Chapter 9. Can We Reason about Morality?
Chapter 8
Can We Reason about Morality?
Copyright by Paul Herrick, 2020. For class use only. Not for distribution. This chapter: 34 pages of reading.
1. Come, Let Us Reason Together
Dr. Martin Luther King, Jr., once observed that if a man-made law conflicts with morality, it is unjust and should be repealed because morality, not man-made law, is our highest standard of behavior. Similarly, if a businessman could increase his profits by putting false labels on his products, he should not do so, even if he can get away with it, because it would be immoral. Morality takes precedence over deceptive business practices—no matter how profitable they might be. Morality also takes precedence over unexamined self-interest. A criminal may want to snatch a purse from an old lady walking with a cane, and perhaps he needs the money and could get away with it; however, he should not do so because it would be morally wrong.[endnoteRef:1] Surely these are eminently reasonable observations. [1: Martin Luther King Jr., “Letter from the Birmingham City Jail,” reprinted in James M. Washington, ed. A Testament of Hope. Essential Writings and Speeches of Martin Luther King Jr. (New York: Harper One, 1986), 289-302.]
These thoughts remind us that morality is the ultimate criterion of good and bad, right and wrong, that we ought to live by, all things considered. Morality is ultimate in the sense that the obligations it imposes on us take precedence over all nonmoral considerations, including laws passed by legislatures, the profit and loss calculations of businesses, social customs, instincts, and the irrational impulses of ego, desire, prejudice, unexamined self-interest, and cognitive bias.
One reason to agree with Dr. King, that morality is our highest standard, is that any human law, social custom, institution, business practice, desire, action—even traits acquired through the evolutionary process--can be evaluated and judged on a moral basis, using our faculty of critical thinking.
The principles or “laws” of morality have a number of important properties. First, they are prescriptive rather than descriptive. That is to say, they prescribe how we ought to act, they do not describe how we do in fact act. Put another way, moral principles are not empirical generalizations about the way people actually behave, and they are not statements about the way people have behaved in the past or will behave in the future. Rather, they are norms or standards that we ought to follow, whether or not we do in fact follow them and whether or not we want to follow them. If someday it should come about that most people hate each other, that descriptive fact would not make it moral to hate. Hatred would still be morally wrong. If someday it should happen that every government in the world practices genocide, that descriptive fact would not make genocide morally right—genocide would still be morally wrong. For (again) morality is.
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CHAPTER 3Understanding Regulations, Accreditation Criteria, and .docxtiffanyd4
CHAPTER 3
Understanding Regulations, Accreditation Criteria, and Other Standards ofPractice
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
2. Legal and Fiscal Management
· Knowledge and application of the advantages and disadvantages of different legal structures
· Knowledge of different codes and regulations as they relate to the delivery of early childhood program services
· Knowledge of child custody, child abuse, special education, confidentiality, anti-discrimination, insurance liability, contract, and laborlaws pertaining to program management
5. Program Operations and Facilities Management
· Knowledge and application of policies and procedures that meet state/local regulations and professional standards pertaining to thehealth and safety of young children
7. Marketing and public relations
· Skill in developing a business plan and effective promotional literature, handbooks, newsletters, and press releases
Early Childhood Knowledge and Skills
5. Children with Special Needs
· Knowledge of licensing standards, state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for childrenwith special needs
10. Professionalism
· Knowledge of laws, regulations, and policies that impact professional conduct with children and families
· Knowledge of center accreditation criteria
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe the purpose of regulations that apply to programs of early care and education and list several topics they address.
2. Identify several ways accreditation standards are different from child care regulations.
3. State the purpose of Quality Rating and Improvement Systems (QRIS).
4. List some ways qualifications for administrators and teachers are different for licensure, for accreditation, and in QRIS systems.
5. Identify laws that apply to the childcare workplace, such as those that govern the program’s financial management and employees’well-being.
Marie’s Experience
Marie has been successful over the years in keeping her center in compliance with all licensing regulations. She is proud of her teachers andconfident that the center consistently goes above and beyond licensing provisions designed simply to keep children healthy and safe. She knowsthat the center provides high-quality care to the children it serves, but has never pursued accreditation or participated in her state’s optionalQuality Rating and Improvement System (QRIS) because of the time and effort it would require. Her families have confidence in her program anddo not seem to need this additional assurance that it provides high-quality services day in and day out.
Large numbers of families rely on out-of-home care for their infants, toddlers, preschoolers, and school-age children during the workday. In2011, there were 312,254 licensed child care facilities with a capacity to serve almost 10.2 million children. About 34% of these facilitieswere child care center.
Chapter 3 Human RightsINTERNATIONAL HUMAN RIGHTS–BASED ORGANIZ.docxtiffanyd4
Chapter 3 Human Rights
INTERNATIONAL HUMAN RIGHTS–BASED ORGANIZATIONS LIKE THE UN COMMISSION ON HUMAN RIGHTS HAVE MADE MONITORING HUMAN RIGHTS A GLOBAL ISSUE. The United Nations is headquartered in New York City.
Learning Objectives
1. 3.1Review the expansion of and the commitment to the human rights agenda
2. 3.2Evaluate the milestones that led to the current concerns around human rights
3. 3.3Evaluate some of the philosophical controversies over human rights
4. 3.4Recognize global, regional, national, and local institutions and rules designed to protect human rights across the globe
5. 3.5Report the efforts made globally in bringing violators of human rights to justice
6. 3.6Relate the need for stricter laws to protect women’s human rights across the globe.
7. 3.7Recognize the need to protect the human rights of the disabled
8. 3.8Distinguish between the Western and the Islamic beliefs on individual and community rights
9. 3.9Review the balancing act that needs to be played while fighting terrorism and protecting human rights
10. 3.10Report the controversy around issuing death penalty as punishment
When Muammar Qaddafi used military force to suppress people demonstrating in Libya for a transition to democracy, there was a general consensus that there was a global responsibility to protect civilians. However, when Bashar Assad used fighter jets, tanks, barrel bombs, chemical weapons, and a wide range of brutal methods, including torture, to crush the popular uprising against his rule in Syria, the world did not respond forcefully to protect civilians. The basic reason given for allowing Syria to descend into brutality and chaos was that it was difficult to separate Syrians favoring human rights from those who embraced terrorism. Although cultural values differ significantly from one society to another, our common humanity has equipped us with many shared ideas about how human beings should treat each other. Aspects of globalization, especially communications and migration, reinforce perceptions of a common humanity. In general, there is global agreement that human beings, simply because we exist, are entitled to at least three types of rights. First is civil rights, which include personal liberties such as freedom of speech, religion, and thought; the right to own property; and the right to equal treatment under the law. Second is political rights, including the right to vote, to voice political opinions, and to participate in the political process. Third is social rights, including the right to be secure from violence and other physical danger, the right to a decent standard of living, and the right to health care and education. Societies differ in terms of which rights they emphasize. Four types of human rights claims that dominate global politics are
1. The abuse of individual rights by governments
2. Demands for autonomy or independence by various groups
3. Demands for equality and privacy by groups with unconventional lifestyles
4. Cla.
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Co.docxtiffanyd4
CHAPTER 13
Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policy affecting young children and their families
· The ability to advocate on behalf of young children, their families and the profession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staff or volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have at their disposal.
3. Discuss opportunities that program administrators have to contribute to the field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community.
Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo.
Chapter 2 The Law of EducationIntroductionThis chapter describ.docxtiffanyd4
Chapter 2 The Law of Education
Introduction
This chapter describes the various agencies and types of law that affect education. It also discusses the organization and functions of the various judicial bodies that have an impact on education. School leadership candidates are introduced to standards of review, significant federal civil rights laws, the contents of legal decisions, and a sample legal brief.
Focus Questions
1. How are federal courts organized, and what kind of decisions do they make?
2. What is law? How is law different from policy?
3. From what source does the authority of local boards of education emanate?
4. How can campus and district leaders remain current with changes in law and policy at the national and state level?
Key Terms
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4. En banc
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11. Stare decisis
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Case Study Confused Yet?
As far as Elise Daniels was concerned, the monthly meeting of the 20 River County middle school principals was the most informative and relaxing activity in her school year. Twice per year, the principals invited a guest to speak to the group. Elise was particularly interested in the fall special guest speaker, the attorney for the state school boards association. Elise had heard him speak several times, so she was aware of his deep knowledge of school law and emerging issues. As the attorney, spoke Elise found herself becoming more anxious. It was as if the attorney was speaking a foreign language. Tinker rules, due process, Title IX, Office of Civil Rights, and the state bullying law. Elise found herself thinking, “The Americans with Disabilities Act has been amended? How am I supposed to keep up with all of this?”
Leadership Perspectives
Middle School Principal Elise Daniels in the case study “Confused Yet?” is correct. School law can be confusing. Educators work in a highly regulated environment directly and indirectly impacted by a wide variety of local, state, and federal authorities. When P–12 educators refer to “the law,” they are often referring to state and/or federal statutes enacted by legislatures (). This understanding is correct. The U.S. Congress and 50 state legislatures are active in the law-making business. To make matters more difficult, the law is constantly changing and evolving as new situations arise. For example, 10 years ago few if any states had passed antibullying laws. By 2008, however, almost every state had some form of antibullying legislation on the books. Soon after, the phenomenon of cyberbullying emerged, and state legislators rushed to add cyberbullying and/or electronic bullying to their state education laws. One can only guess at what new real or perceived problem affecting public P–12 schools will be next.
P–12 educators also refer to school board policy as “law.” However, law and policy are not necessarily identical. , p. 4) defines policy as “one way through which a political system handles a public problem. It includes a government’s expressed inten.
CHAPTER 1 Legal Heritage and the Digital AgeStatue of Liberty,.docxtiffanyd4
CHAPTER 1 Legal Heritage and the Digital Age
Statue of Liberty, New York Harbor
The Statue of Liberty stands majestically in New York Harbor. During the American Revolution, France gave the colonial patriots substantial support in the form of money for equipment and supplies, officers and soldiers who fought in the war, and ships and sailors who fought on the seas. Without the assistance of France, it is unlikely that the American colonists would have won their independence from Britain. In 1886, the people of France gave the Statue of Liberty to the people of the United States in recognition of friendship that was established during the American Revolution. Since then, the Statue of Liberty has become a symbol of liberty and democracy throughout the world.
Learning Objectives
After studying this chapter, you should be able to:
1. Define law.
2. Describe the functions of law.
3. Explain the development of the U.S. legal system.
4. List and describe the sources of law in the United States.
5. Discuss the importance of the U.S. Supreme Court’s decision in Brown v. Board of Education.
Chapter Outline
1. Introduction to Legal Heritage and the Digital Age
2. What Is Law?
1. Landmark U.S. Supreme Court Case • Brown v. Board of Education
3. Schools of Jurisprudential Thought
1. CASE 1.1 • U.S. Supreme Court Case • POM Wonderful LLC v. Coca-Cola Company
2. Global Law • Command School of Jurisprudence of Cuba
4. History of American Law
1. Landmark Law • Adoption of English Common Law in the United States
2. Global Law • Civil Law System of France and Germany
5. Sources of Law in the United States
1. Contemporary Environment • How a Bill Becomes Law
2. Digital Law • Law of the Digital Age
6. Critical Legal Thinking
1. CASE 1.2 • U.S. Supreme Court Case • Shelby County, Texas v. Holder
“ Where there is no law, there is no freedom.”
—John Locke Second Treatise of Government, Sec. 57
Introduction to Legal Heritage and the Digital Age
In the words of Judge Learned Hand, “Without law we cannot live; only with it can we insure the future which by right is ours. The best of men’s hopes are enmeshed in its success.”1 Every society makes and enforces laws that govern the conduct of the individuals, businesses, and other organizations that function within it.
