. We can assume the occurrence of defective items to be independent of one another. 3. Consider the number of defects in a 5-foot-long iron rod. The interval, in this example, is a space interval (5 feet). The occurrences (defects) are random because there may be any number of defects in a 5-foot iron rod. We can assume that these defects are independent of one another.

Influence Media Has on Teens

Influence Today’s Media Has on Teens Every day teens watch TV and see movies that glamorize violent and inappropriate behavior. On the covers of magazines are spray-tanned, models or celebrities that teens idolize. Physical appearance is exaggerated by the media, and is seen by teens, as more important than intellectual abilities. Boys and girls between the ages of 13-18Teens feel that they need to be just as beautiful as the super models, or just as muscular as the professional athletes.I believe that the Media has a negative influence on teens; it promotes foul language, teen fights, and popularity contests. Some people believe that the Media is not the cause of the way teens look or act. They believe that the appearance and actions of teens is their choice. Media content may give violent youth a way to express their rage, but people believe that it does not actually cause that rage. While it is true that rage comes from a variety of things, teens look to magazines and TV fo r inspiration.Some teens even look at how to live their lives, instead of being unique individuals and living a life of their own. Magazines like People and OK are the main sources for celebrity information. The main reason teens read these magazines, is for the celebrity gossip. â€Å"Britney Spears shaves her head,† â€Å"Kourtney Kardashian, Pregnant Again! † Sadly, this is what teens read, and for most of them; especially girls, they are reading about their celebrity role models.If a teen is reading about someone they look up to and see that; for example, that person dyed their hair pink, chances are the teen might also dye their hair pink. Remember the phrase, â€Å"Monkey see, monkey do? † Well, that statement sums up the influence that magazine’s can have on teens. Reality television, like MTV’s popular shows â€Å"Jersey Shore† and â€Å"The Real World,† display violent/inappropriate behavior and foul language. Both shows are about guys and girls that have never met before, who all come together and live in the same house.These shows have a negative influence on teens because every episode that is aired features sexual content, the cast â€Å"partying hard† every night, and cast members being violent and disrespectful towards each other or other people. Shows that glamorize sexual promiscuity and reward selfish, scheming contestants, teach teens that these qualities and behaviors are desirable. The Media negatively influences teens and creates animosity amongst them. Teens are at a point in their lives where they are trying to discover who they are.To copy what they read in magazines and watch on TV comes a lot easier to them, rather than finding themselves on their own. If magazines and TV were to talk about more positive things and promote â€Å"average-looking† people, teens would be able to relate it to their own lives. (Miller, 2010) The topics of MTV’s reality shows portray ina ppropriate behavior and lifestyles. Nevertheless, it would be a great idea if teens shut out reality TV and gossip magazines from their lives. They would have a lot more free time to find themselves. Plus, there’s enough drama in high school as it is, they don’t need to be watching and reading about more.