Race and Ethnicity Essay

Stereotypes have existed in a very long time, and almost everyone has stereotyped a person or has been considered as belonging to a particular group of stereotypes. But what is a stereotype actually? Stereotyping is a way to group races or individuals together and make a judgment about them, without even knowing them. It’s a belief about a certain social group or type of individuals. Stereotypes can be positive, however stereotypes are most often associated with negativity. Stereotypes often exist about cultures and countries as a whole, and it makes it easier to define a country or race, if you put them in specific groups. Almost every country or race has a stereotype. There exist infinitely many different stereotypes. As said before, they exist based groups and race, but also on gender and age. There are common stereotypes, which is about and between the cultures. Some common stereotype examples are, that all Asians have high IQs or black people are always connected to crime and violence. It’s grouping the race together saying that every Asian person is smart and every black person is criminal. Another type of stereotyping is the individual, which is about skaters, emos, gangsters and so on. Emos are stereotyped as being depressed people, who listen to sad music and cut themselves. Individual stereotypes are most between teenagers and in the schools, because younger people want to make one group or person superior and above another group or person. Stereotypes are not just about different races and backgrounds however. Gender and ago stereotypes also exist in our society. For example, if you say that men are better than women, you’re stereotyping all men and all women. The invention of stereotypes has come naturally though time. When we see persons we don’t know, we automatically begin to put them in different groups in our head. It makes us believe we actually know them better or know what type of persons they are. An example can be a person from the Middle East, because many people often connect them with only troubles and thefts. In that way we personally feel more safety, because then we might say to ourselves that we have to take care and be more careful about what to say so there won’t be any problems. On the other hand our thoughts about stereotypes aren’t always negative. We say that Italian are great cooks and make delicious food, which is a positive stereotype about Italy. ThereforeIda Jessen og Rikke Hemmingsen HH1C Silkeborg Handelsgymnasiet aren’t stereotypes the same as prejudices. Stereotypes are often exaggerated and funny and prejudices are only negative opinions about people and things. Stereotypes always appear negative in the medias. Again we’re comparing with the people from the Middle East. When there has been a crime and they’re talking about it in the medias, it has always been told loud and clear if it’s immigrates who had make a crime. On the other hand when it’s a local person, it has never been told. Therefore we actually compare stereotypes with only bad things, because that’s how it has been appeared in the medias and it affects us, but stereotypes are often fun.