Although the law of the United States is based primarily on English common law, other legal systems, such as Spanish and French civil law, also influence it. The sources of law in this country are the U.S. Constitution, state constitutions, federal and state statutes, ordinances, administrative agency rules and regulations, executive orders, and judicial decisions by federal and state courts.
Human beings do not ever make laws; it is the accidents and catastrophes of all kinds happening in every conceivable way that make law for us.
Plato
Laws IV, 709
Businesses that are organized in the United States are subject to its laws. They are also subject to the laws of other countries in which they operate. Busin.
CHAPTER 1 BASIC CONCEPTS AND DEFINITIONS OF HUMAN SERVICESPAUL F.docxtiffanyd4
CHAPTER 1 BASIC CONCEPTS AND DEFINITIONS OF HUMAN SERVICES
PAUL F. CIMMINO
This chapter is dedicated to the development of basic definitions that describe and identify human services. However, any attempt to define human services in one sentence, or to use one description, is doomed to fail. According to Schmolling, Youkeles, and Burger, there is no generally accepted or “official” definition of human services (, p. 9). Human services is a multidisciplinary profession that reflects complex human interactions and a comprehensive social system. To understand human services, it is important to develop ideas that construct an organized perspective of the field. In this chapter, three general questions about human services are incorporated into the text. First, “What is it, and what isn’t it?” Second, “Who is helped and why?” Third, “How is help delivered and by whom?” These fundamental questions tend to exemplify the basic concepts and definitions in human services. This chapter proceeds to introduce important terms, definitions, subconcepts, and concentration areas in human services, which are expounded upon by a host of authors who have contributed their expertise to create this book.
The professional field of human services can be reduced to three basic concepts: intervention (needs and services); professionalism (applied practice and credentialing); and education (academic training and research). Each basic concept comprises important aspects of the human service field and identifies primary areas of the profession. The supporting background that nourishes intervention, professionalism, and education in human services is the history of the human service movement (Fullerton, ). The formal development of human services in society is located in the legislative, training, and service history of the field. This chapter attempts to offer a collective understanding of these important areas related to the professional development of human services. In this chapter, basic concepts and definitions converge to generate a comprehensive and theoretical notion of human services in forming an overview of the field. To further assist the reader in developing thoughts about the human service profession, and to avoid ambiguity in the field, a medley of contemporary definitions of human services is presented later in the chapter.
Finally, an important letter written by Dr. Harold McPheeters in 1992, which addresses the basic question of what comprises human services, is presented to close the chapter. McPheeters’s letter was sent in response to a manuscript written by me in 1991. The paper proposes an idealistic model that defines human services in terms of its purpose and professional responsibility in society. Later in the chapter, the central ideas are summarized, providing an orientation to the thoughtful feedback from Harold McPheeters. In my view, his written response conveys landmark perspectives in development of the emerging human service field. Thus, .
CHAPTER 20 Employment Law and Worker ProtectionWashington DC.docxtiffanyd4
CHAPTER 20 Employment Law and Worker Protection
Washington DC
Federal and state laws provide workers’ compensation and occupational safety laws to protect workers in the United States.
Learning Objectives
After studying this chapter, you should be able to:
1. Explain how state workers’ compensation programs work and describe the benefits available.
2. Describe employers’ duty to provide safe working conditions under the Occupational Safety and Health Act.
3. Describe the minimum wage and overtime pay rules of the Fair Labor Standards Act.
4. Describe the protections afforded by the Family and Medical Leave Act.
5. Describe unemployment insurance and Social Security.
Chapter Outline
1. Introduction to Employment Law and Worker Protection
2. Workers’ Compensation
1. Case 20.1 • Kelley v. Coca-Cola Enterprises, Inc.
3. Occupational Safety
1. Case 20.2 • R. Williams Construction Company v. Occupational Safety and Health Review Commission
4. Fair Labor Standards Act
1. Case 20.3 U.S. SUPREME COURT Case • IBP, Inc. v. Alvarez
5. Family and Medical Leave Act
6. Consolidated Omnibus Budget Reconciliation Act and Employee Retirement Income Security Act
7. Government Programs
“ It is difficult to imagine any grounds, other than our own personal economic predilections, for saying that the contract of employment is any the less an appropriate subject of legislation than are scores of others, in dealing with which this Court has held that legislatures may curtail individual freedom in the public interest.”
—Stone, Justice Dissenting opinion, Morehead v. New York (1936)
Introduction to Employment Law and Worker Protection
Generally, the employer–employee relationship is subject to the common law of contracts and agency law. This relationship is also highly regulated by federal and state governments that have enacted myriad laws that protect workers from unsafe working conditions, require employers to provide workers’ compensation to employers injured on the job, prohibit child labor, require minimum wages and overtime pay to be paid to workers, require employers to provide time off to employees with certain family and medical emergencies, and provide other employee protections and rights.
Poorly paid labor is inefficient labor, the world over.
Henry George
This chapter discusses employment law, workers’ compensation, occupational safety, pay and hour rules, and other laws affecting employment.
Workers’ Compensation
Many types of employment are dangerous, and many workers are injured on the job each year. Under common law, employees who were injured on the job could sue their employers for negligence. This time-consuming process placed the employee at odds with his or her employer. In addition, there was no guarantee that the employee would win the case. Ultimately, many injured workers—or the heirs of deceased workers—were left uncompensated.
Workers’ compensation acts were enacted by states in response to the unfairness of that result. These acts crea.
Chapter 1 Global Issues Challenges of GlobalizationA GROWING .docxtiffanyd4
Chapter 1 Global Issues: Challenges of Globalization
A GROWING WORLDWIDE CONNECTEDNESS IN THE AGE OF GLOBALIZATION HAS GIVEN CITIZENS MORE OF A VOICE TO EXPRESS THEIR DISSATISFACTION. In Brazil, Protestors calling for a wide range of reforms marched toward the soccer stadium where a match would be played between Brazil and Uruguay.
Learning Objectives
1. 1.1Identify important terms in international relations
2. 1.2Report the need to adopt an interdisciplinary approach in understanding the impact of new world events
3. 1.3Examine the formation of the modern states with respect to the thirty years’ war in 1618
4. 1.4Recall the challenges to the four types of sovereignty
5. 1.5Report that the European Union was created by redefining the sovereignty of its nations for lasting peace and security
6. 1.6Recall the influence exerted by the Catholic church, transnational companies, and other NGOs in dictating world events
7. 1.7Examine how globalization has brought about greater interdependence between states
8. 1.8Record the major causes of globalization
9. 1.9Review the most important forms of globalization
10. 1.10Recount the five waves of globalization
11. 1.11Recognize reasons as to why France and the US resist globalization
12. 1.12Examine the three dominant views of the extent to which globalization exists
Revolutions in technology, finance, transportation, and communications and different ways of thinking that characterize interdependence and globalization have eroded the power and significance of nation-states and profoundly altered international relations. Countries share power with nonstate actors that have proliferated as states have failed to deal effectively with major global problems.
Many governments have subcontracted several traditional responsibilities to private companies and have created public-private partnerships in some areas. This is exemplified by the hundreds of special economic zones in China, Dubai, and elsewhere. Contracting out traditional functions of government, combined with the centralization of massive amounts of data, facilitated Edward Snowden’s ability to leak what seems to be an almost unlimited amount of information on America’s spying activities.
The connections between states and citizens, a cornerstone of international relations, have been weakened partly by global communications and migration. Social media enable people around the world to challenge governments and to participate in global governance. The prevalence of mass protests globally demonstrates growing frustration with governments’ inability to meet the demands of the people, especially the global middle class.
The growth of multiple national identities, citizenships, and passports challenges traditional international relations. States that played dominant roles in international affairs must now deal with their declining power as global power is more diffused with the rise of China, India, Brazil, and other emerging market countries. States are i.
CHAPTER 23 Consumer ProtectionRestaurantFederal and state go.docxtiffanyd4
CHAPTER 23 Consumer Protection
Restaurant
Federal and state governments have enacted many statutes to protect consumers from unsafe food items.
Learning Objectives
After studying this chapter, you should be able to:
1. Describe government regulation of food and food additives.
2. Describe government regulation of drugs, cosmetics, and medicinal devices.
3. Identify and describe unfair and deceptive business practices.
4. Describe the United Nations Biosafety Protocol concerning genetically altered foods.
5. List and describe consumer financial protection laws.
Chapter Outline
1. Introduction to Consumer Protection
2. Food Safety
1. Case 23.1 • United States of America v. LaGrou Distribution Systems, Incorporated
3. Food, Drugs, and Cosmetics Safety
1. LANDMARK LAW • Food, Drug, and Cosmetic Act
2. ETHICS • Restaurants Required to Disclose Calories of Food Items
3. GLOBAL LAW • United Nations Biosafety Protocol for Genetically Altered Foods
4. Product and Automobile Safety
5. Medical and Health Care Protection
1. LANDMARK LAW • Health Care Reform Act of 2010
6. Unfair and Deceptive Practices
1. CONTEMPORARY ENVIRONMENT • Do-Not-Call Registry
7. Consumer Financial Protection
1. CONTEMPORARY ENVIRONMENT • Consumer Financial Protection Bureau
2. ETHICS • Credit CARD Act
3. BUSINESS ENVIRONMENT • Dodd-Frank Wall Street Reform and Consumer Protection Act
“ I should regret to find that the law was powerless to enforce the most elementary principles of commercial morality.”
—Lord Herschell Reddaway v. Banham (1896)
Introduction to Consumer Protection and Product Safety
Originally, sales transactions in this country were guided by the principle of caveat emptor(“let the buyer beware”). This led to abusive practices by businesses that sold adulterated food products and other unsafe products. In response, federal and state governments have enacted a variety of statutes that regulate the safety of food, drugs, cosmetics, toys, vehicles, and other products. In addition, governments have enacted consumer financial protection laws that protect consumer-debtors in credit transactions. These laws are collectively referred to as consumer protection laws .
consumer protection laws
Federal and state statutes and regulations that promote product safety and prohibit abusive, unfair, and deceptive business practices.
This chapter covers consumer protection and product safety laws.
Food Safety
The safety of food is an important concern in the United States and worldwide. In the United States, the U.S. Department of Agriculture (USDA) is the federal administrative agency that is responsible primarily for regulating meat, poultry, and other food products. The USDA conducts inspections of food-processing and storage facilities. The USDA can initiate legal proceedings against violators.
U.S. Department of Agriculture (USDA)
A federal administrative agency that is responsible for regulating the safety of meat, poultry, and other food products.
The following case involve.
Chapter 18 When looking further into the EU’s Energy Security and.docxtiffanyd4
Chapter 18
: When looking further into the EU’s Energy Security and ICT sustainable urban development, and government policy efforts:
Q2
– What are the five ICT enablers of energy efficiency identified by European strategic research Road map to ICT enabled Energy-Efficiency in Buildings and constructions, (REEB, 2010)?
identify and name those
five ICT enablers
,
provide a brief narrative for each enabler,
note:
Need 400 words. Need references
Please find the attached
.
CHAPTER 17 Investor Protection and E-Securities TransactionsNe.docxtiffanyd4
CHAPTER 17 Investor Protection and E-Securities Transactions
New York Stock Exchange
This is the home of the New York Stock Exchange (NYSE) in New York City. The NYSE, nicknamed the Big Board, is the premier stock exchange in the world. It lists the stocks and securities of approximately 3,000 of the world’s largest companies for trading. The origin of the NYSE dates to 1792, when several stockbrokers met under a buttonwood tree on Wall Street. The NYSE is located at 11 Wall Street, which has been designated a National Historic Landmark. The NYSE is now operated by NYSE Euronext, which was formed when the NYSE merged with the fully electronic stock exchange Euronext.
