Proper Military and Professional Bearing Essay Example

Proper Military and Professional Bearing Paper Proper Military and Professional Bearing, Order, Discipline, and Respect IAW AR 600-20 FM 6-22 1. Military Discipline a. Military discipline is founded upon self-discipline, respect for properly constituted authority, and the embracing of the professional Army ethic with its supporting individual values. Military discipline will be developed by individual and group training to create a mental attitude resulting in proper conduct and prompt obedience to lawful military authority. b. While military discipline is the result of effective training, it is affected by every feature of military life. It is manifested in individuals and units by cohesion, bonding, and a spirit of teamwork; by smartness of appearance and action; by cleanliness and maintenance of dress, equipment, and quarters; by deference to seniors and mutual respect between senior and subordinate personnel; by the prompt and willing execution of both the letter and the spirit of the legal orders of their lawful commanders; and by fairness, justice, and equity for all Soldiers, regardless of race, religion, color, gender, and national origin. c. c. Commanders and other leaders will maintain discipline according to the policies of this chapter, applicable laws and regulations, and the orders of seniors. 2. Obedience to orders a. All persons in the military service are required to strictly obey and promptly execute the legal orders of their lawful seniors. 3. Military Courtesy a. Courtesy among members of the Armed Forces is vital to maintain military discipline. Respect to seniors will be extended at all times (see AR 600–25, chap 4). b. The actions of military personnel will reflect respect to both the national anthem and the national colors. We will write a custom essay sample on Proper Military and Professional Bearing specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Proper Military and Professional Bearing specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Proper Military and Professional Bearing specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The courtesies listed in AR 600–25, appendix A, should be rendered the national colors and national anthem at public events whether the Soldier is off or on duty, whether he or she is in or out of uniform. Intentional disrespect to the national colors or national anthem is conduct prejudicial to good order and discipline and discredits the military service. 4. Soldier Conduct a. Ensuring the proper conduct of Soldiers is a function of command. Commanders and leaders in the Army whether on or off duty or in a leave status, will— (1) Ensure all military personnel present a neat, soldierly appearance. 2) Take action consistent with Army regulation in any case where a Soldier’s conduct violates good order and military discipline. b. On public conveyances in the absence of military police, the person in charge of the conveyance will be asked to notify the nearest military police and arrange to have them, if necessary, take custody of military personnel. In serious sit uations, such as physical assault, the person in charge of the conveyance will be asked to stop at the first opportunity and request local police assistance. In all such cases, the local police will be advised to telephone (collect) the nearest Army post or Army headquarters. c. When an offense endangering the reputation of the Army is committed elsewhere (not on a public conveyance) and military police are not available, civilian police will be requested to take appropriate action. d. When military police are not present, the senior officer, WO, or NCO present will obtain the Soldier’s name, grade, social security number, organization, and station. The information and a statement of the circumstances will be sent to the Soldier’s commanding officer without delay. If the Soldier is turned over to the civilian police, the above information will be sent to the civilian police for transmittal to the proper military authorities. 5. Maintenance of Order a. the Navy and Coast Guard shore patrols are authorized and directed to apprehend Armed Forces members who commit offenses punishable under the UCMJ. Officers, WOs, NCOs, and petty officers of the Armed Forces are authorized and directed to quell all quarrels, frays, and disorders among persons subject to military law and to apprehend participants. Those exercising this authority should do so with judgment and tact. Personnel so apprehended will be returned to the jurisdiction of their respective Service as soon as practical. Confinement of females will be according to AR 190–47. 