Automobile Industry Essay

Strong demand growth due to rising incomes, growing middle class, and a young population is likely to propel India among the world’s top five auto-producers by 2015 Growth in export demand is also set to accelerate. Tata Nano and the upcoming Pixel have opened up the potentially large ultra low cost car segment Innovation is likely to intensify among engine technology and alternative fuels. Advantage India Rising investments Policy support India has significant cost advantages; auto firms save 10-25 per cent on operations in India compared to Europe and Latin America A large pool of skilled manpower and a growing technology base will induce greater investments. The government aims to develop India as a global manufacturing as well as R&D hub There has been a wide array of policy support in the form of sops, taxes and FDI encouragement. FY10 Market size: USD57.7 billion    Notes: R&D – Research and development, FDI – Foreign direct investment; FY – Indian financial year (April – March); FY16E – estimated figure for financial year 2016; estimates are from the government’s Automotive Mission Plan (2006 – 2016) ADVANTAGE INDIA. For updated information, please visit www.ibef.org. 3. Automotives AUGUST 2012 Contents ï  ¶ Advantage India ï  ¶ Market overview and trends ï  ¶ Growth drivers ï  ¶ Success stories: Maruti, Tata Motors ï  ¶ Opportunities ï  ¶ Useful information For updated information, please visit www.ibef.org 4 Automotives AUGUST 2012 Evolution of the Indian automotives sector 20.4 million units (2012) 11 million units (2007) 2008 onwards 0.6 million units (1992) 1983 – 1992 0.4 million units (1982) Before 1982 †¢ Closed market †¢ Only 5 players †¢ Joint venture (JV) Indian government and Suzuki to form Maruti Udyog; started production in 1983 †¢ Component manufacturers also entered via JV route †¢ Buyer’s market 1993 -2007 †¢ Sector de-licensed in 1993 †¢ Major original equipment manufacturers (OEMs) started assembly in India †¢ Imports allowed from April 2001 †¢ Introduction of value added tax in 2005 †¢ More than 35 players in the market †¢ Removal of most import controls †¢ Indian companies gaining global identity †¢ Long waiting periods and outdated models †¢ Seller’s market Source: Tata Motors, Society of Indian Automobile Manufacturers (SIAM), Aranca Research, Notes: JV – Joint Venture MARKET OVERVIEW AND TRENDS For updated information, please visit www.ibef.org 5 Automotives AUGUST 2012 The automotives market is split into four segments Automobiles Two-wheelers Passenger vehicles Commercial vehicles Three-wheelers Mopeds Passenger cars Light commercial vehicles Passenger carriers Scooters Utility vehicles Motorcycles Multi-purpose vehicles Medium and heavy commercial vehicles Goods carriers Electric twowheelers For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 6 Automotives AUGUST 2012 Revenues have been growing at a strong pace → Gross turnover of automobile manufacturers in India expanded at a CAGR of 17.7per cent over FY07-1 1 Excluding three wheelers, cars account for the largest share of revenues (66.2 percent in 2010) Revenue trends over the past few years in USD million 70.0 60.0 50.0 40.0 30.5 30.0 20.0 10.0 0.0 FY07 FY08 FY09 FY10 FY11 66.2% 36.6 33.3 21.5% Trucks Cars 58.6 CAGR: 17.7% 43.3 → Market* break-up by revenues (2010) 12.3% Two Wheelers Source: SIAM, Datamonitor, Aranca Research Note: *does not include three wheelers For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 7 Automotives AUGUST 2012 Sector’s growing strength evident from rise in total production figures Total production of automobiles in India (million units) 16.0 → → 12.0 7.6 8 8.4 10.0 8.0 6.0 1.3 0.4 0.4 1.2 0.4 0.4 1.6 0.6 0.5 1.3 0.5 0.6 1.8 2.4 4.0 6.5 8.5 Notes: CAGR – Compound annual growth rate 10.5 Passenger vehicles was the fastest growing segment during that period with a CAGR of 14.5 per cent 14.0 13.4 0.8 0.8 3.0 2.0 0.0 FY05 FY06 FY07 FY08 FY09 0.4 0.5 FY10 0.6 0.6 FY11 FY12 Passenger Vehicle Three Wheelers Commercial Vehicle Two Wheelers Source: SIAM, Aranca Research For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 0.8 0.8 3.1 15.5 Automobiles production increased at a CAGR of 13.2 per cent over FY05-12 18.0 8 Automotives AUGUST 2012 Market break-up by production volume → Two wheelers dominate production volumes; in FY12, the segment accounted for more than three quarters of total automotives production in the country Market share by volume (FY12) → In fact, India is the world’s second largest two wheeler producer; the country is also the fourth largest commercial vehicle producer 4% 4% 16% Two Wheelers Passenger Vehicle Commercial Vehicle Three Wheelers 76% Source: SIAM, Aranca Research For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 9 Automotives AUGUST 2012 Market break-up of individual segments by production volumes †¦ (1/2) Shares in production of passenger vehicles (FY11) Shares in production of commercial vehicles (FY11) 11.5% Passenger cars 8.1% 36.0% MCV & HCV Passenger Carriers MCV & HCV Goods Carriers LCV Passenger Carriers 49.7% 6.1% LCV Goods Carriers Utility vehicles/multipurpose vehicles 88.5% Source: SIAM, Aranca Research Notes: LCV – Light commercial vehicle; MCV – Medium commercial vehicle; HCV – Heavy commercial vehicle For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 10 Automotives AUGUST 2012 Market break-up of individual segments by production volumes †¦ (2/2) Shares in production of three wheelers (FY12) Shares in production of two wheelers (FY12) 15.8% Goods carriers 15.6% 5.3% Mopeds Motorcycles Passenger carriers Scooters 84.2% 79.1% Source: SIAM, Aranca Research For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 11 Automotives AUGUST 2012 Exports have also grown strongly †¦ (1/2) → Automobiles export volumes increased at a CAGR of 22.4 per cent over FY05–FY12 Over this period, the fastest growth was in the two wheeler segment (25.8 per cent) followed by three wheelers (21.9 per cent) Exports of automobiles from India (million units) 2 1.8 1.6 1.4 1.2 1 0.8 0.6 0.4 0.2 0 2 0.5 0.6 0.8 1 0.5 1.1 0.5 1.5 0.4 0.5 0.3 0.2 0.03 0.1 → 0.2 0.04 0.1 0.2 0.05 0.1 0.2 0.06 0.1 0.04 0.2 0.04 0.2 0.08 0.3 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 Passenger Vehicle Commercial Vehicle Three Wheelers Two Wheelers Source: SIAM, Aranca Research For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 0.1 0.4 12 Automotives AUGUST 2012 Exports have also grown strongly †¦ (2/2) → Two wheelers accounted for the largest share in exports (by volume) at 67 per cent in FY12 Passenger vehicles account for a sizeable 18 per cent of overall exports Exports shares by volume (FY12) → 18% Passenger Vehicle 3% 12% 67% Commercial Vehicle Three Wheelers Two Wheelers Source: SIAM, Aranca Research For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 13 Automotives AUGUST 2012 Presence of a clear leader in each segment of the market → The automotives industry is concentrated with market leaders in each segment commanding a share of over 40 per cent