Learning Objectives
After studying this chapter, you should be able to:
1. Describe the procedure for going public and how securities are registered with the Securities and Exchange Commission (SEC).
2. Describe e-securities transactions and public offerings.
3. Describe the requirements for qualifying for private placement, intrastate, and small offering exemptions from registration.
4. Describe insider trading that violates Section 10(b) of the Securities Exchange Act of 1934.
5. Describe the changes made to securities law by the Jumpstart Our Business Startups (JOBS) Act and its effect on raising capital by small businesses.
Chapter Outline
1. Introduction to Investor Protection and E-Securities Transactions
2. Securities Law
1. LANDMARK LAW • Federal Securities Laws
3. Definition of Security
4. Initial Public Offering: Securities Act of 1933
1. BUSINESS ENVIRONMENT • Facebook’s Initial Public Offering
2. CONTEMPORARY ENVIRONMENT • Jumpstart Our Business Startups (JOBS) Act: Emerging Growth Company
5. E-Securities Transactions
1. DIGITAL LAW • Crowdfunding and Funding Portals
6. Exempt Securities
7. Exempt Transactions
8. Trading in Securities: Securities Exchange Act of 1934
9. Insider Trading
1. Case 17.1 • United States v. Bhagat
2. Case 17.2 • United States v. Kluger
3. ETHICS • Stop Trading on Congressional Knowledge Act
10. Short-Swing Profits
11. State “Blue-Sky” Laws
“The insiders here were not trading on an equal footing with the outside investors.”
—Judge Waterman Securities and Exchange Commission v. Texas Gulf Sulphur Company 401 F.2d 833, 1968 U.S. App. Lexis 5796 (1968)
Introduction to Investor Protection and E-Securities Transactions
Prior to the 1920s and 1930s, the securities markets in this country were not regulated by the federal government. Securities were issued and sold to investors with little, if any, disclosure. Fraud in these transactions was common. To respond to this lack of regulation, in the early 1930s Congress enacted federal securities statutes to regulate the securities markets, including the Securities Act of 1933 and the Securities Exchange Act of 1934. The federal securities statutes were designed to require disclosure of information to investors, provide for the regulation of securities issues and trading, and prevent fraud. Today, many .
Chapter 13 Law, Ethics, and Educational Leadership Making the Con.docxtiffanyd4
Chapter 13 Law, Ethics, and Educational Leadership: Making the Connection
Introduction
This chapter presents examples from the ISLLC standards of the relationship between law and ethics. The chapter also provides examples of how knowledge of law and the application of ethical principles to decision making helps guide school leaders through the sometimes treacherous waters of educational leadership.
Focus Questions
1. How may ethical considerations and legal knowledge guide school leader decision making?
2. Why is it important to consider a balance between these two sometimes competing concepts?
Case Study So Many Detentions, So Little Time
Jefferson Middle School (JMS) was the most racially and culturally diverse of the three middle schools in Riverboat School District, a relatively affluent bedroom community within commuter distance of Capital City. Unfortunately, the culture of Jefferson Middle School was not going well. Over the past 5 years, assistant superintendent Sharon Grey had seen JMS become a school divided by an underlying animosity along racial and socioeconomic lines. This animosity was characterized by numerous clashes between student groups, between teachers and students, between campus administrators and teachers, and between teachers and parents. Sharon finally concluded that JMS was a “mess.”
After much thought and a few sleepless nights, Sharon as part of her job description made the recommendation to the Riverboat school board to not reemploy Jeremy Smith as principal of JMS. Immediately after the board decision, Sharon organized a search committee of teachers, parents, and campus administrators and began the process of finding the right principal for JMS. The committee finally agreed on Charleston Jones. Charleston was a relatively inexperienced campus administrator but had impressed the committee with his instructional leadership knowledge, intelligence, and youthful energy. However, the job of stabilizing JMS was proving to be more of a challenge than anyone had anticipated.
Charleston had instituted a schoolwide discipline plan and had insisted that teachers and school administrators not deviate from the plan. However, he could sense that things were still not right. Animosity among student and parent groups remained just below the surface, ready to erupt at the slightest provocation. Clashes between teachers and students were still relatively frequent. Teachers still blamed one another, school administrators, and the school resource officer for a lack of order in the school. Change was not coming quickly to RMS, and Charleston understood that although school management had improved, several aspects of school culture were less than desirable. Student suspension rates remained high, and parental support was waning. As one of the assistant principals remarked after the umpteenth student referral, “So many detentions, so little time!”
Charleston felt the need to talk. He reached for the phone and made an appointment with.
Chapter 12 presented strategic planning and performance with Int.docxtiffanyd4
Chapter 12 presented strategic planning and performance with Intuit. Define Key Performance Indicators (KPI) and Key Risk Indicators (KRI)? How does an organization come up with these key indicators? Do you know of any top-down indicators? Do you know of any bottom-up indicators? Give some examples of both. In what way does identifying these indicators help an organization? Are there any other key indicators that would help an organization?
Requirements:
Initial posting by Wednesday
Reply to at least 2 other classmates by Sunday (Post a response on different days throughout the week)
Provide a minimum of 2 references on the initial post and one reference any response posts.
Proper APA Format (References & Citations)/No plagiarism
.
ChapterTool KitChapter 7102715Corporate Valuation and Stock Valu.docxtiffanyd4
ChapterTool KitChapter 710/27/15Corporate Valuation and Stock Valuation7-4 Valuing Common Stocks—Introducing the Free Cash Flow (FCF) Valuation ModelData for B&B Corporation (Millions)Constant free cash flow (FCF) =$10Weighted average cost of capital (WACC) =10%Short-term investments =$2Debt =$28Preferred stock =$4Number of shares of common stock =5The first step is to estimate the value of operations, which is the present value of all expected free cash flows. Because the FCF's are expected to be constant, this is a perpetuity. The present value of a perpetuity is the cash flow divided by the cost of capital:Value of operations (Vop) =FCF/WACCValue of operations (Vop) =$100.00millionB&B's total value is the sum of value of operations and the short-term investments: Value of operations$100+ ST investments$2Estimated total intrinsic value$102The next step is to estimate the intrinsic value of equity, which is the remaining total value after accounting for the claims of debtholders and preferred stockholders: Value of operations$100+ ST investments$2Estimated total intrinsic value$102− All debt$28− Preferred stock$4Estimated intrinsic value of equity$70The final step is to estimate the intrinsic common stock price per share, which is the estimated intrinsic value of equity divided by the number of shares of common stock: Value of operations$100+ ST investments$2Estimated total intrinsic value$102− All debt$28− Preferred stock$4Estimated intrinsic value of equity$70÷ Number of shares5Estimated intrinsic stock price =$14.00The figure below shows a summary of the previous calculations.Figure 7-2B&B Corporation's Sources of Value and Claims on Value (Millions of Dollars except Per Share Data)Inputs:Valuation AnalysisConstant free cash flow (FCF) =$10Value of operations$100Weighted average cost of capital (WACC) =10%+ ST investments$2Short-term investments =$2Estimated total intrinsic value$102Debt =$28− All debt$28Preferred stock =$4− Preferred stock$4Number of shares of common stock =5Estimated intrinsic value of equity$70÷ Number of shares5Estimated intrinsic stock price$14.00Data for Pie ChartsShort-term investments =$2Value of operations =$100Total =$102Debt =$28Preferred stock =$4Estimated equity value =$70Total =$1027-5 The Constant Growth Model: Valuation when Expected Free Cash Flow Grows at a Constant RateCase 1: The expected free cash flow at t=1 and the expected constant growth rate after t=1 are known.First expected free cash flow (FCF1) =$105Weighted average cost of capital (WACC) =9%Constant growth rate (gL) =5%When free cash flows are expected to grow at a constant rate, the value of operations is:Value of operations (Vop) =FCF1 / [WACC-gL]Value of operations (Vop) =$2,625Case 2: Constant growth is expected to begin immediately.Most recent free cash flow (FCF0) =$200Weighted average cost of capital (WACC) =12%Constant growth rate (gL) =7%When free cash flows are expected to grow at a constant rate, the value of operations is:.
CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docxtiffanyd4
CHAPTER 12
Working with Families and Communities
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
6. Family Support
· Knowledge and application of family systems and different parenting styles
· The ability to implement program practices that support families of diverse cultural, ethnic, linguistic, and socio-economic backgrounds
· The ability to support families as valued partners in the educational process
3. Staff Management and Human Relations
· The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds
7. Marketing and Public Relations
· The ability to promote linkages with local schools
9. Oral and Written Communication
· Knowledge of oral communication techniques, including establishing rapport, preparing the environment, active listening, and voicecontrol
· The ability to communicate ideas effectively in a formal presentation
Early Childhood Knowledge and Skills
6. Family and Community Relationships
· Knowledge of the diversity of family systems, traditional, non-traditional and alternative family structures, family life styles, and thedynamics of family life on the development of young children
· Knowledge of socio-cultural factors influencing contemporary families including the impact of language, religion, poverty, race,technology, and the media
· Knowledge of different community resources, assistance, and support available to children and families
· Knowledge of different strategies to promote reciprocal partnerships between home and center
· Ability to communicate effectively with parents through written and oral communication
· Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs
· Knowledge of child rearing patterns in other countries
10. Professionalism
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
Learning Outcomes
After studying this chapter, you will be able to:
1. Explain three approaches that programs of early care and education might take to working with families.
2. Identify some of the benefits enjoyed by children, families, and programs when families are engaged with the programs serving theiryoung children.
3. Describe some effective strategies for building trusting relationships with all families.
4. Identify the stakeholder groups and the kinds of expertise that should be represented on programs’ advisory committees and boardsof directors.
Grace’s Experience
The program that Grace directs has been an important part of the neighborhood for more than 20 years. She knows she is benefiting from thegoodwill it has earned over the years. It is respected because of its tradition of high-quality outreach projects, such as the sing-along the childrenpresent at the senior center in the spring. The program’s tradition of community involvement has meant that local businesses have always beenwilling to help out when asked fo.
Chapter 10. Political Socialization The Making of a CitizenLear.docxtiffanyd4
Chapter 10. Political Socialization: The Making of a Citizen
Learning Objectives
· 1Describe the model citizen in democratic theory and explain the concept.
· 2Define socialization and explain the relevance of this concept in the study of politics.
· 3Explain how a disparate population of individuals and groups (families, clans, and tribes) can be forged into a cohesive society.
· 4Demonstrate how socialization affects political behavior and analyze what happens when socialization fails.
· 5Characterize the role of television and the Internet in influencing people’s political beliefs and behavior, and evaluate their impact on the quality of citizenship in contemporary society.
The year is 1932. The Soviet Union is suffering a severe shortage of food, and millions go hungry. Joseph Stalin, leader of the Communist Party and head of the Soviet government, has undertaken a vast reordering of Soviet agriculture that eliminates a whole class of landholders (the kulaks) and collectivizes all farmland. Henceforth, every farm and all farm products belong to the state. To deter theft of what is now considered state property, the Soviet government enacts a law prohibiting individual farmers from appropriating any grain for their own private use. Acting under this law, a young boy reports his father to the authorities for concealing grain. The father is shot for stealing state property. Soon after, the boy is killed by a group of peasants, led by his uncle, who are outraged that he would betray his own father. The government, taking a radically different view of the affair, extols the boy as a patriotic martyr.
Stalin considered the little boy in this story a model citizen, a hero. How citizenship is defined says a lot about a government and the philosophy or ideology that underpins it.