6. Exercising Military Authority a. Military authority is exercised promptly, firmly, courteously and fairly. Commanders should consider administrative corrective measures before deciding to impose nonjudicial punishment. Trial by court-martial is ordinarily inappropriate for minor offenses unless lesser forms of administering discipline would be ineffective (see MCM, Part V, and chap 3, AR 27–10). b. One of the most effective administrative corrective measures is extra training or instruction (including on-the-spot correction). For example, if Soldiers appear in an improper uniform, they are required to correct it immediately; if they do not maintain their housing area properly, they must correct the deficiency in a timely manner. If Soldiers have training deficiencies, they will be required to take extra training or instruction in subjects directly related to the shortcoming. (1) The training, instruction, or correction given to a Soldier to correct deficiencies must be directly related to the deficiency. It must be oriented to improving the Soldier’s performance in his or her problem area. Corrective measures may be taken after normal duty hours. Such measures assume the nature of training or instruction, not punishment. Corrective training should continue only until the training deficiency is overcome. Authority to use it is part of the inherent powers of command. (2) Care should be taken at all levels of command to ensure that training and instruction are not used in an oppressive manner to evade the procedural safeguards applying to imposing nonjudicial punishment. Deficiencies satisfactorily corrected by means of training and instruction will not be noted in the official records of the Soldiers concerned. 7. Relationships between Soldiers of different rank a. The term officer, as used in this paragraph, includes both commissioned and warrant officers unless otherwise stated. The provisions of this paragraph apply to both relationships between Army personnel (to include dual-status military technicians in the Army Reserve and the Army National Guard) and between Army personnel and personnel of other military services. This policy is effective immediately, except where noted below, and applies to different-gender relationships and same-gender relationships. b. Relationships between Soldiers of different rank are prohibited if they— (1) Compromise, or appear to compromise, the integrity of supervisory authority or the chain of command. (2) Cause actual or perceived partiality or unfairness. (3) Involve, or appear to involve, the improper use of rank or position for personal gain. (4) Are, or are perceived to be, exploitative or coercive in nature. 5) Create an actual or clearly predictable adverse impact on discipline, authority, morale, or the ability of the command to accomplish its mission. c. Certain types of personal relationships between officers and enlisted personnel are prohibited. Prohibited relationships include— (1) Ongoing business relationships between officers and enlisted personnel. This prohibition does not apply to landlord/tenant relationships or to one-time transact ions such as the sale of an automobile or house, but does apply to borrowing or lending money, commercial solicitation, and any other type of on-going financial or business relationship. Business relationships which exist at the time this policy becomes effective, and that were authorized under previously existing rules and regulations, are exempt until March 1, 2000. In the case of Army National Guard or United States Army Reserve personnel, this prohibition does not apply to relationships that exist due to their civilian occupation or employment. (2) Dating, shared living accommodations other than those directed by operational requirements, and intimate or sexual relationships between officers and enlisted personnel. This prohibition does not apply to— (a) Marriages. When evidence of fraternization between an officer and enlisted member prior to their marriage exists, their marriage does not preclude appropriate command action based on the prior fraternization. Commanders have a wide range of responses available including counseling, reprimand, order to cease, reassignment, administrative action or adverse action. Commanders must carefully consider all of the facts and circumstances in reaching a disposition that is appropriate. Generally, the commander should take the minimum action necessary to ensure that the needs of good order and discipline are satisfied. b) Situations in which a relationship that complies with this policy would move into non-compliance due to a change in status of one of the members (for instance, a case where two enlisted members are dating and one is subsequently commissioned or selected as a warrant officer). In relationships where one of the enlisted members has entered into a program intended to result in a change in their status from enlisted to officer, the couple must terminate the relationship permanently or marry within either ne year of the actual start date of the program, before the change in status occurs, or within one year of the publication date of this regulation, whichever occurs later. (c) Personal relationships between members of the National Guard or Army Reserve, when the relationship primarily exists due to civilian acquaintanceships, unless the individuals are on active duty (other than annual training), on full-time National Guard duty (other than annual training), or serving as a dual status military technician. d) Personal relationships between members of the Regular Army and members of the National Guard or Army Reserve when the relationship primarily exists due to civilian association and the Reserve component member is not on active duty (other than annual training), on full-time National Guard duty (other than annual training), or serving as a dual status military tech nician. e) Prohibited relationships involving dual status military technicians, which were not prohibited under previously existing rules and regulations, are exempt until one year of publication date of this regulation. (f) Soldiers and leaders share responsibility, however, for ensuring that these relationships do not interfere with good order and discipline. Commanders will ensure that personal relationships that exist between Soldiers of different ranks emanating from their civilian careers will not influence training, readiness, or personnel actions. 