Market Leader Passenger Vehicles MCVs & HCVs LCVs Three Wheelers 45% 16% Others 15% 7% 63% 23% 7% 59% 30% 4% 4% 41% 40% 10% Motorcycles Scooters 59% 24% 7% 6% 51% 21% 14% Source: SIAM, Aranca Research Notes: Data is for FY10 10% For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 14 Automotives AUGUST 2012 Notable trends in the Indian automotives sector †¢ Large number of products available to consumers across various segments; this New product launches has gathered pace with the entry of a number of foreign players †¢ Reduced overall product lifecycle have forced players to employ quick product launches Improving productdevelopment capabilities †¢ Increasing R&D investments from both the government and the private sector †¢ Private sector innovation has been a key determinant of growth in the sector; two good examples are Tata Nano and Tata Pixel – while the former has been a success in India, the latter is intended for foreign markets †¢ In FY11, the CNG market was worth more than USD330 million and CNG cars Alternative fuels and taxis are expected to register a CAGR of 28 per cent over FY11-FY14 †¢ The CNG distribution network in India is expected to increase to 250 cities by 2018 from 30 cities in 2009 For updated information, please visit www.ibef.org MARKET OVERVIEW AND TRENDS 15 Automotives AUGUST 2012 Contents ï  ¶ Advantage India ï  ¶ Market overview and trends ï  ¶ Growth drivers ï  ¶ Success stories: Maruti, Tata Motors ï  ¶ Opportunities ï  ¶ Useful information For updated information, please visit www.ibef.org 16 Automotives AUGUST 2012 Sector has been benefitting from strong demand and product innovation Growing demand Growing demand Policy support Strong government support Increasing investments Rising incomes, young population Inviting Greater availability of credit and financing options Goal of establishing India as an automanufacturing hub R&D focus; GOI has set up technology modernisation fund Large domestic market Policy sops, FDI encouragement Resulting in Rising investments from domestic and foreign players Greater innovation in products; market segmentation Strong growth in exports as well Strong projected demand making returns attractive Notes: GOI – Government of India; For updated information, please visit www.ibef.org GROWTH DRIVERS 17 Automotives AUGUST 2012 Rising incomes and a growing middle class driving domestic demand growth Rising incomes; growing middle class †¢ Changing income dynamics of India’s population 70 million households Aspirers: annual income INR90,000200,000 Seekers: annual income INR200,000500,000 Strivers: annual income INR500,0001,000,000 Globals: annual income >INR1,000,000 Personal (nominal) disposable income is expected to rise annually at 8.5 per cent over FY11-15 Rising middle class – size of the middle class expected to touch 550 million by 2025 from 50 million in 2010 Favourable demographics – a young population is also driving up the demand for cars Demand for commercial vehicles have got a boost due to development of roadways and greater market access 60 50 40 30 20 10 0 2005 Strivers 2010 Seekers 2015 Deprived    Deprived annual income

Susan Steward Essay

Susan McKinney Steward was the first African-American physician in the state of New York and the third in the entire nation. Not only was she a stunningly intelligent doctor, but was also a passionate musician and an accomplished author. She was able to balance her demanding career but still manage to be a caring wife and mother as well as be very involved in her church. Although she faced much ridicule for entering what was considered to be a â€Å"man’s work†, she never stopped proving that she was very qualified and entitled to every accomplishment that she had.Susan was born in Brooklyn to Sylvanus and Anne Smith on March 18th, 1847. She was the seventh out of ten children and was of European, Shinnecock Indian, and African heritage. Her parents were successful porn merchants and were considered to be elite in their black community. As a child she learned how to plan the organ from Henry and John Zundel and preformed at Bridge Street African Methodist Episcopal Chur ch and Brooklyn's Siloam Presbyterian Church. Susan was not the only success story in her family however because her sister, Sarah J.Garrett was the first African-American female principal in the New York City public school system. After finishing high school Susan moved to Washington D. C. to teach so she could save money to pay for medical school. It is believed that her inspiration to enter the medical field was when she nursed her sick niece back to health after the cholera struck New York in 1866 that cause over a thousand people to die. Once she has a sufficient amount of money she enrolled at New York Medical College for Women in 1867.Susan was known for always being one to study assiduously and vigorously even though male medical students from the Bellevue Hospital often harassed her. After specializing in homeopathic medicine she graduated three years later as the class valedictorian. Later she completed grad school Long Island College School. After her graduation in Long I sland, Susan returned to Brooklyn and began accepting clients in her home. She slowly became more popular due to her great skill and once she had a big enough clientele, she opened an office in Manhattan.Susan married William McKinney, a minister, and gave birth to two children soon after. She then wrote two medical papers about a sick pregnant woman and infected infants. Before long, Susan began specializing in children disease. After the death of her husband William in 1892, Susan remarried a soldier named Theophilus Steward two years later and moved around the country with him to different military bases. While at the bases, Susan would treat injured soldiers until Theophilus retired in 1907.Susan began writing many medical papers and reduced her amount of clients as she began to age. She died on March 7th, 1918 and was buried in the Green-Wood Cemetery in Brooklyn. After he death, a Brooklyn school was renamed the Dr. Susan Smith McKinney Junior High School  after he grandson insister in 1975 and in Connecticut, New Jersey, and New York, the Susan Smith McKinney Steward Medical Society  was founded in her honor. Susan Steward was and always will be once of the most inspirational women in history due to her perseverance and remarkable intelligence.During a time when women, especially those of African-American descent, had little importance in society other than serving as wives and mothers, she rose above the prejudice and stereotypes and proved that it matters not where you came from, but where you end up. Her legacy lives not only in New York where she was the first woman physician but also to women all over the world. Bliography â€Å"Susan M. Steward, Pioneer in Medicine. †Ã‚  The Black Box. African American Registry, n. d. Web. 18 Nov. 2012. . â€Å"Susan McKinney Steward Biography. †Ã‚  Susan McKinney Steward Biography. Lakewood Public Library, n. d. Web. 18 Nov. 2012. .