The Good Citizen
Stalin’s celebration of a child’s act of betrayal as heroic points to a distinction Aristotle originally made: The good citizen is defined by laws, regimes, and rulers, but the moral fiber (and universal characteristics) of a good person is fixed, and it transcends the expectations of any particular political regime.*
Good citizenship includes behaving in accordance with the rules, norms, and expectations of our own state and society. Thus, the actual requirements vary widely. A good citizen in Soviet Russia of the 1930s was a person whose first loyalty was to the Communist Party. The test of good citizenship in a totalitarian state is this: Are you willing to subordinate all personal convictions and even family loyalties to the dictates of political authority, and to follow the dictator’s whims no matter where they may lead? In marked contrast are the standards of citizenship in constitutional democracies, which prize and protect freedom of conscience and speech.
Where the requirements of the abstract good citizen—always defined by the state—come into conflict with the moral compass of actual citizens, and where the state seeks to obscure or obliterate t.
Chapters one and twoAnswer the questions in complete paragraphs .docxtiffanyd4
Chapters one and two
Answer the questions in complete paragraphs (at least 3), APA style (citations/references) and make sure to separate/number the answers
1. Explain the differences between Classic Autism and Asperger Disorder according to the DSM-V (Diagnostic Statistical Manual of the American Psychiatric Association).
2. How is ASD identified and diagnosed? Name and describe some of the measurement tools.
3. Describe the characteristics of ASD under each criterion: a) language deficits, b) social differences, c) behavior, and d) motor deficits.
4. List and describe the evidence-base practices for educating ASD children discussed in chapter 2.
5. Describe the differences between a focused intervention and comprehensive treatment models.
6. What are the components of effective instruction for students with ASD?
.
ChapterTool KitChapter 1212912Corporate Valuation and Financial .docxtiffanyd4
ChapterTool KitChapter 1212/9/12Corporate Valuation and Financial Planning12-2 Financial Planning at MicroDrive, Inc.The process used by MicroDrive to forecast the free cash flows from its operating plan is described in the sections below.Setting Up the Model to Forecast OperationsWe begin with MicroDrive's most recent financial statements and selected additional data.Figure 12-1 MicroDrive’s Most Recent Financial Statements (Millions, Except for Per Share Data)INCOME STATEMENTSBALANCE SHEETS20122013Assets20122013Net sales$ 4,760$ 5,000Cash$ 60$ 50COGS (excl. depr.)3,5603,800ST Investments40-Depreciation170200Accounts receivable380500Other operating expenses480500Inventories8201,000EBIT$ 550$ 500Total CA$ 1,300$ 1,550Interest expense100120Net PP&E1,7002,000Pre-tax earnings$ 450$ 380Total assets$ 3,000$ 3,550Taxes (40%)180152NI before pref. div.$ 270$ 228Liabilities and equityPreferred div.88Accounts payable$ 190$ 200Net income$ 262$ 220Accruals280300Notes payable130280Other DataTotal CL$ 600$ 780Common dividends$48$50Long-term bonds1,0001,200Addition to RE$214$170Total liabilities$ 1,600$ 1,980Tax rate40%40%Preferred stock100100Shares of common stock5050Common stock500500Earnings per share$5.24$4.40Retained earnings800970Dividends per share$0.96$1.00Total common equity$ 1,300$ 1,470Price per share$40.00$27.00Total liabs. & equity$ 3,000$ 3,550The figure below shows all the inputs required to project the financial statements for the scenario that has been selected with the Scenario Manager: Data, What-If Analysis, Scenario Manager. There are two scenarios. The first is named Status Quo because all operating ratios except the sales growth rate are assumed to remain unchanged. The initial sales growth rate was chosen by MicroDrive's managers based on the existing product lines. The growth rate declines over time until it eventually levels off at a sustainable rate. The other scenario is named Final because it is the set of inputs chosen by MicroDrive's management team.Section 1 shows the inputs required to estimate the items in an operating plan. For each of these inputs, Section 1 shows the industry averages, the actual values for the past two years for MicroDrive, and the forecasted values for the next five years. The managers assumed the inputs for future years (except the sales growth rate) would be equal to the inputs in the first projected year.MicroDrive's managers assume that sales will eventually level off at a sustaniable constant rate.Sections 2 and 3 show the data required to estimate the weighted average cost of capital. Section 4 shows the forecasted growth rate in dividends.Note: These inputs are linked throughout the model. If you want to change an input, do it here and not other places in the model.Figure 12-2MicroDrive's Forecast: Inputs for the Selected ScenarioStatus QuoIndustryMicroDriveMicroDriveInputsActualActualForecast1. Operating Ratios2013201220132014201520162017201.
Chapters 4-6 Preparing Written MessagesPrepari.docxtiffanyd4
Chapters 4-6: Preparing Written Messages
Preparing Written Messages
Lesson Outline
Seven Steps to Preparing Written Messages
Effective Sentences and Coherent Paragraphs
Revise to Grab Your Audience’s Attention
Improve Readability
Proofread and Revise
Seven Steps to Preparing
Written Messages
Seven Preparation Steps
Step 1: Consider Contextual Forces
Step 2: Determine Purpose, Channel, and Medium
Step 3: Envision Audience
Step 4: Adapt Message to Audience Needs and Concerns
Step 5: Organize the Message
Step 6: Prepare First Draft
Step 7: Revise, Edit, and Proofread
Effective Sentences and
Coherent Paragraphs
Step 6: Prepare the First Draft
Proceed Deductively or Inductively
Know Logical Sequence of Minor Points
Write rapidly with Intent to Rewrite
Use Active More Than Passive Voice
Craft Powerful Sentences
Rely on Active Voice—Subject Doer of Action
(Passive—Subject Receiver of Action Sentence Is Less Emphatic)
Passive Voice Uses
Conceal the Doer/Avoid Finger Pointing
Doer Is Unknown
Place More Emphasis on What Was Done
(Receiver of Action)
5
Emphasize Important Ideas
Techniques
Sentence Structure—place important ideas in simple sentences/place in independent clauses (emphasis)
Repetition—repeat a word in a sentence
Labeling Words—use words that signal important
Position—position it first or last in a clause, sentence, paragraph, or presentation
Space and Format—use extraordinary amount of space for important items or use headings
Develop Coherent Paragraphs
Develop Deductive/Inductive Paragraphs Consistently
Link Ideas to Achieve Coherence
Keep Paragraphs Unified
Vary Sentence and Paragraph Length
Position Topic Sentences and
Link Ideas
Deductive—topic sentence precedes details
Inductive—topic sentence follows details
Link Ideas to Achieve Coherence (Cohesion)
Repeat Word from Preceding Sentence
Use a Pronoun for a Noun in Preceding Sentence
Use Connecting Words (e.g., Conjunctive Adverbs)
Link Paragraphs by Using Transition Words
Use Transition Sentences before Headings,
But Not Subheadings
Paragraph Unity
Keep Paragraphs Unified—support must be focused on topic sentences
Ensure Paragraphs Cover Topic Sentence, But Do Not Write Extraneous Materials
Arrange Paragraphs in a Logical and Systematic Sequence
Vary Sentence and
Paragraph Length
Vary Sentence Length (Average—Short)
Vary Sentence Structure (Sentence Variety)
Vary Paragraph Length (Average—Short
8-10 Lines)
Changes in Tense, Voice, and Person in Paragraphs Are Discouraged
Revise to Grab
Reader’s Attention
Cultivate a Frame of Mind (Mind-set) for Revising and Proofreading
Have Your Revising/Editing Space/Room
View from Audience Perspective (You Attitude)
Revise until No More Changes Would Improve the Document
Be Willing to Allow Others to Make Suggestions (Writer’s Pride of Ownership?)
Ensure Error-Free Messages
Use Visual Enhancements for More Readability
Add Only When They Aid Comprehension
Create an A.
CHAPTER 3Understanding Regulations, Accreditation Criteria, and .docxtiffanyd4
CHAPTER 3
Understanding Regulations, Accreditation Criteria, and Other Standards ofPractice
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
2. Legal and Fiscal Management
· Knowledge and application of the advantages and disadvantages of different legal structures
· Knowledge of different codes and regulations as they relate to the delivery of early childhood program services
· Knowledge of child custody, child abuse, special education, confidentiality, anti-discrimination, insurance liability, contract, and laborlaws pertaining to program management
5. Program Operations and Facilities Management
· Knowledge and application of policies and procedures that meet state/local regulations and professional standards pertaining to thehealth and safety of young children
7. Marketing and public relations
· Skill in developing a business plan and effective promotional literature, handbooks, newsletters, and press releases
Early Childhood Knowledge and Skills
5. Children with Special Needs
· Knowledge of licensing standards, state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for childrenwith special needs
10. Professionalism
· Knowledge of laws, regulations, and policies that impact professional conduct with children and families
· Knowledge of center accreditation criteria
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe the purpose of regulations that apply to programs of early care and education and list several topics they address.
2. Identify several ways accreditation standards are different from child care regulations.
3. State the purpose of Quality Rating and Improvement Systems (QRIS).
4. List some ways qualifications for administrators and teachers are different for licensure, for accreditation, and in QRIS systems.
5. Identify laws that apply to the childcare workplace, such as those that govern the program’s financial management and employees’well-being.
Marie’s Experience
Marie has been successful over the years in keeping her center in compliance with all licensing regulations. She is proud of her teachers andconfident that the center consistently goes above and beyond licensing provisions designed simply to keep children healthy and safe. She knowsthat the center provides high-quality care to the children it serves, but has never pursued accreditation or participated in her state’s optionalQuality Rating and Improvement System (QRIS) because of the time and effort it would require. Her families have confidence in her program anddo not seem to need this additional assurance that it provides high-quality services day in and day out.
Large numbers of families rely on out-of-home care for their infants, toddlers, preschoolers, and school-age children during the workday. In2011, there were 312,254 licensed child care facilities with a capacity to serve almost 10.2 million children. About 34% of these facilitieswere child care center.
Chapter 3 Human RightsINTERNATIONAL HUMAN RIGHTS–BASED ORGANIZ.docxtiffanyd4
Chapter 3 Human Rights
INTERNATIONAL HUMAN RIGHTS–BASED ORGANIZATIONS LIKE THE UN COMMISSION ON HUMAN RIGHTS HAVE MADE MONITORING HUMAN RIGHTS A GLOBAL ISSUE. The United Nations is headquartered in New York City.
Learning Objectives
1. 3.1Review the expansion of and the commitment to the human rights agenda
2. 3.2Evaluate the milestones that led to the current concerns around human rights
3. 3.3Evaluate some of the philosophical controversies over human rights
4. 3.4Recognize global, regional, national, and local institutions and rules designed to protect human rights across the globe
5. 3.5Report the efforts made globally in bringing violators of human rights to justice
6. 3.6Relate the need for stricter laws to protect women’s human rights across the globe.
7. 3.7Recognize the need to protect the human rights of the disabled
8. 3.8Distinguish between the Western and the Islamic beliefs on individual and community rights
9. 3.9Review the balancing act that needs to be played while fighting terrorism and protecting human rights
10. 3.10Report the controversy around issuing death penalty as punishment
When Muammar Qaddafi used military force to suppress people demonstrating in Libya for a transition to democracy, there was a general consensus that there was a global responsibility to protect civilians. However, when Bashar Assad used fighter jets, tanks, barrel bombs, chemical weapons, and a wide range of brutal methods, including torture, to crush the popular uprising against his rule in Syria, the world did not respond forcefully to protect civilians. The basic reason given for allowing Syria to descend into brutality and chaos was that it was difficult to separate Syrians favoring human rights from those who embraced terrorism. Although cultural values differ significantly from one society to another, our common humanity has equipped us with many shared ideas about how human beings should treat each other. Aspects of globalization, especially communications and migration, reinforce perceptions of a common humanity. In general, there is global agreement that human beings, simply because we exist, are entitled to at least three types of rights. First is civil rights, which include personal liberties such as freedom of speech, religion, and thought; the right to own property; and the right to equal treatment under the law. Second is political rights, including the right to vote, to voice political opinions, and to participate in the political process. Third is social rights, including the right to be secure from violence and other physical danger, the right to a decent standard of living, and the right to health care and education. Societies differ in terms of which rights they emphasize. Four types of human rights claims that dominate global politics are
1. The abuse of individual rights by governments
2. Demands for autonomy or independence by various groups
3. Demands for equality and privacy by groups with unconventional lifestyles
4. Cla.
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Co.docxtiffanyd4
CHAPTER 13
Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policy affecting young children and their families
· The ability to advocate on behalf of young children, their families and the profession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staff or volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have at their disposal.