3) Gambling between officers and enlisted personnel. d. These prohibitions are not intended to preclude normal team building associations that occur in the context of activities such as community organizations, religious activities, Family gatherings, unit-based social functions, or athletic teams or events. e. All military personnel share the responsibility for maintaining professional relationships. However, in any relationship between Soldiers of different grade or rank, the senior member is generally in the best position to terminate or limit the extent of the relationship. Nevertheless, all members may be held accountable for relationships that violate this policy. f. Commanders should seek to prevent inappropriate or unprofessional relationships through proper training and leadership by example. Should inappropriate relationships occur, commanders have available a wide range of responses. These responses may include counseling, reprimand, order to cease, reassignment, or adverse action. Potential adverse action may include official reprimand, adverse evaluation report(s), nonjudicial punishment, separation, bar to reenlistment, promotion denial, demotion, and courts martial. Commanders must carefully consider all of the facts and circumstances in reaching a disposition that is warranted, appropriate, and fair. 8. Hazing a. The Army has been and continues to be a values-based organization where everyone is encouraged to do what is right by treating others as they should be treated—with dignity and respect. Hazing is fundamentally in opposition to our values and is prohibited. b. Definition. Hazing is defined as any conduct whereby one military member or employee, regardless of Service or rank, unnecessarily causes another military member or employee, regardless of Service or rank, to suffer or be exposed to an activity that is cruel, abusive, oppressive, or harmful. 1) Hazing includes, but is not limited, to any form of initiation rite of passage or congratulatory act that involves: physically striking another in order to inflict pain; piercing another’s skin in any manner; forcing or requiring the consumption of excessive amounts of food, alcohol, drugs, or other substances; or encouraging another to engage in illegal, harmful, demeaning or dangerous acts. Soliciting or coercing another t o participate in any such activity is also considered hazing. Hazing need not involve physical contact among or between military members or employees; it can be verbal or psychological in nature. (2) When authorized by the chain of command and not unnecessarily cruel, abusive, oppressive, or harmful, the following activities do not constitute hazing: (a) The physical and mental hardships associated with operations or operational training. (b) Administrative corrective measures, including verbal reprimands and a reasonable number of repetitions of authorized physical exercises. (c) Extra military instruction or training. d) Physical training or remedial physical training. (e) Other similar activities. (3) Whether or not such actions constitute hazing, they may be inappropriate or violate relevant civilian personnel guidance, depending on the type of activities and the assigned duties of the employee involved. c. Scope. Hazing is not limited to superior-subordinate relationships. It may occur between peers or even, under certain circumstances, ma y involve actions directed towards senior military personnel by those junior in rank or grade to them (for example, a training instructor hazing a student who is superior in rank). Hazing has at times occurred during graduation ceremonies or similar military rites of passage. However, it may also happen in day-to-day military settings. It is prohibited in all cases, to include off-duty or unofficial celebrations or unit functions. Express or implied consent to hazing is not a defense to violation of this regulation. d. Command responsibilities. Enforcement of this policy is a responsibility of commanders at all levels. Commanders will devote particular attention to graduation or advancement ceremonies as well as other occasions or settings that might put Soldiers at risk for voluntary or involuntary hazing. These situations will be supervised properly, respectful of all participants, perpetuate the best of the traditions that the Army embraces, and leave all participants and spectators feeling proud to be a member of or associated with the U. S. Army. e. Command options. This paragraph is punitive with regards to Soldiers. Violators of this policy may be subject to Article 92 of the UCMJ (Failure to obey a lawful general order or regulation). Other applicable UCMJ articles include Article 80 (Attempts), Article 81 (Conspiracy), Article 93 (Cruelty and maltreatment), Article 124 (Maiming), Article 128 (Assault), Article 133 (Conduct unbecoming an officer and a gentleman), and Article 134 (Drunk and disorderly conduct, and/or Soliciting another to commit an offense). Civilian employees who violate this policy may also be subject to adverse action or discipline in accordance with applicable laws and regulations. Commanders should seek the advice and counsel of their legal advisor when taking actions pursuant to this paragraph.