TRAIT LEADERSHIP THEORY Assignment Example | Topics and Well Written Essays - 1500 words

TRAIT LEADERSHIP THEORY - Assignment Example Taylor’s main goal was to attain economic efficiency. On the other hand, sociologist Max Weber’s contribution to the management theory was his concept that ideal bureaucracies comprise several characteristics such as efficiency, division of labour, promotion based on performance, written codes of conduct, impersonality, and hierarchy of authority. Therefore, his conclusion was that a leader obtained power through his position. In the 1920s, another management theorist Mary P. Follett proposed the notion of participatory management, i.e. the abandonment of ‘power over’ and adoption of ‘power with’ by managers. According to Simon, Smithburg, and Thompson (1991), Luther Gulick’s major administrative issue was to determine how to attain control and coordination that was necessary to achieve an organisation’s goals. He proposed the introduction of a powerful chief executive to counter the discordant features that were associated with i ncreasing levels of division of labour and specialisation. In his Notes on the Theory of Organization, he introduced the PODSCORB concept. His main argument was that the roles of the executive include planning, organising, staffing, directing, coordinating, reporting and budgeting. Leadership R. Dernhardt and J. Denhardt (2006) pointed out that Chester Barnard, who was a business executive, defined leadership as ‘the ability of a superior to influence the behaviour of subordinates and persuade them to follow a particular course of action’. There are many definitions of leadership. However, a common thing amongst these definitions is the concept that a leader should yield power to influence people in an organisation. Fiore (2004) stated that in 1968, John French and Bertram Raven described five different types of power that leaders use in pursuit of their objectives. Although other classifications exist, this remains the most useful and includes: a) Legitimate power: Thi s is power that a leader holds virtually due to the position in the organisation. b) Reward power: This is power that a leader holds to the ability to promote, offer salary increases and allocate interesting challenges. c) Expert power: A leader possesses this power from having superior knowledge in a matter that is beneficial to the organisation. d) Referent power: This is power associated with charismatic personalities, which makes followers identify and respect their leader. e) Coercive power: This is power that establishes a leader’s capacity to punish non-compliant subordinates or exhibition of undesirable behaviour. Effective leaders form an important element that determines the existence and accomplishments of an organisation. This type of leadership will transform possibilities into realities through revealing the potential that lies in an organisation and its employees. Leaders should offer direction by proposing new paradigms when existing ones lose their effectiven ess. Therefore, leadership is a significant way through which persons transform other people’s minds to enable organisations to move forward and attain their objectives. Over the years, various management theorists have suggested different leadership theories, and this paper will focus on one of these theories – the trait leadership theory. Trait Theory of Leadership According to Marquis and Huston (2009), the trait theory was amongst the leadership theories that formed the basis for research up to the 1940s. Trait theory assumes that certain people yield some personality traits or characteristics that give them leadership abilities. Therefore, some people are better leaders than others. Researchers evaluated the lives of prominent individuals in history to help them identify the traits that

SEO(search engine optimization) Assignment Example | Topics and Well Written Essays - 500 words

SEO(search engine optimization) - Assignment Example The SEO tactic used in the provided html is White Hat SEO. This is a type of SEO tactic which is used to improve the performance of a given web site while considering its compliance with the laid regulations and procedures put by the search engine. Meaning, when developing this page, the administrator was concerned about the rules and regulations governing their development. Therefore, by adopting this tactic, it implies that the credibility of the site is increased. Besides, the compliance to the laid standards means that the page is made to be to be legitimate and can not be involved in any controversy. These are issues which can lead to violation of the rules thus making it to be closed by the search engines. In using this tactic, the page was made of a high quality. As can be seen in provided html, everything seems to be up to standard. Therefore, the high quality in it makes it be appealing to the users. Whenever a search is made, the required results must be got as expected. This is why this tactic is a good one. Besides, it has keyword-rich Meta tags which are descriptive enough and can enable it be more effective when used to search for a word. This is a very important feature which can make this web site be easier to navigate (Beel; Gipp and Wilde 181). However, in order to improve this page, I will have to be more creative. Meaning, I will go beyond adopting this tactic. Instead, I will have to edit all the contents of the site in order to make them appropriate for use when searched to look for the inserted words or keys. When it is edited, its quality will have to be improved. This is because, many people like to navigate and use web sites with Standard English at all times. Therefore, it implies that if all the contents are edited, it will appeal to everyone. Besides, it will contain catchy words which would be easily accessed whenever any search is made. The other tactic I

Quiz 2 Essay Example | Topics and Well Written Essays - 750 words

Quiz 2 - Essay Example Save the attachment (.doc) or copy and paste the quiz and the answer sheet to your word processor. Enter your answers directly  into your word processor version. When you have finished entering your answers, save your answers to your computer (always keep a copy of your work).   To submit your quiz, please go to your Assignments Folder and click on the tab for QUIZ 2. Copy and paste your quiz answers into the text box and click on "Submit For Grading." (Attachments are acceptable but try copying and pasting first, let attachments be your last resort). Using the Rich Text Editor (RTE) will help preserve the formatting of your answer sheet; consult the Help Desk if you need help with installing or using the RTE. (In the upper right-hand corner of your screen, see Options, then Account Preferences to enable the RTE.) If you have any questions please contact WebTycho support line! Q. 1 – 30: Objective-Type Questions (2 points per question) Please use alphabet answers where app licable. 1. C 2. A 3. D 4. C 5. D 6. C 7. D 8. D 9. A 10. D 11. D 12. D 13. B 14. E 15. D 16. C 17. B 18. B 19. C 20. A 21. FALSE 22. TRUE 23. FALSE 24. FALSE 25. FALSE 26. TRUE 27. TRUE 28. TRUE 29. FALSE 30 TRUE Essay Questions (10 points each). Choose and answer only four (4) essay questions. If you answer more than four, only the first four will be graded. Essay #1 There are 6 categories of leucocytes in the human body. These are as listed below together with their roles: a. Eisinophil- Are tasked with the responsibility to handle all parasitic infections alongside hives, allergic reactions, asthma and hay fever. b. Basophil- release a chemical recognized as histamine which has a response to both antigen and allergic threat that might cause inflammation in the body. c. Neutrophil- are the first one responsible for fighting any potential microbial infection whether bacterial or fungal and any type of diseases. d. Monocyte- Perform the functions of a 'vacuum cleaner' by collecting pathogens pieces in the blood and allows the T cells to destroy them. They flow throughout the blood stream removing debris of dead cells current in the blood. e. B-Lymphocytes- Binds the pathogens thus, destroying them as well as produce antibodies. f. T-lymphocytes- They destroy the tumors and viruses infected body cells. The typical process of phagocytosis occurs when the cell changes shape and sends out projections known as pseudopodia. This process is a non-specific body defense mechanism in which the various phagocytes engulf and destroy the disease causing microorganisms (Campbell & Reece, 2002). The pseudo-pods are the ones that engulf the microorganisms. The intruder in this case is the microorganism and the type of leucocytes that destroys it is the white blood cells. Essay #2 Characteristics of veins Characteristics of arteries Have thin membrane walls Have slightly thicker membrane walls Carry deoxygenated blood Carry oxygenated blood Less elastic than arteries More ela stic than veins Blood flows through them under low pressure Blood flows through them under high pressure Have larger lumens than arteries Have smaller lumens as compared to veins Essay #3 a. Calcium and Potassium. b. The skeletal system provides the body with its basic framework, as well as the structure. It also aides in the safeguard of the human body as well as in enabling easy movement of the body parts. Looking at a skeleton sometimes might be scary but, it is one of the