3. Discuss opportunities that program administrators have to contribute to the field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community.
Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo.
Chapter 2 The Law of EducationIntroductionThis chapter describ.docxtiffanyd4
Chapter 2 The Law of Education
Introduction
This chapter describes the various agencies and types of law that affect education. It also discusses the organization and functions of the various judicial bodies that have an impact on education. School leadership candidates are introduced to standards of review, significant federal civil rights laws, the contents of legal decisions, and a sample legal brief.
Focus Questions
1. How are federal courts organized, and what kind of decisions do they make?
2. What is law? How is law different from policy?
3. From what source does the authority of local boards of education emanate?
4. How can campus and district leaders remain current with changes in law and policy at the national and state level?
Key Terms
1.
2.
3.
4. En banc
5.
6.
7.
8.
9.
10.
11. Stare decisis
12.
13.
14.
15.
Case Study Confused Yet?
As far as Elise Daniels was concerned, the monthly meeting of the 20 River County middle school principals was the most informative and relaxing activity in her school year. Twice per year, the principals invited a guest to speak to the group. Elise was particularly interested in the fall special guest speaker, the attorney for the state school boards association. Elise had heard him speak several times, so she was aware of his deep knowledge of school law and emerging issues. As the attorney, spoke Elise found herself becoming more anxious. It was as if the attorney was speaking a foreign language. Tinker rules, due process, Title IX, Office of Civil Rights, and the state bullying law. Elise found herself thinking, “The Americans with Disabilities Act has been amended? How am I supposed to keep up with all of this?”
Leadership Perspectives
Middle School Principal Elise Daniels in the case study “Confused Yet?” is correct. School law can be confusing. Educators work in a highly regulated environment directly and indirectly impacted by a wide variety of local, state, and federal authorities. When P–12 educators refer to “the law,” they are often referring to state and/or federal statutes enacted by legislatures (). This understanding is correct. The U.S. Congress and 50 state legislatures are active in the law-making business. To make matters more difficult, the law is constantly changing and evolving as new situations arise. For example, 10 years ago few if any states had passed antibullying laws. By 2008, however, almost every state had some form of antibullying legislation on the books. Soon after, the phenomenon of cyberbullying emerged, and state legislators rushed to add cyberbullying and/or electronic bullying to their state education laws. One can only guess at what new real or perceived problem affecting public P–12 schools will be next.
P–12 educators also refer to school board policy as “law.” However, law and policy are not necessarily identical. , p. 4) defines policy as “one way through which a political system handles a public problem. It includes a government’s expressed inten.
CHAPTER 1 Legal Heritage and the Digital AgeStatue of Liberty,.docxtiffanyd4
CHAPTER 1 Legal Heritage and the Digital Age
Statue of Liberty, New York Harbor
The Statue of Liberty stands majestically in New York Harbor. During the American Revolution, France gave the colonial patriots substantial support in the form of money for equipment and supplies, officers and soldiers who fought in the war, and ships and sailors who fought on the seas. Without the assistance of France, it is unlikely that the American colonists would have won their independence from Britain. In 1886, the people of France gave the Statue of Liberty to the people of the United States in recognition of friendship that was established during the American Revolution. Since then, the Statue of Liberty has become a symbol of liberty and democracy throughout the world.
Learning Objectives
After studying this chapter, you should be able to:
1. Define law.
2. Describe the functions of law.
3. Explain the development of the U.S. legal system.
4. List and describe the sources of law in the United States.
5. Discuss the importance of the U.S. Supreme Court’s decision in Brown v. Board of Education.
Chapter Outline
1. Introduction to Legal Heritage and the Digital Age
2. What Is Law?
1. Landmark U.S. Supreme Court Case • Brown v. Board of Education
3. Schools of Jurisprudential Thought
1. CASE 1.1 • U.S. Supreme Court Case • POM Wonderful LLC v. Coca-Cola Company
2. Global Law • Command School of Jurisprudence of Cuba
4. History of American Law
1. Landmark Law • Adoption of English Common Law in the United States
2. Global Law • Civil Law System of France and Germany
5. Sources of Law in the United States
1. Contemporary Environment • How a Bill Becomes Law
2. Digital Law • Law of the Digital Age
6. Critical Legal Thinking
1. CASE 1.2 • U.S. Supreme Court Case • Shelby County, Texas v. Holder
“ Where there is no law, there is no freedom.”
—John Locke Second Treatise of Government, Sec. 57
Introduction to Legal Heritage and the Digital Age
In the words of Judge Learned Hand, “Without law we cannot live; only with it can we insure the future which by right is ours. The best of men’s hopes are enmeshed in its success.”1 Every society makes and enforces laws that govern the conduct of the individuals, businesses, and other organizations that function within it.
Although the law of the United States is based primarily on English common law, other legal systems, such as Spanish and French civil law, also influence it. The sources of law in this country are the U.S. Constitution, state constitutions, federal and state statutes, ordinances, administrative agency rules and regulations, executive orders, and judicial decisions by federal and state courts.
Human beings do not ever make laws; it is the accidents and catastrophes of all kinds happening in every conceivable way that make law for us.
Plato
Laws IV, 709
Businesses that are organized in the United States are subject to its laws. They are also subject to the laws of other countries in which they operate. Busin.
CHAPTER 1 BASIC CONCEPTS AND DEFINITIONS OF HUMAN SERVICESPAUL F.docxtiffanyd4
CHAPTER 1 BASIC CONCEPTS AND DEFINITIONS OF HUMAN SERVICES
PAUL F. CIMMINO
This chapter is dedicated to the development of basic definitions that describe and identify human services. However, any attempt to define human services in one sentence, or to use one description, is doomed to fail. According to Schmolling, Youkeles, and Burger, there is no generally accepted or “official” definition of human services (, p. 9). Human services is a multidisciplinary profession that reflects complex human interactions and a comprehensive social system. To understand human services, it is important to develop ideas that construct an organized perspective of the field. In this chapter, three general questions about human services are incorporated into the text. First, “What is it, and what isn’t it?” Second, “Who is helped and why?” Third, “How is help delivered and by whom?” These fundamental questions tend to exemplify the basic concepts and definitions in human services. This chapter proceeds to introduce important terms, definitions, subconcepts, and concentration areas in human services, which are expounded upon by a host of authors who have contributed their expertise to create this book.
The professional field of human services can be reduced to three basic concepts: intervention (needs and services); professionalism (applied practice and credentialing); and education (academic training and research). Each basic concept comprises important aspects of the human service field and identifies primary areas of the profession. The supporting background that nourishes intervention, professionalism, and education in human services is the history of the human service movement (Fullerton, ). The formal development of human services in society is located in the legislative, training, and service history of the field. This chapter attempts to offer a collective understanding of these important areas related to the professional development of human services. In this chapter, basic concepts and definitions converge to generate a comprehensive and theoretical notion of human services in forming an overview of the field. To further assist the reader in developing thoughts about the human service profession, and to avoid ambiguity in the field, a medley of contemporary definitions of human services is presented later in the chapter.
Finally, an important letter written by Dr. Harold McPheeters in 1992, which addresses the basic question of what comprises human services, is presented to close the chapter. McPheeters’s letter was sent in response to a manuscript written by me in 1991. The paper proposes an idealistic model that defines human services in terms of its purpose and professional responsibility in society. Later in the chapter, the central ideas are summarized, providing an orientation to the thoughtful feedback from Harold McPheeters. In my view, his written response conveys landmark perspectives in development of the emerging human service field. Thus, .
CHAPTER 20 Employment Law and Worker ProtectionWashington DC.docxtiffanyd4
CHAPTER 20 Employment Law and Worker Protection
Washington DC
Federal and state laws provide workers’ compensation and occupational safety laws to protect workers in the United States.
Learning Objectives
After studying this chapter, you should be able to:
1. Explain how state workers’ compensation programs work and describe the benefits available.
2. Describe employers’ duty to provide safe working conditions under the Occupational Safety and Health Act.
3. Describe the minimum wage and overtime pay rules of the Fair Labor Standards Act.
4. Describe the protections afforded by the Family and Medical Leave Act.
5. Describe unemployment insurance and Social Security.
Chapter Outline
1. Introduction to Employment Law and Worker Protection
2. Workers’ Compensation
1. Case 20.1 • Kelley v. Coca-Cola Enterprises, Inc.
3. Occupational Safety
1. Case 20.2 • R. Williams Construction Company v. Occupational Safety and Health Review Commission
4. Fair Labor Standards Act
1. Case 20.3 U.S. SUPREME COURT Case • IBP, Inc. v. Alvarez
5. Family and Medical Leave Act
6. Consolidated Omnibus Budget Reconciliation Act and Employee Retirement Income Security Act
7. Government Programs
“ It is difficult to imagine any grounds, other than our own personal economic predilections, for saying that the contract of employment is any the less an appropriate subject of legislation than are scores of others, in dealing with which this Court has held that legislatures may curtail individual freedom in the public interest.”
—Stone, Justice Dissenting opinion, Morehead v. New York (1936)
Introduction to Employment Law and Worker Protection
Generally, the employer–employee relationship is subject to the common law of contracts and agency law. This relationship is also highly regulated by federal and state governments that have enacted myriad laws that protect workers from unsafe working conditions, require employers to provide workers’ compensation to employers injured on the job, prohibit child labor, require minimum wages and overtime pay to be paid to workers, require employers to provide time off to employees with certain family and medical emergencies, and provide other employee protections and rights.
Poorly paid labor is inefficient labor, the world over.
Henry George
This chapter discusses employment law, workers’ compensation, occupational safety, pay and hour rules, and other laws affecting employment.
Workers’ Compensation
Many types of employment are dangerous, and many workers are injured on the job each year. Under common law, employees who were injured on the job could sue their employers for negligence. This time-consuming process placed the employee at odds with his or her employer. In addition, there was no guarantee that the employee would win the case. Ultimately, many injured workers—or the heirs of deceased workers—were left uncompensated.
Workers’ compensation acts were enacted by states in response to the unfairness of that result. These acts crea.
Chapter 1 Global Issues Challenges of GlobalizationA GROWING .docxtiffanyd4
Chapter 1 Global Issues: Challenges of Globalization
A GROWING WORLDWIDE CONNECTEDNESS IN THE AGE OF GLOBALIZATION HAS GIVEN CITIZENS MORE OF A VOICE TO EXPRESS THEIR DISSATISFACTION. In Brazil, Protestors calling for a wide range of reforms marched toward the soccer stadium where a match would be played between Brazil and Uruguay.