Literature review The graduation and unemployment difficulties of adolescents with learning and behaviour disabilities

Literature review The graduation and unemployment difficulties of adolescents with learning and behaviour disabilities Introduction Among the significant percentage of people in the world suffering from various disabilities are adolescents in secondary schools, post-secondary institutions and colleges as well as those in employment. Two of the major disabilities affecting students are: learning disability and behaviour disability.Advertising We will write a custom essay sample on Literature review: The graduation and unemployment difficulties of adolescents with learning and behaviour disabilities specifically for you for only $16.05 $11/page Learn More Grenwelge, Zhang and Landmark (2010), defines leaning disability as inability of one of the primary or learning processes such as writing, spelling and reading is not functioning as effectively as it is supposed to. On the other hand, emotional or behavioural disability has been defined as a condition characterized by extreme emotional change leading to persistent behavioural change. These two conditions can adversely affect educational performance amongst the students, as well as career performance for the employed adolescents. A learning disability for example causes young children difficulty in achieving success in education, despite the fact that they can perform some tasks very effectively. This study explores the difficulties experienced by young adolescents with the two disabilities defined above, with the aim of coming up with effective strategies make the situation better for them. This literature review separately focuses on the two categorical difficulties faced by the young adolescents: negative outcome of graduation and negative outcome in employment (Al-Yagon, 2011). Graduation Negative Outcomes According to Hamzah, Subramaniam and Abdullah (2009), statistics indicate that in 2003 alone, there was a 10% high school dropout in the US, a larger portion of which was made up of students with disabilities. This is an indication that a large percentage of students with behavioural and learning d isability do not get to graduate from high school. There are a number of factors that lead to this. One of the causes of high school dropout of this group of students is the feeling of being out of place (Kemp, 2006). Students with learning and behavioural disability give up easily on high school education because they may feel that no one is there for them to identify with them and care for them. Most of the time they could be secure knowing that there is an elderly person to help them in making decisions when they cannot make them on their own. For example, learning disability is believed to be as a result of the inability of the nervous system to coordinate properly.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More This causes a challenge in reception, processing and communication of basic information. This means that sometimes students suffering this disability cannot make important deci sions that affect their future, thus they need someone to look up to during such moments. Secondly, students with such disabilities are prone to be involved in risky behavior. According to Mihandoost (2011), students having learning disability may choose to be involved in risky behaviour in order to substitute the thought of being â€Å"stupid† with being â€Å"bad†. The result of such behaviour is suspension from school or poor academic performance, eventually resulting in failure to graduate. Poor academic performance especially for students with learning disabilities may result from lack of consistence in their knowledge. For example, a learning disability student may read and comprehend a topic well, but fail to do an examination on the same topic because that student cannot write what he knows. The end result is that this student won’t be able to graduate because he couldn’t pass his examinations (Kemp, 2006). Just like other students, learning and b ehavioural disability students undergo a lot of stress in life. Unlike other students, the students with these disabilities cannot withstand that much stress. This is why they reach a point where they disregard the value of post-secondary education in their future. The result of this is that they drop out and they don’t get to graduate (Sinclair, Christenson, Thurlow, 2005). Self-esteem is important in the academic performance of any student. There is a tendency of disabled students to lose their self-esteem when they face frustrations from themselves and from the surrounding people. This group of students will work so hard to achieve certain goals, but they are emotionally battered when they don’t achieve the goals. This leads to a rise in frustration and an eventual loss of interest in academics (Horowitz, 2009). Another factor that affects the graduation of students with disabilities is the lack of proper accommodation in schools. According to Reschly