The summary of the article for business within two weeks' newspaper

The summary of the for business within two weeks' newspaper - Article Example Without the knowledge of the customers, however, the money was transferred to the accounts of the owners and managers of the online gambling site, who were themselves were seasoned and prominent poker players. On behalf of the players who were cheated out of their money, federal prosecutors filed a civil complaint against the company, for an amount that could well reach $390 million, the amount allegedly acquired by the unscrupulous online game from its unsuspecting clientele. According to the federal prosecutors handling the case, the Full Tilt website was actually not a legitimate poker firm, but an elaborate Ponzi scheme the intention of which was actually to defraud those people whom the managers can entice to sign up with them. The fraud was revealed when the prosecutors had several poker sites shut down in the course of investigating two other poker web sites, which were based abroad. Because the site of Full Tilt Poker was also shut down, customers began asking for their money back, money which was supposed to have been held by Full Tile for safekeeping. When the reimbursements did not come, federal authorities were alerted, and the illegal scheme was discovered. Full Tilt is an online gambling business that exists de facto but the exact legal personality of which has not been determined. It has its headquarters in Ireland. Among those said to have profited from Full Tilt’s operations are Howard Lederer who is said to have received $42 million, and Christ Ferguson who got $25 million and has receivables of $60 million more. Both are considered luminaries in the world of poker. Former patrons of the website said that in the past, they were paid in a timely fashion and there appeared to be no problems if they withdrew money from their account anytime. When the crisis came and players began withdrawing their money all at the same time, Full Tilt’s reimbursements slowed and then stopped altogether, indicating the possibility of embezzlement of money which should have been held in individual accounts for the players. Reaction It is particularly ironic that people who go out of their way to gamble are themselves cheated out of their gambling money – a vice for a vice. During these hard times, gambling should be viewed as particularly wasteful and inconsiderate of others’ plight; in a sense, there is some poetic justice in being cheated out of money they were about to lose anyway. It is determined that the chances of consistently winning in a game of chance are skewed against the customer, and in favour of the gambling operator (Ethier 338). Other than this, there are serious problems about litigation and recovery. Full Tilt being a foreign de facto entity, and the embezzlement being committed in the U.S., there will be difficulty bringing the illicit corporation under the jurisprudence of the tribunal in the U.S. It may also prove difficult to trace the money trail to see who benefitted from the stolen funds a s the internet by its nature protects anonymity. There will therefore be serious problems between the actual embezzlers, and those whose names were merely used to enhance the site’s appeal. The very act of gambling online is against U.S. law, so there may naturally be no international agreements that may have been entered to provide basis of claim between two countries. It

Question 1&2 Assignment Example | Topics and Well Written Essays - 500 words

Question 1 - Assignment Example In this case, privacy is not viewed as being alone or away from others but is based on matters such as trespass to a person’s personal property. The contravention of the law of slander and libel demands that remedy be attained through treatment of a person’s feelings which tends to interfere with the right of privacy. Absolute protection of the right to privacy may limit the ability of an individual to access other rights which are closely tied. The right to property may not be fully achieved if an individual wants to maintain their right to privacy as the property may be located in a place near other people. c) Protection against libel and slander is not sufficient in the protection of privacy because its remedy only involves the treatment of mere wounded feelings instead of addressing the actual issues that the led to the breach of privacy. Breach of implied contract is insufficient in the protection of privacy in the sense that it does not allow for free interaction between the offender and the person being offended. Hence it limits the exercise of right of privacy. Loss of property leads to loss of privacy in the search for a lost property or remedy to the loss. a) Soft surveillance uses non harmful means of carrying out investigations in crime scene investigations such as DNA tests from samples taken from body fluids such as the saliva. It involves the application f modern forensic laboratory equipment in the investigation. On the other hand panopticon applies the use of technical forms of investigation that may include deep examination of the body parts of the victims at a crime scene. It may include physical torture of suspects so that they can reveal some information. The collection of information for search is unseen due to the automated systems. The process does not infringe on the privacy of individuals as one is not

A Good Way to Pick A Fight Term Paper Example | Topics and Well Written Essays - 750 words

A Good Way to Pick A Fight - Term Paper Example I will also express my personal vision on the subject of the reasons of the Cold War beginning. To achieve my goal, I have divided the paper into five basic sections. In the introductory part, the aims of the paper as well as its subject are outlined. Next, a brief synopsis of the author’s research is provided. Further, the major arguments made by Charles Lee Jr. are summarized. After this, I provide personal opinion on the subject of the Cold War and its start. The paper ends with conclusion which sums up what has been discussed in the essay. The article starts with implications of the overtly aggressive attitude displayed by statesmen of the countries – future participants of the Cold War. Specifically, Mee mentions the remarks made by statesmen from the United States and the Soviet Union regarding the spheres of interest in Europe. Besides, the enmity of Churchill, British Prime Minister of the war period, is described (Mee 420). While Truman the then American President talked both impolitely and aggressively with the Russian foreign minister Molotov about Poland, Molotov provocatively said that gaining control over Finland was a trifle. In his turn, Churchill acted in the way hostile to the Soviet Union during the war keeping nearly 700, 000 German captives military ready to fight the Russian army (Mee 420). These Next, Mee describes the positions in the political arena just before the start of the Cold War of the three countries. Russia was inherently led by its fear of outside invasions, so it aimed at fortifying its borders in Europe, which would evolve as creating the iron curtain in years. The United States, inspired by the incredible rise of its economy and its growing influence, aimed at expanding the spheres of interest in the world and taking the leading position. Great Britain, financially exhausted by the war,