Learning Objectives
1. 1.1Identify important terms in international relations
2. 1.2Report the need to adopt an interdisciplinary approach in understanding the impact of new world events
3. 1.3Examine the formation of the modern states with respect to the thirty years’ war in 1618
4. 1.4Recall the challenges to the four types of sovereignty
5. 1.5Report that the European Union was created by redefining the sovereignty of its nations for lasting peace and security
6. 1.6Recall the influence exerted by the Catholic church, transnational companies, and other NGOs in dictating world events
7. 1.7Examine how globalization has brought about greater interdependence between states
8. 1.8Record the major causes of globalization
9. 1.9Review the most important forms of globalization
10. 1.10Recount the five waves of globalization
11. 1.11Recognize reasons as to why France and the US resist globalization
12. 1.12Examine the three dominant views of the extent to which globalization exists
Revolutions in technology, finance, transportation, and communications and different ways of thinking that characterize interdependence and globalization have eroded the power and significance of nation-states and profoundly altered international relations. Countries share power with nonstate actors that have proliferated as states have failed to deal effectively with major global problems.
Many governments have subcontracted several traditional responsibilities to private companies and have created public-private partnerships in some areas. This is exemplified by the hundreds of special economic zones in China, Dubai, and elsewhere. Contracting out traditional functions of government, combined with the centralization of massive amounts of data, facilitated Edward Snowden’s ability to leak what seems to be an almost unlimited amount of information on America’s spying activities.
The connections between states and citizens, a cornerstone of international relations, have been weakened partly by global communications and migration. Social media enable people around the world to challenge governments and to participate in global governance. The prevalence of mass protests globally demonstrates growing frustration with governments’ inability to meet the demands of the people, especially the global middle class.
The growth of multiple national identities, citizenships, and passports challenges traditional international relations. States that played dominant roles in international affairs must now deal with their declining power as global power is more diffused with the rise of China, India, Brazil, and other emerging market countries. States are i.
CHAPTER 23 Consumer ProtectionRestaurantFederal and state go.docxtiffanyd4
CHAPTER 23 Consumer Protection
Restaurant
Federal and state governments have enacted many statutes to protect consumers from unsafe food items.
Learning Objectives
After studying this chapter, you should be able to:
1. Describe government regulation of food and food additives.
2. Describe government regulation of drugs, cosmetics, and medicinal devices.
3. Identify and describe unfair and deceptive business practices.
4. Describe the United Nations Biosafety Protocol concerning genetically altered foods.
5. List and describe consumer financial protection laws.
Chapter Outline
1. Introduction to Consumer Protection
2. Food Safety
1. Case 23.1 • United States of America v. LaGrou Distribution Systems, Incorporated
3. Food, Drugs, and Cosmetics Safety
1. LANDMARK LAW • Food, Drug, and Cosmetic Act
2. ETHICS • Restaurants Required to Disclose Calories of Food Items
3. GLOBAL LAW • United Nations Biosafety Protocol for Genetically Altered Foods
4. Product and Automobile Safety
5. Medical and Health Care Protection
1. LANDMARK LAW • Health Care Reform Act of 2010
6. Unfair and Deceptive Practices
1. CONTEMPORARY ENVIRONMENT • Do-Not-Call Registry
7. Consumer Financial Protection
1. CONTEMPORARY ENVIRONMENT • Consumer Financial Protection Bureau
2. ETHICS • Credit CARD Act
3. BUSINESS ENVIRONMENT • Dodd-Frank Wall Street Reform and Consumer Protection Act
“ I should regret to find that the law was powerless to enforce the most elementary principles of commercial morality.”
—Lord Herschell Reddaway v. Banham (1896)
Introduction to Consumer Protection and Product Safety
Originally, sales transactions in this country were guided by the principle of caveat emptor(“let the buyer beware”). This led to abusive practices by businesses that sold adulterated food products and other unsafe products. In response, federal and state governments have enacted a variety of statutes that regulate the safety of food, drugs, cosmetics, toys, vehicles, and other products. In addition, governments have enacted consumer financial protection laws that protect consumer-debtors in credit transactions. These laws are collectively referred to as consumer protection laws .
consumer protection laws
Federal and state statutes and regulations that promote product safety and prohibit abusive, unfair, and deceptive business practices.
This chapter covers consumer protection and product safety laws.
Food Safety
The safety of food is an important concern in the United States and worldwide. In the United States, the U.S. Department of Agriculture (USDA) is the federal administrative agency that is responsible primarily for regulating meat, poultry, and other food products. The USDA conducts inspections of food-processing and storage facilities. The USDA can initiate legal proceedings against violators.
U.S. Department of Agriculture (USDA)
A federal administrative agency that is responsible for regulating the safety of meat, poultry, and other food products.
The following case involve.
Chapter 18 When looking further into the EU’s Energy Security and.docxtiffanyd4
Chapter 18
: When looking further into the EU’s Energy Security and ICT sustainable urban development, and government policy efforts:
Q2
– What are the five ICT enablers of energy efficiency identified by European strategic research Road map to ICT enabled Energy-Efficiency in Buildings and constructions, (REEB, 2010)?
identify and name those
five ICT enablers
,
provide a brief narrative for each enabler,
note:
Need 400 words. Need references
Please find the attached
.
CHAPTER 17 Investor Protection and E-Securities TransactionsNe.docxtiffanyd4
CHAPTER 17 Investor Protection and E-Securities Transactions
New York Stock Exchange
This is the home of the New York Stock Exchange (NYSE) in New York City. The NYSE, nicknamed the Big Board, is the premier stock exchange in the world. It lists the stocks and securities of approximately 3,000 of the world’s largest companies for trading. The origin of the NYSE dates to 1792, when several stockbrokers met under a buttonwood tree on Wall Street. The NYSE is located at 11 Wall Street, which has been designated a National Historic Landmark. The NYSE is now operated by NYSE Euronext, which was formed when the NYSE merged with the fully electronic stock exchange Euronext.
Learning Objectives
After studying this chapter, you should be able to:
1. Describe the procedure for going public and how securities are registered with the Securities and Exchange Commission (SEC).
2. Describe e-securities transactions and public offerings.
3. Describe the requirements for qualifying for private placement, intrastate, and small offering exemptions from registration.
4. Describe insider trading that violates Section 10(b) of the Securities Exchange Act of 1934.
5. Describe the changes made to securities law by the Jumpstart Our Business Startups (JOBS) Act and its effect on raising capital by small businesses.
Chapter Outline
1. Introduction to Investor Protection and E-Securities Transactions
2. Securities Law
1. LANDMARK LAW • Federal Securities Laws
3. Definition of Security
4. Initial Public Offering: Securities Act of 1933
1. BUSINESS ENVIRONMENT • Facebook’s Initial Public Offering
2. CONTEMPORARY ENVIRONMENT • Jumpstart Our Business Startups (JOBS) Act: Emerging Growth Company
5. E-Securities Transactions
1. DIGITAL LAW • Crowdfunding and Funding Portals
6. Exempt Securities
7. Exempt Transactions
8. Trading in Securities: Securities Exchange Act of 1934
9. Insider Trading
1. Case 17.1 • United States v. Bhagat
2. Case 17.2 • United States v. Kluger
3. ETHICS • Stop Trading on Congressional Knowledge Act
10. Short-Swing Profits
11. State “Blue-Sky” Laws
“The insiders here were not trading on an equal footing with the outside investors.”
—Judge Waterman Securities and Exchange Commission v. Texas Gulf Sulphur Company 401 F.2d 833, 1968 U.S. App. Lexis 5796 (1968)
Introduction to Investor Protection and E-Securities Transactions
Prior to the 1920s and 1930s, the securities markets in this country were not regulated by the federal government. Securities were issued and sold to investors with little, if any, disclosure. Fraud in these transactions was common. To respond to this lack of regulation, in the early 1930s Congress enacted federal securities statutes to regulate the securities markets, including the Securities Act of 1933 and the Securities Exchange Act of 1934. The federal securities statutes were designed to require disclosure of information to investors, provide for the regulation of securities issues and trading, and prevent fraud. Today, many .
Chapter 13 Law, Ethics, and Educational Leadership Making the Con.docxtiffanyd4
Chapter 13 Law, Ethics, and Educational Leadership: Making the Connection
Introduction
This chapter presents examples from the ISLLC standards of the relationship between law and ethics. The chapter also provides examples of how knowledge of law and the application of ethical principles to decision making helps guide school leaders through the sometimes treacherous waters of educational leadership.
Focus Questions
1. How may ethical considerations and legal knowledge guide school leader decision making?
2. Why is it important to consider a balance between these two sometimes competing concepts?
Case Study So Many Detentions, So Little Time
Jefferson Middle School (JMS) was the most racially and culturally diverse of the three middle schools in Riverboat School District, a relatively affluent bedroom community within commuter distance of Capital City. Unfortunately, the culture of Jefferson Middle School was not going well. Over the past 5 years, assistant superintendent Sharon Grey had seen JMS become a school divided by an underlying animosity along racial and socioeconomic lines. This animosity was characterized by numerous clashes between student groups, between teachers and students, between campus administrators and teachers, and between teachers and parents. Sharon finally concluded that JMS was a “mess.”
After much thought and a few sleepless nights, Sharon as part of her job description made the recommendation to the Riverboat school board to not reemploy Jeremy Smith as principal of JMS. Immediately after the board decision, Sharon organized a search committee of teachers, parents, and campus administrators and began the process of finding the right principal for JMS. The committee finally agreed on Charleston Jones. Charleston was a relatively inexperienced campus administrator but had impressed the committee with his instructional leadership knowledge, intelligence, and youthful energy. However, the job of stabilizing JMS was proving to be more of a challenge than anyone had anticipated.
Charleston had instituted a schoolwide discipline plan and had insisted that teachers and school administrators not deviate from the plan. However, he could sense that things were still not right. Animosity among student and parent groups remained just below the surface, ready to erupt at the slightest provocation. Clashes between teachers and students were still relatively frequent. Teachers still blamed one another, school administrators, and the school resource officer for a lack of order in the school. Change was not coming quickly to RMS, and Charleston understood that although school management had improved, several aspects of school culture were less than desirable. Student suspension rates remained high, and parental support was waning. As one of the assistant principals remarked after the umpteenth student referral, “So many detentions, so little time!”
Charleston felt the need to talk. He reached for the phone and made an appointment with.
Chapter 12 presented strategic planning and performance with Int.docxtiffanyd4
Chapter 12 presented strategic planning and performance with Intuit. Define Key Performance Indicators (KPI) and Key Risk Indicators (KRI)? How does an organization come up with these key indicators? Do you know of any top-down indicators? Do you know of any bottom-up indicators? Give some examples of both. In what way does identifying these indicators help an organization? Are there any other key indicators that would help an organization?
Requirements:
Initial posting by Wednesday
Reply to at least 2 other classmates by Sunday (Post a response on different days throughout the week)
Provide a minimum of 2 references on the initial post and one reference any response posts.
Proper APA Format (References & Citations)/No plagiarism
.