and Christens on (2006), research has shown that colleges and universities are increasing the efforts to provide necessary facilities to accommodate students with disabilities. Despite these effort, statistics carried out by NCES indicated that 20% of students in colleges who admitted to be having learning disabilities claimed that they were not receiving proper accommodation in their studies. Research has sadly shown that these students are made to feel out of place by some institutions. These are institutions which view students with disabilities as a cause of distractions for other â€Å"normal† students, thus the institutions have no place for such students. To make the situation even worse, sometimes the society does not think that these young people have any need for education; hence they don’t bother to support them in education. This leads to dropout before they graduate (Sin, Francis, Cook, 2010).Advertising We will write a custom essay sample on Literature review: The graduation and unemployment difficulties of adolescents with learning and behaviour disabilities specifically for you for only $16.05 $11/page Learn More Unemployment Negative Outcomes The challenges experienced by young adolescents with learning and behavioural disabilities do not stop at the learning level. Even those who manage to graduate despite the many hindrances still face difficulty in the job market as a result of their disability. The challenges experienced in institutions of learning have a direct impact on the performance of young disabled people in different careers. Most of these people enter the job market with insufficient skills attained at the post-secondary institutions. This puts them in a very stiff position where they cannot compete favourably with others in the job market. The outcome is that they end up missing the positions of employment (Groce, 2004). According to George and Kidd (2011), some companies become hesitant to hire disable d people due to social prejudice as well as lack of confidence in their ability. Therefore, they rarely employ these people. Another cause of unemployment among young people with learning and behavioural disabilities is limitation in skills. Due to lack of proper coordination, this group of people has a limited choice of career, leading to limited skills. This makes it very hard and takes them very long to find relevant employment in their training field (Nind, Flewitt, Payler, 2010). According to the research conducted by Lehr and Lange (2003), some of the employees with learning and behavioural disabilities admit that their disability hampers them from using the most recent, common and effective technologies in their organizations. These employees are at a risk of being laid off their job for others who can use such technologies. Others disabled employees simply quit their jobs because they cannot cope with the conditions in these places in terms of accommodation for the workers with such disabilities. More research needs to be conducted to explore ways in which such organizations can come up with proper accommodation for workers with disabilities (Mallett, Stoddard-Dare, Workman-Crewnshaw, 2011). The same research also shows that most of the young employees who have learning, behavioural and other disabilities choose to hide these disabilities from their employers and workmates. The major reason for making this choice is fear of stigmatization discrimination in the work place.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The research also indicates that the employees choose to hide the disabilities because there is a possibility that the employers will monitor them more closely with the anticipation of a mistake in their work, which makes it hard for them to cope as well as to avoid being fired (Maehler, Schuchardt, 2011). Finally, the study of Repetto et al. (2010), indicates that most of the people with learning disability at the job market cope with the conditions depending on their past experiences in secondary and post-secondary institutions. These experiences include self-esteem level, treatment by others as well as the academic skills obtained. Conclusion It can be concluded that there are many challenges that young adolescents with learning and behavioural disabilities face, both in attaining graduation and in search of employment. In line with the National Council on Disability (2004), there is a need to increase effort to ensure that many students in this disability group not only graduat e, but also find comfortable employment. Further research is therefore necessary to explore ways in which these conditions can be improved. References Al-Yagon, M. (2011). Fathers Emotional Resources and Childrens Socioemotional and Behavioral Adjustment among Children with Learning Disabilities. Journal of Child Family Studies, 20(5), 569-584. George, C., Kidd, G. (2011). Effectiveness of a parent training programme adapted for children with a learning disability. Learning Disability Practice, 14(8), 18- 