Law and Morality Essay Example for Free

Law and Morality Essay 1. Criminal law is not (just) for the protection of individuals but also for the protection of society ? Moderate / Disintegration Thesis: 1 The state has power to legislate morality in order to protect itself against behaviors that may disintegrate society and its institutions ? Society â€Å"means a community of ideas; without shared ideas on politics, morals, and ethics no society can exist† (Devlin, 10). ? Devlin appealed to the idea of societys moral fabric. He argued that the criminal law must respect and reinforce the moral norms of society in order to keep social order from unravelling. Society’s morality is a crucial, if not the crucial, element that holds it together ? Societies disintegrate from within more frequently than they are broken up by external pressures. There is disintegration when no common morality is observed and history shows that the loosening of moral bonds is often the first stage of disintegration, so that society is justified in taking the same steps to preserve its moral code as it does to preserve its government the suppression of vice is as much the laws business as the suppression of subversive activities. Devlin, The Enforcement of Morals 36 (1959) ? Extreme/ Conservative Thesis: A society is entitled to enforce its morality in order to preserve its distinctive communal values and way of life HART: Hart critiques Lord Devlin’s first argument by challenging his conception of society â€Å"*He has+ a confused definition of what a society is† (Hart (1962) chapter 82). ? Attack against the Moderate/ Disintegration Thesis ? Hart argues that decriminalizing behavior, which has previously been viewed as immoral behavior, is not necessarily a threat to the society’s long-term cohesion or existence. ? [Devlin] appears to move from the acceptable proposition that some shared morality is essential to the existence of any society to the unacceptable proposition that a society is identical with its morality as that is at any given moment of its history, so that a change in its morality is tantamount to the destruction of a society. (Hart 51-52. Italics in original. ) ? The moderate thesis implies factual claims of the disintegration of society for which Devlin did not provide, and (in Harts view) could not have provided, substantial empirical support. DEVLIN: ? I do not assert that any deviation from a society? s shared morality threatens its existence any more than I assert that any subversive activity threatens its existence. I assert that they are both activities which are capable in their nature of threatening the existence of society so that neither can be put beyond the law . I would venture to assert, for example, that you cannot have a game without rules and that if there were no rules there would be no game. If I am asked whether that means that the game is „identical?with the rules, I would be willing for the question to be answered either way in the belief that the answer would lead to nowhere. If I am 1 (Hart’s term H. L. A. Hart, Social Solidarity and the Enforcement of Morality, The University of Chicago Law Review 35 (1976), pp 1-13]. ) asked whether a change in the rules means that one game has disappeared and another has taken its place, I would reply probably not, but that it would depend on the extent of the change. (Devlin, Morals 37). ? Lord Devlin does not then think that this power should be exercised against every single kind and act of immorality. Society should exercise this power only when the moral sensibility of the majority regarding a given immoral activity rises to the level of profound â€Å"intolerance, indignation, and disgust† (Devlin, Morals 17) ? DWORKIN: If society should not legislate against all immorality, because not all immoral activities and acts endanger its existence, then what standards for evidence and action will be used to justify society’s right to enforce its morality in any given case? The threshold criterion that Lord Devlin offers is public outrage, so it comes out that nothing more than passionate public disapproval is necessary after all!? (Taking Rights Seriously. Cambridge: Harvard University Press, 1977, p. 245) ? Attack against the Extreme/ Conservative Thesis Hart rejected the extreme thesis on the ground that it potentially justified legal enforcement of moral values, regardless of their content, simply because they were widely held. Such restrictions restrict society from evolving naturally in terms of its citizens’ moral beliefs practices. ? Devlin? s approach of incorporating moral values into the law â€Å"regardless of content, simply because they were widely held† places â€Å"an unjustified brake on changes in [what should be dynamic ] social mores† (Peter Cane 23). DEVLIN: 2. The content of moral legislation should be determined by what he terms â€Å"public morality†. ? This is not merely the majority position that could be determined by a public opinion poll. Public morality is the view held by the â€Å"reasonable man† /â€Å"right-minded man† ? What is acceptable to the ordinary man, the man in the jury box, who might also be called the reasonable man or the right minded man Devlin The Enforcement of Morals 38 (1959) Devlin chose the man in the jury box because: a) The verdict of a jury (12 men and women) must be unanimous (at the time he was writing) b) The jury will only reach its verdict after the issue has been fully examined and deliberated. c) The jury box is the place where the ordinary persons conception of morality is enforced. ? Elsewhere his comments suggest that the content of public morality can be identified by some kind of moral intuition ? It is the power of a common sense and not the power of reason that is behind the judgments of society†¦There is, for example, a general abhorrence of homosexuality. We should ask ourselves in the first instance whether, looking at it calmly and dispassionately, we regard it as a vice so abominable that its mere presence is an offence. If that is the genuine feeling of the society in which we live, I do not see how society can be denied the right to eradicate it (Devlin, Morals 40). ? As DWORKIN phrases the argument: â€Å"In the last analysis the decision must rest on some article of moral faith, and in a democracy this sort of issue must be settled in accordance with democratic principles. (b) It is, after all, the community which acts when the threats and sanctions of the criminal law are brought to bear. The community must take the moral responsibility, and it must therefore act on its own lights – that is, on the moral faith of its members† (Dworkin, 246-247) HART: ? Distinguishes between Positive and Critical Morality Critical Morality: A statement of what is morally true Positive/conventional morality: A statement of what most people believe is morally true. ? Hart argued Devlin always slipped into the Positive Morality approach. The problem is that beliefs about moral matters change. At any given time in a community, there may be a consensus on some moral questions, while on other questions there will be sharp divisions. Over time, an issue may go from being a matter of consensus to being a matter of controversy, and given enough time, an issue which there was a consensus one way may eventually be a matter of consensus the other way. How can we know that our laws are enforcing society’s moral consensus rather than just protecting the last generation’s prejudices against a consensus forming around another position. (Jurisprudence, theory and contextBrian Bix p. 169) ? The Harm Principle Hart’s2 point of inception was Mill’s ‘Harm Principle’: If there are any ‘Critically Moral Rights’ or ‘Natural Rights’ there must be a natural right of every person to be equally free. Therefore â€Å"The only purpose for which power can rightfully be exercised over any member of a civilised community against his will is to prevent harm to others. †3 ? Starting with the liberty-protecting Harm Principle enabled Hart to cast onto Devlin the burden of proof on the issue of the relationship between immorality and social harm. Certainly, Devlin provided no hard evidence to support his assertion that society would be worse off without legal moralism but neither did Hart provide any factual evidence that society would be a better (or, at least, no worse a) place without legal moralism (Peter Cane 31). ? DEVLIN: the fact that consent is not a defence for various harm-based offences showed that the harm principle was not the laws normative foundation. HART: distinction needed to be drawn between moralism and paternalism. Paternalism is justification of interfering with another person against their will, where that person will then be better off or protected from harm. ? DEVLIN: the existence of the crime of bigamy also undermined the harm principle. HART: distinction needed to be drawn between Harm and Offense. What is wrong with Bigamy is its offensiveness to peoples religious sensibilities. ? DEVLIN: We see (moral) wrongfulness taken into account went sentencing, and we do not premise this on harmfulness because otherwise all crimes will be treated alike whether it was done maliciously or otherwise. HART: distinction needed to be drawn between principles of Sentencing and criminal liability. The fact that the moral gravity of an offenders conduct- its wrongfulness as opposed to its harmfulness can be taken into account in sentencing tells us nothing about the relationship between law and morality. [Hart offers no reason why this should be so (Peter Cane 32)] ? To sum up Hart’s position: Everyone has a priori liberty. Cannot exercise that liberty when it infringes (Harm’s) another’s liberty. A change in social institutions is not the sort of harm from which a society has a right to protect itself. A society’s right to act should be restricted to demonstrable and imminent rather than speculated and distant harm. 2 3 Hart, Law, Liberty and Morality, p. 14. John Stuart Mill â€Å"On Liberty† ch. 1 ? Problem: The law seems to have little or nothing to do with the immediate consequences of the criminalized conduct. These include the criminalisation of attempts, offences of risk-creation, and the acceptability of strict and negligence-based criminal liability. (Peter Cane 33) ? In order to protect the ‘Harm Principle’ there are 2 reactions to criminal liability that seem to contradict the requirement of â€Å"Harm† : 1. Any law that is not premised on harm is wrong, should be decriminalized 2. Attempt to rationalize in terms of the harm principle any and every aspect of the criminal law that appears at first sight to be inconsistent with it. This is the strategy adopted by Gardner and Shute in relation to rape, and their approach could be applied more generally to cover risk-creation and attempts, for instance. We might say (as Gardner and Shute say in relation to rape) that a society in which the creation of certain risks was not a crime, or in which attempting and contemplating crimes were not themselves crimes, would be (in some sense) a worse society to live in than one in which they were. A worry about this sort of argument, however, is that it depends on the aggregate effect of many such acts, and does not seem to justify coercion of any individual. ? Classifying such diffuse effects as harm seem[s] to reduce the significance of Mills principle to vanishing point. 