ChapterTool KitChapter 7102715Corporate Valuation and Stock Valu.docxtiffanyd4
ChapterTool KitChapter 710/27/15Corporate Valuation and Stock Valuation7-4 Valuing Common Stocks—Introducing the Free Cash Flow (FCF) Valuation ModelData for B&B Corporation (Millions)Constant free cash flow (FCF) =$10Weighted average cost of capital (WACC) =10%Short-term investments =$2Debt =$28Preferred stock =$4Number of shares of common stock =5The first step is to estimate the value of operations, which is the present value of all expected free cash flows. Because the FCF's are expected to be constant, this is a perpetuity. The present value of a perpetuity is the cash flow divided by the cost of capital:Value of operations (Vop) =FCF/WACCValue of operations (Vop) =$100.00millionB&B's total value is the sum of value of operations and the short-term investments: Value of operations$100+ ST investments$2Estimated total intrinsic value$102The next step is to estimate the intrinsic value of equity, which is the remaining total value after accounting for the claims of debtholders and preferred stockholders: Value of operations$100+ ST investments$2Estimated total intrinsic value$102− All debt$28− Preferred stock$4Estimated intrinsic value of equity$70The final step is to estimate the intrinsic common stock price per share, which is the estimated intrinsic value of equity divided by the number of shares of common stock: Value of operations$100+ ST investments$2Estimated total intrinsic value$102− All debt$28− Preferred stock$4Estimated intrinsic value of equity$70÷ Number of shares5Estimated intrinsic stock price =$14.00The figure below shows a summary of the previous calculations.Figure 7-2B&B Corporation's Sources of Value and Claims on Value (Millions of Dollars except Per Share Data)Inputs:Valuation AnalysisConstant free cash flow (FCF) =$10Value of operations$100Weighted average cost of capital (WACC) =10%+ ST investments$2Short-term investments =$2Estimated total intrinsic value$102Debt =$28− All debt$28Preferred stock =$4− Preferred stock$4Number of shares of common stock =5Estimated intrinsic value of equity$70÷ Number of shares5Estimated intrinsic stock price$14.00Data for Pie ChartsShort-term investments =$2Value of operations =$100Total =$102Debt =$28Preferred stock =$4Estimated equity value =$70Total =$1027-5 The Constant Growth Model: Valuation when Expected Free Cash Flow Grows at a Constant RateCase 1: The expected free cash flow at t=1 and the expected constant growth rate after t=1 are known.First expected free cash flow (FCF1) =$105Weighted average cost of capital (WACC) =9%Constant growth rate (gL) =5%When free cash flows are expected to grow at a constant rate, the value of operations is:Value of operations (Vop) =FCF1 / [WACC-gL]Value of operations (Vop) =$2,625Case 2: Constant growth is expected to begin immediately.Most recent free cash flow (FCF0) =$200Weighted average cost of capital (WACC) =12%Constant growth rate (gL) =7%When free cash flows are expected to grow at a constant rate, the value of operations is:.
CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docxtiffanyd4
CHAPTER 12
Working with Families and Communities
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
6. Family Support
· Knowledge and application of family systems and different parenting styles
· The ability to implement program practices that support families of diverse cultural, ethnic, linguistic, and socio-economic backgrounds
· The ability to support families as valued partners in the educational process
3. Staff Management and Human Relations
· The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds
7. Marketing and Public Relations
· The ability to promote linkages with local schools
9. Oral and Written Communication
· Knowledge of oral communication techniques, including establishing rapport, preparing the environment, active listening, and voicecontrol
· The ability to communicate ideas effectively in a formal presentation
Early Childhood Knowledge and Skills
6. Family and Community Relationships
· Knowledge of the diversity of family systems, traditional, non-traditional and alternative family structures, family life styles, and thedynamics of family life on the development of young children
· Knowledge of socio-cultural factors influencing contemporary families including the impact of language, religion, poverty, race,technology, and the media
· Knowledge of different community resources, assistance, and support available to children and families
· Knowledge of different strategies to promote reciprocal partnerships between home and center
· Ability to communicate effectively with parents through written and oral communication
· Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs
· Knowledge of child rearing patterns in other countries
10. Professionalism
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
Learning Outcomes
After studying this chapter, you will be able to:
1. Explain three approaches that programs of early care and education might take to working with families.
2. Identify some of the benefits enjoyed by children, families, and programs when families are engaged with the programs serving theiryoung children.
3. Describe some effective strategies for building trusting relationships with all families.
4. Identify the stakeholder groups and the kinds of expertise that should be represented on programs’ advisory committees and boardsof directors.
Grace’s Experience
The program that Grace directs has been an important part of the neighborhood for more than 20 years. She knows she is benefiting from thegoodwill it has earned over the years. It is respected because of its tradition of high-quality outreach projects, such as the sing-along the childrenpresent at the senior center in the spring. The program’s tradition of community involvement has meant that local businesses have always beenwilling to help out when asked fo.
Chapter 10. Political Socialization The Making of a CitizenLear.docxtiffanyd4
Chapter 10. Political Socialization: The Making of a Citizen
Learning Objectives
· 1Describe the model citizen in democratic theory and explain the concept.
· 2Define socialization and explain the relevance of this concept in the study of politics.
· 3Explain how a disparate population of individuals and groups (families, clans, and tribes) can be forged into a cohesive society.
· 4Demonstrate how socialization affects political behavior and analyze what happens when socialization fails.
· 5Characterize the role of television and the Internet in influencing people’s political beliefs and behavior, and evaluate their impact on the quality of citizenship in contemporary society.
The year is 1932. The Soviet Union is suffering a severe shortage of food, and millions go hungry. Joseph Stalin, leader of the Communist Party and head of the Soviet government, has undertaken a vast reordering of Soviet agriculture that eliminates a whole class of landholders (the kulaks) and collectivizes all farmland. Henceforth, every farm and all farm products belong to the state. To deter theft of what is now considered state property, the Soviet government enacts a law prohibiting individual farmers from appropriating any grain for their own private use. Acting under this law, a young boy reports his father to the authorities for concealing grain. The father is shot for stealing state property. Soon after, the boy is killed by a group of peasants, led by his uncle, who are outraged that he would betray his own father. The government, taking a radically different view of the affair, extols the boy as a patriotic martyr.
Stalin considered the little boy in this story a model citizen, a hero. How citizenship is defined says a lot about a government and the philosophy or ideology that underpins it.
The Good Citizen
Stalin’s celebration of a child’s act of betrayal as heroic points to a distinction Aristotle originally made: The good citizen is defined by laws, regimes, and rulers, but the moral fiber (and universal characteristics) of a good person is fixed, and it transcends the expectations of any particular political regime.*
Good citizenship includes behaving in accordance with the rules, norms, and expectations of our own state and society. Thus, the actual requirements vary widely. A good citizen in Soviet Russia of the 1930s was a person whose first loyalty was to the Communist Party. The test of good citizenship in a totalitarian state is this: Are you willing to subordinate all personal convictions and even family loyalties to the dictates of political authority, and to follow the dictator’s whims no matter where they may lead? In marked contrast are the standards of citizenship in constitutional democracies, which prize and protect freedom of conscience and speech.
Where the requirements of the abstract good citizen—always defined by the state—come into conflict with the moral compass of actual citizens, and where the state seeks to obscure or obliterate t.
Chapters one and twoAnswer the questions in complete paragraphs .docxtiffanyd4
Chapters one and two
Answer the questions in complete paragraphs (at least 3), APA style (citations/references) and make sure to separate/number the answers
1. Explain the differences between Classic Autism and Asperger Disorder according to the DSM-V (Diagnostic Statistical Manual of the American Psychiatric Association).
2. How is ASD identified and diagnosed? Name and describe some of the measurement tools.
3. Describe the characteristics of ASD under each criterion: a) language deficits, b) social differences, c) behavior, and d) motor deficits.
4. List and describe the evidence-base practices for educating ASD children discussed in chapter 2.
5. Describe the differences between a focused intervention and comprehensive treatment models.
6. What are the components of effective instruction for students with ASD?
.
ChapterTool KitChapter 1212912Corporate Valuation and Financial .docxtiffanyd4
ChapterTool KitChapter 1212/9/12Corporate Valuation and Financial Planning12-2 Financial Planning at MicroDrive, Inc.The process used by MicroDrive to forecast the free cash flows from its operating plan is described in the sections below.Setting Up the Model to Forecast OperationsWe begin with MicroDrive's most recent financial statements and selected additional data.Figure 12-1 MicroDrive’s Most Recent Financial Statements (Millions, Except for Per Share Data)INCOME STATEMENTSBALANCE SHEETS20122013Assets20122013Net sales$ 4,760$ 5,000Cash$ 60$ 50COGS (excl. depr.)3,5603,800ST Investments40-Depreciation170200Accounts receivable380500Other operating expenses480500Inventories8201,000EBIT$ 550$ 500Total CA$ 1,300$ 1,550Interest expense100120Net PP&E1,7002,000Pre-tax earnings$ 450$ 380Total assets$ 3,000$ 3,550Taxes (40%)180152NI before pref. div.$ 270$ 228Liabilities and equityPreferred div.88Accounts payable$ 190$ 200Net income$ 262$ 220Accruals280300Notes payable130280Other DataTotal CL$ 600$ 780Common dividends$48$50Long-term bonds1,0001,200Addition to RE$214$170Total liabilities$ 1,600$ 1,980Tax rate40%40%Preferred stock100100Shares of common stock5050Common stock500500Earnings per share$5.24$4.40Retained earnings800970Dividends per share$0.96$1.00Total common equity$ 1,300$ 1,470Price per share$40.00$27.00Total liabs. & equity$ 3,000$ 3,550The figure below shows all the inputs required to project the financial statements for the scenario that has been selected with the Scenario Manager: Data, What-If Analysis, Scenario Manager. There are two scenarios. The first is named Status Quo because all operating ratios except the sales growth rate are assumed to remain unchanged. The initial sales growth rate was chosen by MicroDrive's managers based on the existing product lines. The growth rate declines over time until it eventually levels off at a sustainable rate. The other scenario is named Final because it is the set of inputs chosen by MicroDrive's management team.Section 1 shows the inputs required to estimate the items in an operating plan. For each of these inputs, Section 1 shows the industry averages, the actual values for the past two years for MicroDrive, and the forecasted values for the next five years. The managers assumed the inputs for future years (except the sales growth rate) would be equal to the inputs in the first projected year.MicroDrive's managers assume that sales will eventually level off at a sustaniable constant rate.Sections 2 and 3 show the data required to estimate the weighted average cost of capital. Section 4 shows the forecasted growth rate in dividends.Note: These inputs are linked throughout the model. If you want to change an input, do it here and not other places in the model.Figure 12-2MicroDrive's Forecast: Inputs for the Selected ScenarioStatus QuoIndustryMicroDriveMicroDriveInputsActualActualForecast1. Operating Ratios2013201220132014201520162017201.
Chapters 4-6 Preparing Written MessagesPrepari.docxtiffanyd4
Chapters 4-6: Preparing Written Messages
Preparing Written Messages
Lesson Outline
Seven Steps to Preparing Written Messages
Effective Sentences and Coherent Paragraphs
Revise to Grab Your Audience’s Attention
Improve Readability
Proofread and Revise
Seven Steps to Preparing
Written Messages
Seven Preparation Steps
Step 1: Consider Contextual Forces
Step 2: Determine Purpose, Channel, and Medium
Step 3: Envision Audience
Step 4: Adapt Message to Audience Needs and Concerns
Step 5: Organize the Message
Step 6: Prepare First Draft
Step 7: Revise, Edit, and Proofread
Effective Sentences and
Coherent Paragraphs
Step 6: Prepare the First Draft
Proceed Deductively or Inductively
Know Logical Sequence of Minor Points
Write rapidly with Intent to Rewrite
Use Active More Than Passive Voice
Craft Powerful Sentences
Rely on Active Voice—Subject Doer of Action
(Passive—Subject Receiver of Action Sentence Is Less Emphatic)
Passive Voice Uses
Conceal the Doer/Avoid Finger Pointing
Doer Is Unknown
Place More Emphasis on What Was Done
(Receiver of Action)
5
Emphasize Important Ideas
Techniques
Sentence Structure—place important ideas in simple sentences/place in independent clauses (emphasis)
Repetition—repeat a word in a sentence
Labeling Words—use words that signal important
Position—position it first or last in a clause, sentence, paragraph, or presentation
Space and Format—use extraordinary amount of space for important items or use headings
Develop Coherent Paragraphs
Develop Deductive/Inductive Paragraphs Consistently
Link Ideas to Achieve Coherence
Keep Paragraphs Unified
Vary Sentence and Paragraph Length
Position Topic Sentences and
Link Ideas
Deductive—topic sentence precedes details
Inductive—topic sentence follows details
Link Ideas to Achieve Coherence (Cohesion)
Repeat Word from Preceding Sentence
Use a Pronoun for a Noun in Preceding Sentence
Use Connecting Words (e.g., Conjunctive Adverbs)
Link Paragraphs by Using Transition Words
Use Transition Sentences before Headings,
But Not Subheadings
Paragraph Unity
Keep Paragraphs Unified—support must be focused on topic sentences
Ensure Paragraphs Cover Topic Sentence, But Do Not Write Extraneous Materials
Arrange Paragraphs in a Logical and Systematic Sequence
Vary Sentence and
Paragraph Length
Vary Sentence Length (Average—Short)
Vary Sentence Structure (Sentence Variety)
Vary Paragraph Length (Average—Short
8-10 Lines)
Changes in Tense, Voice, and Person in Paragraphs Are Discouraged
Revise to Grab
Reader’s Attention
Cultivate a Frame of Mind (Mind-set) for Revising and Proofreading
Have Your Revising/Editing Space/Room
View from Audience Perspective (You Attitude)
Revise until No More Changes Would Improve the Document
Be Willing to Allow Others to Make Suggestions (Writer’s Pride of Ownership?)