24. Grenwelge, C., Zhang, D., Landmark, L. (2010). Comprehensive Leadership Training for Youth with Disabilities. Teaching Exceptional Children, 42(4), 62- 68. Groce, E.N. (2004). Adoloscents and Youth with Disability: Issues and Challenges. Asia Pacific Disability Rehabilitation Jourrnal, 15(2), 13-32. Hamzah, M., Subramaniam, V., Abdullah, S. (2009). Effectiveness of the selected techniques in enhancing the achievement in science among the children with learning disabilities: Sharing experiences. US-China Education Review, 6(9), 67-84. Horowitz, S.H. (2009). Behavioral and Learning Disabilities. Web. Kemp, S. (2006). Dropout Policies and Trends for Students with and Without Disabilities. Adolescence, 41(162), 235-250. Lehr, C., Lange, C. (2003). Alternative Schools Serving Students With and Without Disabilities: What Are the Current Issues and Challenges? Preventing School Failure, 47(2), 59. Maehler, C., Schuchardt, K. (2011). Working Memory in Children with Learning Disabilities: Rethinking the criterion of discrepancy. International Journal of Disability, Development Education, 58(1), 5-17. Mallett, C., Stoddard-Dare, P., Workman-Crewnshaw, L. (2011). Special Education Disabilities and Juvenile Delinquency: A Unique Challenge for School Social Work. School Social Work Journal, 36(1), 26-40. Mihandoost, Z. (2011). The Survey of Correlate Causes of Learning Disabilities Prevalence among Elementary Students. Asian Social Science, 7(7), 194- 198. Nat ional Council on Disability. (2004). Improving Educational Outcomes for Students with Disabilities. Web. Nind, M., Flewitt, R., Payler, J. (2010). The social experience of early childhood for children with learning disabilities: inclusion, competence and agency. British Journal of Sociology of Education, 31(6), 653-670. Repetto, J. et al. (2010). Virtual High Schools: Improving Outcomes for Students with Disabilities. Quarterly Review of Distance Education, 11(2), 91-104. Reschly, A., Christenson, S. (2006). Prediction of Dropout among Students with Mild Disabilities: A Case for the Inclusion of Student Engagement Variables. Remedial Special Education, 27(5), 276-292. Sin, C., Francis, R., Cook, C. (2010). Access to and experience of child and adolescent mental health services: barriers to children and young people with learning disabilities and their families. Mental Health Review Journal, 15(1), 20-28. Sinclair, M., Christenson, S., Thurlow, M. (2005). Promoting School Comple tion of Urban Secondary Youth with Emotional or Behavioral Disabilities. Exceptional Children, 71(4), 465-482.

The Problem Of Sweatshops - A Necessary Evil Research Paper

The Problem Of Sweatshops - A Necessary Evil - Research Paper Example The truth is, that the world’s economy encourages the development of industries in regions where a desirable commodity is plentiful. In some countries, there is a valuable natural resource like oil or minerals, and in others, there is good land for agriculture. The one thing that many poor countries have in abundance is labor. Countries like India and China which have huge populations are therefore attractive places for inward investment by companies who want to keep their wage costs low. Some kinds of manufacturing, like the clothing and toy industry, requires a great many workers to finish the goods with hand work like sewing and painting. In China, there is also much less regulation in terms of building regulations, and sourcing of raw materials. This is because China has the policy to expand its industrial base and modernize its economy to compete in the world. It is only natural that such a country will exploit its main advantage of cheap and plentiful labor in this early expansion phase. Labor regulation is expensive, and Chinese factories want to continue being the most cost-effective places to produce mass products for the global market. They are only following the same path that more developed nations already had to follow many decades before. Generally, people have been deceived by the idea that sweatshops were made as a way to exploit labor. However, they often forget that sweatshops have actually provided job opportunities, capital investment, and economic growth for developing countries. ... untries like India and China which have huge populations are therefore attractive places for inward investment by companies who want to keep their wage costs low. Some kinds of manufacturing, like the clothing and toy industry, requires a great many workers to finish the goods with hand work like sewing and painting. In China there is also much less regulation in terms of building regulations, and sourcing of raw materials. This is because China has a policy to expand its industrial base and modernize its economy to compete in the world. It is only natural that such a country will exploit its main advantage of cheap and plentiful labor in this early expansion phase. Labor regulation is expensive, and Chinese factories want to continue being the most cost-effective places to produce mass products for the global market. They are only