4 Reinterpreting the harm principle to encompass such non-individualized harm =(what Hart called) the moderate thesis in different garb! PETER CANE: ‘Taking Law Seriously: Starting Points of the Hart/Devlin Debate’(2006) 10 (1/2) The Journal of Ethics, Vol. 10, No. 1/2 (Jan. , 2006) ? The debate about the limits of the criminal law has become a debate about the meaning of the harm principle and the definition of harm. Devlins approach was better. He asked a nonleading question: what factors ought to be taken into account in deciding whether conduct ought to be criminalised? Harm (however defined) is one such factor. But should it be given lexical priority over other relevant factors? ? It is easy enough to accept Harts idea that freedom is a basic human value. Human beings are individuals, and being able to express that individuality in ones choices and actions is an essential component of human well-being. Alongside the individuality of human beings, however, their other most noticeable characteristic is sociability. It is not just that most people choose to live in (larger or smaller) communities or that most people belong to various overlapping and interacting groups. People are also heavily reliant on those communities and groups, and on their relationships with other human beings. If individual freedom is a precondition of human flourishing so, too, is membership of communities and groups, and a rich network of social interactions. ? The law has many social benefits: We must view the law positively as a set of social resources rather than negatively as a restraint on individual freedom. ? This misconception arises from an unsophisticated picture of criminal penalties that fails to recognize their variety and the varying degrees to which they invade individual autonomy, and impose harsh treatment on and stigmatize the offender. This is, no doubt, partly the result of Harts argument that rules and principles of sentencing are irrelevant to questions about the limits of the criminal law. This is incorrect: Some conduct should not be criminalised at all, no matter what the penalty. But in relation to some conduct, the answer to the question of 4 N. E. Simmonds, Law and Morality, in E. Craig (ed. ), Routledge Encyclopedia of Philosophy (London: Routledge, 2004), retrieved 19 May 2004 from http:/ www. rep. routledge. com. whether it should be criminalised will depend on whether a suitable penalty is available. Penalties relate to stigma, and stigma relates to informing a societies interactions. ? The conception of the criminal law and of law in general that underpins the Hart-Devlin debate is what we might call a conception of law as coercion. According to this understanding of law, its prime significance and function is to secure compliance with its norms by threats of coercion and imposition of punishments and other sanctions. Laws coerciveness is seen as the characteristic most relevant to determining its proper limits. This is a deficient understanding of law and its social functions. For the typical, law-abiding citizen the significance of law resides not in its coerciveness but in its normativity. Such a person obeys the law not in order to avoid its coercive sanctions but because they consider obedience to be the preferable or correct course of action. A legal system could not operate effectively if this were not so. In this light, we must question whether a theory of the limits of law based on the assumption that law is seen by those to whom it is addressed as an invasion of their autonomy is likely to be sound. Why should we determine the limits of law by reference to the perspective of the minority of people who obey it only because of its coercive capacity, rather than the perspective of those who view law as a legitimate source of standards of behaviour? If law were viewed from this latter perspective, the idea that it might appropriately prescribe standards of behaviour that express shared social values and aspirations would seem much less objectionable. DWORKIN: Distinguishes between Goal-Based Strategy and Rights-Based Strategy: Goal-Based Strategy: Even if the behavior is bad for the community as a whole, just considered in itself, the consequences of trying to censor or otherwise suppress it would be, in the long run, even worse. Rights-Based Strategy: Even if the behaviour makes the community worse off, even in the very long run, it is nevertheless wrong to censor or restrict it because this violates the individual moral or political rights of citizens who resent the censorship. Favouring the Rights-Based Strategy (p. 194) People have the right not to suffer disadvantage in the distribution of social goods and opportunities, including disadvantage in the liberties permitted to them by the criminal law, just on the ground that their officials or fellow-citizens think that their opinions about the right way for them to lead their own lives are ignoble or wrong. I shall call this the right to moral independence, Justification of the Right to Moral Independence Rights are individual’s trumps5 over a background justification for political decisions that states a goal for the community as a whole. If someone has a right to moral independence, this means that it is for some reason wrong for officials to act in violation of that right, even if they (correctly) believe that the community as a whole would be better off if they did. To some extent, the argument in favour of a particular right must depend on which general background justification for political decisions the right in question proposes to trump. 5 Dworking, Taking Rights Seriously Dworkin assumes that the background justification with which we are concerned is some form of utilitarianism, which takes, as the goal of politics, the fulfilment of as many of peoples goals for their own lives as possible. This is the most prevalent background in Western Democracies. Suppose we accept then that, at least in general, a political decision is justified if it promises to make citizens happier or to fulfil more of their preferences, on average, than any other decision could. Suppose we assume that the decision to prohibit pornography altogether does, in fact, meet that test, because the desires and preferences of publishers and consumers are outweighed by the desires and preferences of the majority, including their preferences about how others should lead their lives. How could any contrary decision, permitting even the private use of pornography, then be justified? A proper understanding of the underlying justification for utilitarianism will itself justify the Right. Utilitarianism owes whatever appeal it has to what we might call its egalitarian nature. Utilitarianism claims that people are treated as equals when the preferences of each, weighted only for intensity, are balanced in the same scales, with no distinctions for persons or merit. Even if the majority’s preference (i. e. that which will make the majority happier) is to disadvantage or to advantage a minority, this is inconsistent with the very essence of utilitarianism , so even if it does result in fulfilment of as many of peoples goals for their own lives as possible, utilitarianism cannot allow that without undermining the philosophy that bore utilitarianism itself. Dworkin’s argument, therefore, comes to this: If utilitarianism is to figure as part of an attractive working political theory, then it must be qualified so as to restrict the preferences that undermine egalitarianism. One very practical way to achieve this restriction is provided by the idea of rights as trumps over unrestricted utilitarianism. The right of moral independence can be defended in a parallel way. Neutral utilitarianism rejects the idea that some ambitions that people might have for their own lives should have less command over social resources and opportunities than others, except as this is the consequence of weighing all preferences on an equal basis in the same scales. It rejects the argument, for example, that some peoples conception of what sexual experience should be like are inherently degrading or unwholesome. But then it cannot (for the reasons just canvassed) count the moral preferences of those who do hold such opinions in the calculation whether individuals who form some sexual minority, including homosexuals and pornographers, should be prohibited from the sexual experiences they want to have. The right of moral independence is part of the same collection of rights as the right of political independence, and it is to be justified as a trump over an unrestricted utilitarian defence of prohibitory laws against pornography. Limitations on the Right: (p. 195) Suppose it is discovered that the private consumption of pornography does in fact significantly increase the danger of crimes of violence, either generally or specifically crimes of sexual violence. Or suppose that private consumption has some special and deleterious effect on the general economy, by causing great absenteeism from work. Then government would have, in these facts, a justification for the restraint and perhaps even for the prohibition of pornography that does not include the offending hypothesis either directly, by the assumption that the hypothesis is true, or indirectly, in the proposition that many people think it true. Can we find a plausible justification for restricting the display of pornography that does not violate the right of moral independence? We can, obviously, construct a certain argument in that direction, as follows. Many people do not like to encounter genital displays on the way to the grocer. This taste is not, nor does it necessarily reflect, any adverse view of the character of those who do not mind such encounters. Another may argue, for example, that his own delight in other peoples bodies is lessened or made less sharp and special if nakedness becomes either too familiar to him or less peculiar to those occasions in which it provides him special pleasure, which may be in museums or his own bedroom or both. Or that sex will come to be different and less valuable for him if he is too often or too forcefully reminded that it has different, more commercial or more sadistic, meaning for others. Or that his goal that his children develop certain similar tastes and opinions will be thwarted by the display or advertising that he opposes. None of these different opinions and complaints must be the product of some conviction that those with other opinions and tastes are people of bad character. The Williams Report: If one accepted, as a basis for coercing one persons actions, the fact that others would be upset even by the thought of his performing those actions, one would be denying any substantive individual liberty at all. 5 5 Report, p. 100. Laws against public sex would generally be thought to be consistent with the harm condition, in the sense that if members of the public are upset, distressed, disgusted, outraged or put out by witnessing some class of acts, then that constitutes a respect in which the public performance of those · acts harms their interests and gives them a reason to object . The offensiveness of publicly displayed pornography seems to us to be in line with traditionally accepted rules protecting the interest in public decency. Restrictions on the open sale of these publications, and analogous arrangements for films, thus seem to us to be justified . If one goes all the way down this line, however, one arrives at the situation in which people objected to even knowing that pornography was being read in private; and if one accepted as a basis for coercing one persons actions, the fact that others would be upset even by the thought of his performing these actions, one would be denying any substantive liberty at all.

Reflection on Economics Class

Reflection on Economics Class What does it mean for me to be a college student from the perspective of economic class? Section I: introduction I believe that economic class has long been a central theme within higher education and that is why I am going to argue this issue in my essay. There is a big difference between social class and economic class: social classes are the hierarchical arrangements of people in society or as in the social sciences, it can be best defined social stratification. On the other hand, economic class means how much money one has. In political philosophy and sociology, the most basic difference among economic classes is between the powerful and the powerless. So, I can simply conclude that the more money one has the more power that goes along (Drake 1). When I first read this, I remembered the early theory of Karl Marx who saw human beings interested more in material concerns rather than grand ideas which created a separation of effort and a division of classes depending on wealth and power (Cline 3). In turn, he defined the economic class as how one class directs the process of production while t he other class is directed and provide services. However, I found a much simpler view; when a small company’s owner or even a manager of a company, whatever it is, orders another employee who gets less salary than him to do a certain job, the employee is to finish the job without questioning his manager. Yet, if he was asked from a concierge, he wouldn’t listen. So, I can add to my previous conclusion that the person, who has more money and power, gets more attention and obedience that leads to persuasiveness. That persuasiveness works through the ethos and the logos of money (Drake 1). The purpose for this essay is to argue an answer to the premise question, what does it mean for me to be a college student from the perspective of economic class? Which I guess is not a simple task because this question relates to many perspectives such as academic, social, ethnic, cultural conditions and forces. Since I am talking about the higher education and how it relates to economic class, I will give a brief example on how both are related to each others. Let’s take two students equal in academic abilities but not in economic classes; one has more money than the other. Both got fairly good grade in high school let’s say a B and they are now thinking about what universities they have the chance to apply to. The low economic class student has limited options because he can’t afford private universities fees and even if he can, he will still be thinking about how he is going to live among students from higher class, on the other hand, the high economic class student gets more options in too many different universities and can graduate as a doctor if he wants. Therefore, lots of students from the low class don’t enter universities because they either feel disappointed about it or go directly to work because he thinks about earning money. Some students may underestimate the significance of arguing an answer to such a question because they haven’t heard about what Lester Faigley wrote in Fragments of Rationality that the modeling of subjects is not as much related to being a good writer or having good sources as from the effects of experiencing the effects of what one writes about (Faigley 23). Moreover, James Berlin argues that college rhetorical curriculum should not only guide learners through their future careers, but also help them become active members of political change and social (Mays 1). Both the ideas suggest that we should study our culture leading us to think about our main question â€Å"what does it mean to me to be a college student from the perspective of economic class?† Hence, I am going to argue this question via three different points of view: 1. Functional/practical section 2. Human/personal section 3. Functional and human section. Section II: Arguing an answer from the extreme of functional/practical The purpose of this section is to argue a functional/practical answer to the premise question, what does it mean for me to be a college student from the perspective of economic class? The group supporting this section would think rationally about the question. It might bring into play Taha Hussein’s famous quote â€Å"We should not expect proper, productive, efficient education from a university whose staff does not enjoy freedom and independence. He wants to point out that many Universities in Egypt are losing their freedom at the hands of dictatorial, corrupt rulers (Hassan). One of the most efficient reasons is the very high demand on Egyptian collages every year which helps corruptors to hide their actions (Hassan). As a result, this group would says that higher education should be only for students who get high grades because these are the kind of scholars who will be able to cope with the tough system of higher education, appreciate the true meaning of being educated an d do much more effort than that of others. In this way they will be decreasing the number of students leading to better education for hard workers. The second issue that this group will address is the supply of employees in high positions (Clotfelter 2). A functional/practical student would think that high positions such as managers or supervisors require uniquely educated people, not just any university graduate. Those people are students who graduated from universities with high GPAs by their own effort not with the help of private universities which is entered with money. This group thinks that these graduates can be the best performers in their work positions only because of their grades and that they will be the best role models for the other employees so, other employees who are working under them would simply conform to every order they ask for. Section III: Arguing an answer from the extreme of human/personal. The purpose for this section is to argue a human/personal answer to the question, what does it mean for me to be a college student from the perspective of economic class? As an AUC student, I have got the chance to deal with almost all economic classes. To make it easier, I can say that we have two main classes; students who pay tuition and students who come on a scholarship. Students, who pay fees, kind of disdain others who don’t. They don’t say the true reason behind this hatred but I guess there are two very obvious reasons: the first is some are jealous of the fact that these students are better academically. Secondly some others might think that these students’ economic class doesn’t allow them be a part of the AUC community. Whether they are supporters to the first or the second opinion, this group will argue an answer to the premise question from the extreme human/personal view. The American University in Cairo is the most expensive in Egypt and pr obably in the Middle East, so many students feel cocky about being in such a university. In other words, AUC is quite exclusive to economic position. But imagine how these elite students feel when they become equal to others who don’t have as much money. AUC has long been known for having the highest economic class in Egypt, yet this idea for many AUCians has changed after the scholarship concept was applied on a wider scale. The elite students think that AUC is not a place that can fit both economic classes because that shakes their image towards outsiders who though that AUC had only the rich students. Although it is a non profitable organization, AUC is a very successful university because of the huge amount of money that students pay and after the tuitions were raised some students thought it was so that the university can afford paying for the scholarship students. Everybody wants to have power, to be noticed and get the attention of the others; that’s exactly what the higher economic class student in the AUC and his parents are thinking of. He already has climbed half the ladder because of his parents’ wealth and position and he is going to continue after graduating by getting a high position in a company that his fathers’ is a VIP costumer, paying bribe or at least inherit his father’s business. Only eleven percent of the kids from poor families graduate from collages and less than nineteen percent of the eleven percent have the chance to be among the high class (Eckholm 1). So these students are considered by the higher class the directed ones; however, since work places for the people who direct are few and scholarship concept is applied in many universities, the working class is now becoming a threat because they are now part of the competition. Section IV: A Synthesis of Oppositional Extremes We can’t think about the premise question in a complete functional/practical way because by doing so, we will have education inequality and we will be limiting education to the students with high grades only. We wouldn’t be considering many other things such as a student who was sick at the day of the exam or another who is not good at a certain subject that lowered his GPA, those who don’t perform well in the test environment and many other reasons. We should all be given equal chances to learn. Take Einstein for instance; although, he had speech difficulties when he was young and scored Cs when he was in elementary school, he became one of the best known physicists in the world who made new theories. Some other people when put in the real situation, they appreciate and act. This is what is called closed doors situation; some students may score low grades in elementary schools but when they see that the university is their path for their future career, they act. Regarding the second point that was argued; it has been proven that students’ GPAs can’t be considered the only meter when it comes to the working field (Smith 2). Many reasons were showed but the most important were the student’s leadership personality and experience. These reasons might not qualify the hard working student to work in a high position despite the fact that he was one of the best learners in his school. We can’t also accept the human/personal point of view because in that way we will still be having an education inequality like in that of the Middle Ages when education was only for students from rich families. In that way we will be limiting the good education only to families who have money. So, what if there is, let’s say, one student from the lower class who might be in the future Ahmed Zowail or Farouk El Baz. Why wouldn’t we give him the opportunity to enjoy a good education that will definitely help him? In turn, this student will be the best image not only to his university and colleagues but also to his country. The second point that was argued by this group was gaining or let’s say inheriting power and respect by the help of their parents by entering expensive universities then owning their father’s business after wards. However, what if these students are not qualified to run such a business not because of their educational background or grades but because of what they are. It even makes a bigger problem when there is one of the working class who can fit perfectly in this business and at the same time working under a boss that is running his father’s business and not that good in managing the company. How will the boss react when he finds out that there is a better guy him? How will the man from the working class react to orders that he is sure they are wrong? Will he conform to orders to save himself from getting fired or will he follow his beliefs and resist because he knows that what he is doing is the right thing? I appreciate that everyone has a dream he wants to reach and that some parents are forcing pressure on their children to make them become a doctor or an engineer without taking into consideration their abilities or what they like. However, God created us humans with different abilities and whether we like it or not, we have to accept it. Not all students can become doctors only because they earn a lot of money. We can’t think like that because doctors or any other job that makes money can’t replace the entire exciting jobs. Who knows maybe god blessed us with a certain gift in a specific place to change the world. I bet that it is becoming very confusing and difficult to find a clear answer to the premise question because we can accept neither the functional/practical nor the human/personal only. The functional/practical student is always thinking about studying hard in order to succeed and get high grades to find a good job whereby he can change his economic class to the better. On the other hand, power, money respect and attention are all what the human personal student is thinking about and he is ready to do anything in order to reach this goal whether by paying bribes or his father’s help; it doesn’t matter how, all it matters is to be able to reach this goal. That is why we can’t accept either. However, I have found that the combination between the functional/practical extreme and the human/personal extreme is the way to find a fairly good answer to the premise question. I am not asking low and high economic class to be friend or to even pretend to be because we all k now that they will never be. However, all students should be given equal opportunities to learn and enter universities but there is something that has to be changed within ourselves; how we look at professions like a plumber or a carpenter. As long as we look to these professions as a despicable job, students won’t be interested in any of them leaving free spaces in these jobs. Students with super powers like the genies boy that we have here in AUC or even learners with high grades should be noticed from the elementary school then indicate their part of power then work on with them to improve it. In such world, competition is allowed but people have to understand that they aren’t necessarily going to gain power in an inherited field. They should also understand that even if they gained money and power, they won’t gain people’s respect because they know that this authority is not self-made. Therefore, everyone should peruse the career that he loves the car eer that he thinks he can make a change in and be creative. It might take longer time to prove its success but when the goal is reached, it can never be imagined. Section V: Significance Now the picture is complete and I have got the true meaning behind these three topics. They are by a way or another all related to each others. Students cheat to reach a better economic class and what motivated them to cheat is the corrupt business that was the reason for the discrimination. This and the two previous essays had a lot of significance to me because it allowed me see things although in front of my eyes, they were hidden. These major writing assignments may not change ethics about cheating, beliefs regarding gender or my vision towards people from lower class. However, discovering and analyzing many point of views made me aware of the world we are living in and the system that controls us. Works Cited Introduction http://en.wikipedia.org/wiki/Economic Chris Mays, â€Å"refiguring college English studies† by http://docs.google.com/viewer?a=vq=cache:KV6Y_ak5zm8J:www.case.edu/artsci/engl/emmons/writing/journals/Mays_RhetoricsPoetics.pdf+james+berlin+signifying+practicehl=engl=egpid=blsrcid=ADGEESi7NvANHhwWJdR7vv8ZmhFYNFZY7ZYPxNhFQooxd8u4bTxsL-Hn7o1DJSuMjbGLsY2zf-f2d5Xlc4FcDMEkfta3vzhJ_104d7TV-phFeNBSLgppyKRWhP1Uv_LdBZyjzM-xY0MEsig=AHIEtbQYCj5QUcEX3TUcx2-3zao5rjXLLQ Lester Faigley, â€Å"fragments of rationality† http://books.google.com.eg/books?id=2SC8Qj1n6QYCpg=PA23lpg=PA23dq=the+production+of+a+student+subject+is+a+chief+outcome+for+a+course+in+compositionsource=blots=dZpPLuvlowsig=xutV-VqS_r5PVqJDVgSZHT-2Zr8hl=enei=9UzfS_TaAsmO_Aa0p7X_Bgsa=Xoi=book_resultct=resultresnum=1ved=0CAgQ6AEwAA#v=onepageq=the%20production%20of%20a%20student%20subjectf=false Amar Ali Hassan, â€Å"restrain and corrupt universities† http://www.almasryalyoum.com/en/opinion/restrained-and-corrupt-universities Austin Cline, â€Å"The Economics of Society and Religion† http://atheism.about.com/od/philosophyofreligion/a/marx_3.htm ERIK ECKHOLM, â€Å"Higher Education Gap May Slow Economic Mobility† February 20, 2008 http://www.nytimes.com/2008/02/20/us/20mobility.html?_r=1 Charles T. Clotfelter, â€Å"Higher education and social class: issues of exclusion and inclusion† http://www.google.com/books?hl=enlr=id=VqrpCX1k4XoCoi=fndpg=PR8dq=social+class+higher+educationots=h2OyaME3iKsig=a5D8JXwmsWoTloYfOVaDO-0MpA0#v=onepageqf=false