following the same path that more developed nations already had to follow many decades before. The Role of Sweatshops in a Developing Economy Generally, p eople have been deceived by the idea that sweatshops were made as a way to exploit labor. However, they often forget that sweatshops have actually provided job opportunities, capital investment, and economic growth for developing countries. Stereotypically, we believe by the definition that sweatshop factories usually pay low wages, have poor working conditions, and require long deadly hours. On the contrary, although this is partially true, what’s more important is that sweatshops still provide job opportunities and pay minimum wages according to the country’s law. Oftentimes, American corporations are put to blame for exploiting this field, but our focus should be upon enforcing international labor regulation. For example, Apple, Nike, Gap, Wal-Mart, and GE are famously known for

Hitler's rise to power Essay Example | Topics and Well Written Essays - 1750 words

Hitler's rise to power - Essay Example The failure of Germany to pay war reparations would sometimes lead to military action. The Treaty of Versailles states in Article 232 that â€Å"The Allied and Associated Governments, however, require, and Germany undertakes, that she will make compensation for all damage done to the civilian population of the Allied and Associated Powers and to their property during the period of the belligerency† ("Reparation"). As the government began to print bills, hyperinflation wrecked the German economy. The Great Depression was a powerful event which indirectly led to the rise of Hitler. Hitler gained enormous public support following his trial after the failure of the Munich Putsch in 1923. He spent a few months in jail where he realized that the only way to gain power was to work inside the system. Also Hitler did not enjoy support from the German elite which also prevented his failure at that time. But by the 1930s, Hitler’s charismatic personality and speeches had won him the support of the German army and industrial sector. His book Mein Kampf became a blueprint for his ideology of hatred and racism. He lashed out at Jews, Social Democrats and Communists as being enemies of the German nation. In his book Hitler says that â€Å"In the meetings of those days, especially outside of Munich, there would be five, six, seven, and eight hundred adversaries to fifteen or sixteen National Socialists† (Hitler). He praises the bravery of the Nazi party against Socialist thugs â€Å"And it happened more than once that a handful of party comrades heroically fought their way to victory against a roaring, flailing Red majority† (Hitler). The Nazi party was banned in the late 1920s as it fell apart. Hitler’s amazing skills as a demagogue were crucial for the survival of the National Socialist Party. These skills also allowed him to rise into power as he addressed the crowds into hysteria. Hitler was a brilliant

Sociological Theories and Historic Figures of the Feminism Coursework

Sociological Theories and Historic Figures of the Feminism - Coursework Example Rousseau, the laws of the particular state are a record of the collective desires of all the people and the application of those laws should be universal to all people of the state. The role of the government in Rousseau’s political system is enforced and respect the sovereign people’s will and in no way should it seek to dominate the general will. The legislature function is to ensure that the law supports the state’s preservation. The function of the tribunate according to Rousseau’s political system is to maintain the state by the promotion of the idea of spiritual kingdom separate from any political system. Hegel’s dialectical idealism is where Hegel used different and more precise terms for dialectical trios. He used two different sets of terms for his trios, which include abstract negative concrete and immediate mediate concrete. According to Hegel, Geist, which is a German word for spirit or mind, is used to imply to the category-by-category culmination, dialectically of the negative of the infinite abstraction, resulting to the category of absolute mind or spirit (Geist). Karl Marx presents the concept of alienation by describing the social alienation of people from their human nature aspects because of living in a society stratified into social classes (Swatos & Peter, 13). He presents the concept of class-consciousness, which refers to the beliefs held by an individual concerning their social class, the structure of that class and the interests of the particular class. For the concept of class antagonism, Marx implied the conflict that exists in a society due to the competing socioeconomic interests brought by the different classes of people that exist in the society. Marx’s concept of revolution discusses social revolution where the working class tries to overthrow the bourgeoisie. Marx believed that proletarian revolutions are sure to happen in all capitalist nations.

Diversity in the Workplace

Diversity in the Workplace In todays multicultural workplace, it pays to be familiar with the culture of fellow employees, supervisors, clients or customers who may come from a different ethnic background from you.   Understanding their cultural traditions and customs will allow you to work with these individuals more effectively.   Being able to understand ethnically diversified individuals will help to unlock their potential.   How can you teach these individuals to work together?   What can you do to motivate them to want to win or be successful? Employees become more productive when there is harmony in the workplace among co-workers.   This harmony comes from showing respect for individual differences.   An employer who values cultural smarts will often hire trainers to give their employees in house workshops on cultural diversity.   These workshops could cover nonverbal communication such as eye contact, which in some countries it is rude to make eye contact.   They might even discuss the use of hand gestures when speaking.   There are cultures where a handshake is offensive and the good ole American thumbs up can mean something completely different.   In Iraq, it means up yours. Cultural and language barriers are a challenge that needs to be beat in order for diversity programs to succeed.   Ineffective communication results in confusion, lack of teamwork and low morale.   There will always be that one employee who refuses to accept the fact that the social and cultural makeup of their workplace is changing.   Attitude plays an important role in the positive progression is this type of attitude that can hinder progress.   Make language learning and support for language learning part of the team ethic and encourage people from different language backgrounds to communicate with each other.   For example, encourage co-workers and managers to reach out and learn each other’s names and to learn set, â€Å"ritualized† phrases in each other’s languages, such as â€Å"Hello,† â€Å"goodbye,† and â€Å"how are you?   Such small gestures go a long way towards improving workplace relationships because they demonstrate res pect and acceptance for all employees.   Eliminate prejudices and become sensitive to the needs of individuals who have different customs or traditions.   Pick an ethnic group and write down as many adjectives as you can that you feel describes the group.   See if there are similarities that apply to both your group and another ethnic group.   Become proactive at work and identify immigrants, talk to them, ask where they came from, what their goals are.   The best way to develop rapport is to find a common ground that can discussed and built upon, such as favorite food, holidays etc. Workplaces can benefit from the mix of cultures, traditions, and experiences. People of a different ethnic background bring new energy and vibrancy to the workplace.     This allows   people who do not naturally see the world in the same way to learn to work with each other, solve problems together, and collaborate for success.   We also need to understand gender differences in the workplace because gender may determine certain attitudes, behavior, and thinking.   Both men and women are equally competent in the work force.   We must show respect for each genders different approaches and views because doing so will be beneficial to everyone success.

Famine Relief Essay -- Article Analysis

In response to the recent failure of the international community to prevent the famine crisis in the Horn of Africa since July 2011, Suzanne Dvorak the chief executive of Save the Children wrote that, â€Å"We need to provide help now. But we cannot forget that these children are wasting away in a disaster that we could - and should - have prevented† she added, â€Å"The UN estimates that every $1 spent in prevention saves $7 in emergency spending.† (Dvorak, 2011). Many people who read such statement wonder about our obligation towards famine relief, and ask, whether we are morally obliged to spend one dollar in order to prevent such a crisis or not. Forty years ago, Peter Singer answered this question in his article Famine, Affluence, and Morality; Singer suggested, â€Å"we should prevent bad occurrences unless, to do so, we had to sacrifice something morally significant† (C&M, 827). However, different philosophers and writers have criticized his view and the general idea to help the poor. In this paper, I will argue against two articles which were written against Singer’s view, and against helping the poor countries in general. I will argue against John Arthur’s article Famine Relief and the Ideal Moral Code (1974 ) ,and Garrett Hardin’s article Lifeboat Ethics: the Case Against Helping the Poor ( 1976); I will show that both articles are exaggerating the negative consequences of aiding the poor, as well as building them on false assumptions. Both Arthur and Hardin are promoting the self-interest without considering the rights of others, and without considering that giving for famine relief means giving life to many children. A Case against John Arthur In the article Famine Relief and the Ideal Moral Cod... ... Friedman, U. (2011, July 19). What It took for the U.N to declare famine in Somalia. Retrieved from http://www.theatlanticwire.com/global/2011/07/what-it-took-un-declare-famine-somalia/40152/ Hardin, G. (1974, September ). Lifeboat Ethics: the Case Against Helping the Poor. Retrieved fromhttp://www.garretthardinsociety.org/articles/art_lifeboat_ethics_case_against_helping_poor.html Montgomery, K. (n.d.). The Demographic Transition. Retrieved on August 4, 2011 from http://www.marathon.uwc.edu/geography/demotrans/demtran.htm. White, J. (2009). Contemporary Moral Problems [pp360]. Retrieved from http://books.google.com/books?id=dcK6-h1ngtcC&pg=PA357&dq=Consumption+,+global+warming+and+famine&hl=en&ei=diw7TsOyGoSisQLK_N35Dw&sa=X&oi=book_result&ct=result&resnum=3&sqi=2&ved=0CDcQ6AEwAg#v=onepage&q=Consumption%20%2C%20global%20warming%20and%20famine&f=false.