Ensure Error-Free Messages
Use Visual Enhancements for More Readability
Add Only When They Aid Comprehension
Create an A.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Chapter 9. Can We Reason about MoralityChapter 8Can We Re.docx
1. Chapter 9. Can We Reason about Morality?
Chapter 8
Can We Reason about Morality?
Copyright by Paul Herrick, 2020. For class use only. Not for
distribution. This chapter: 34 pages of reading.
1. Come, Let Us Reason Together
Dr. Martin Luther King, Jr., once observed that if a man-made
law conflicts with morality, it is unjust and should be repealed
because morality, not man-made law, is our highest standard of
behavior. Similarly, if a businessman could increase his profits
by putting false labels on his products, he should not do so,
even if he can get away with it, because it would be immoral.
Morality takes precedence over deceptive business practices—
no matter how profitable they might be. Morality also takes
precedence over unexamined self-interest. A criminal may want
to snatch a purse from an old lady walking with a cane, and
perhaps he needs the money and could get away with it;
however, he should not do so because it would be morally
wrong.[endnoteRef:1] Surely these are eminently reasonable
observations. [1: Martin Luther King Jr., “Letter from the
Birmingham City Jail,” reprinted in James M. Washington, ed.
A Testament of Hope. Essential Writings and Speeches of
Martin Luther King Jr. (New York: Harper One, 1986), 289-
302.]
These thoughts remind us that morality is the ultimate criterion
of good and bad, right and wrong, that we ought to live by, all
things considered. Morality is ultimate in the sense that the
obligations it imposes on us take precedence over all nonmoral
considerations, including laws passed by legislatures, the profit
and loss calculations of businesses, social customs, instincts,
2. and the irrational impulses of ego, desire, prejudice,
unexamined self-interest, and cognitive bias.
One reason to agree with Dr. King, that morality is our highest
standard, is that any human law, social custom, institution,
business practice, desire, action—even traits acquired through
the evolutionary process--can be evaluated and judged on a
moral basis, using our faculty of critical thinking.
The principles or “laws” of morality have a number of important
properties. First, they are prescriptive rather than descriptive.
That is to say, they prescribe how we ought to act, they do not
describe how we do in fact act. Put another way, moral
principles are not empirical generalizations about the way
people actually behave, and they are not statements about the
way people have behaved in the past or will behave in the
future. Rather, they are norms or standards that we ought to
follow, whether or not we do in fact follow them and whether or
not we want to follow them. If someday it should come about
that most people hate each other, that descriptive fact would not
make it moral to hate. Hatred would still be morally wrong. If
someday it should happen that every government in the world
practices genocide, that descriptive fact would not make
genocide morally right—genocide would still be morally wrong.
For (again) morality is not empirical generalizations about the
way we actually behave—it is a prescriptive standard stating
how we ought to behave, all things considered.
Ethics, also called “moral philosophy,” is the philosophical
study of the nature and principles of morality. Among the
questions examined in this branch of philosophy are these: What
exactly are the true, or correct, principles of morality? How do
we tell the difference between moral right and wrong, and moral
good and bad? And, What is morality rooted in or based on?
We agree on many moral principles. For instance, reasonable
people all over the world agree that genocide, kidnapping,
violent unprovoked assault, sex trafficking, and slavery are
morally wrong. We agree that we ought to treat ourselves and
others with a certain degree of respect and care. Most of us
3. agree on the absolute value of an individual human life. When
we are at our best we agree that human relations and
transactions ought to be consensual. And we agree that
government should be accountable to the people. But other
principles are still being debated. For example, is capital
punishment morally right? Should the state equalize income and
wealth? Is abortion the morally wrong taking of an innocent
life? Or is it morally permissible? Should the wealthy pay more
in taxes? And we are still asking the question Socrates
emphasized: What is truly the best way to live, all things
considered? In moral philosophy we seek rational principles
that can help us make principled moral decisions in real time.
Socrates is considered the founder of moral philosophy as an
academic discipline based on independent critical thinking
because he was the first philosopher in recorded history to seek
(and to teach others to seek) systematic answers to moral
questions on the basis of reason and observation alone, thus
apart from myth, sacred scripture, and unquestioned priestly or
civil authority. Socrates claimed that if we will reason together
calmly, rationally, honestly, and respectfully on moral issues,
we will discover independent, objectively true standards of
conduct that apply to all human beings alike—prescriptive
moral principles we truly ought to follow. Moral philosophers
agree with Socrates. In philosophical ethics, as in the wider
field of philosophy, reason is our common currency.
So, let’s reason together about some of the most fundamental
ethical matters of all, beginning with the somewhat abstract but
vitally important concept of moral good and bad. Thinking
philosophically about good and bad can help you attain a higher
degree of moral clarity. Thinking critically about good and bad
may also help you improve your life. After examining the nature
of moral good and bad, we’ll turn to the equally important
concepts of moral right and wrong.
2. What Is the Summum Bonum or Highest Good?
Consider the following statements. Some people live morally
4. better lives than others. The life Hitler lived was a very bad
one, and the life Helen Keller lived was a very good one. Blind
hatred is a morally bad thing; love is a good thing. Most people
strive to live a good life, but some seem to consciously choose
evil. These statements seem eminently reasonable. Moral
goodness and badness must be real if these statements are true.
This raises the question. What, by its presence alone, makes for
a morally good life? Socrates put the question this way: What is
the best way to live, all things considered? What makes a life a
morally good life?
Two kinds of goodness must be distinguished at the outset.
Something is instrumentally, or extrinsically, good if it is good
only insofar as it can be used to attain something else that is
itself good. In common terms, an instrumental good is only as a
means to an end. It derives its goodness from the purpose it
serves. A hammer, for example, is instrumentally good—valued
not for its own sake but for the good it helps us attain (building
something). In other words, we value it as a tool. In contrast,
something is intrinsically good if it is good in its own right,
apart from any use to which it may be put or any good that it
leads to. It is good completely on its own.
Now, many things in life possess only instrumental goodness or
value. A dollar bill is ordinarily valuable only because we can
use it to purchase something we value. Lacking intrinsic value,
it is valuable only as a means to an end. Other examples are
easy to think of. A trip to the dentist, a vitamin pill, a credit
card, a ride on the bus—these things are usually valued only as
instrumental goods, as means to an end.
Many things in life are valued only for what they help us attain.
And in most cases, what they help us attain is itself valued only
for something further it helps us attain, and so forth. Where
does the process end? Is there a highest good? Is there one good
at the end of the line, something that is intrinsically good and is
also the good from which all instrumentally good things draw
their goodness?
Or are there many intrinsic goods? If there are, are they related
5. in some way to a “one over the many” in the moral realm—a
highest good that unites the many intrinsic goods into a whole?
Is it the case that there are many intrinsic goods, but each is
related in some way to a single highest good of all—as Plato
argued? Or are there many independent intrinsic goods? In
philosophy, the term for the highest good of all is summum
bonum, a Latin phrase meaning “supreme good,” introduced by
the great Roman philosopher Cicero (106 BC–43 BC). So, our
question becomes, Is there a summum bonum in life? If so, what
is it?
There are good reasons to believe that a supreme good in life
exists. Major moral philosophers since Plato and Aristotle have
argued that the process of one instrumental good drawing its
goodness from another instrumental good, which draws its
goodness from another, cannot go on without end in an infinite
regression of instrumental goods, for then nothing would
possess any goodness at all. Recall a lesson from chapter 3: Just
as an infinite regression of book borrowers doesn’t explain why
the book on the desk exists, an infinite regression of
instrumental goods would not explain why anything is good.
Any process of one instrumental good drawing its goodness
from another instrumental good therefore must end in at least
one thing good in itself, that is, in at least one highest good that
supplies goodness to everything before it in the series, without
drawing its goodness from something beyond itself. If this is
right, then at least one summum bonum within life exists.
However, Ockham’s razor nudges us toward the hypothesis that
there is one ultimate or highest good in life.[endnoteRef:2]
Following Ockham’s razor, our question becomes, What is life’s
highest good?[endnoteRef:3] [2: In this introductory
discussion, we will set aside the question of whether the
summum bonum is one or many, or whether it is in some sense a
unity of many within one.] [3: We examined a parallel
explanatory regress in chapter 8—one having to do with
existence rather than goodness. That regress pointed to the
existence of a being that supplies existence to everything else
6. while not deriving its existence from anything external to itself.
]
3. Egoistic Hedonism: The First Theory of the Good Life
One answer has seemed obvious to many people throughout
history. Pleasure, they answer, is the summum bonum of life.
Their argument is plain. Pleasure is the only thing that is wholly
good all by itself. Everything else is good only insofar as it
produces or helps us attain pleasure. If something does not give
us at least some pleasure, it has no worth at all. Pleasure is thus
the end of the line, the one intrinsic good that imparts goodness
to everything else in the worldly series of instrumental goods.
In philosophy this theory is known as “hedonism” (from the
Greek word hedon for “pleasure”). The hedonist philosophy has
been stated in many different forms; the simplest is known as
egoistic hedonism (from the Latin word ego for “I,” or “self”).
You are living the best life possible, says the advocate of
egoistic hedonism, if your life is filled with as much net
pleasure as possible, where net pleasure is defined as the total
quantity of pleasure left after the total quantity of pain has been
subtracted. In everything you do, your own net pleasure
(hereafter simply “pleasure”) is the bottom line, the only
consideration that matters.
Egoistic hedonism is one of the oldest ethical theories ever
proposed. We know from Plato’s Dialogues that it was taught by
some of the Sophists during the fifth century BC. The Sophists,
you’ll recall, were professional teachers who traveled from one
Greek city-state to another, offering instruction for a fee in
subjects ranging from wrestling, law, and grammar, to speech
communication and rhetoric (the art of persuasive speech).
Their services were in great demand because the Greeks were
conducting the world’s first experiment in democratic
government, and democracy requires an educated citizenry with
7. activists and public speakers trained in rhetoric and other
communication skills. The Sophists claimed to meet the needs
of the fledgling Greek democracy.
Many people today certainly act as if they believe that
their own personal pleasure is the only thing that matters
morally. If something doesn’t promise them pleasure, they
abandon it. They spend a great deal of money and time pursuing
drugs, sex, thrills, and other things that bring pleasure. Egoistic
hedonism has always attracted converts. (But most people
change over time. In many cases, the person who is acting as a
blatant hedonist today may be pursuing higher values later in
life, right? Saint Augustine is a good example.)
If you adopt egoistic hedonism as your moral theory, then you
should evaluate everything in life on the basis of only one
consideration: Does it, or will it, give me enough pleasure? For
(again) on the hedonist view, your life is going well to the
degree to which it is filled with pleasure. For pleasure, in the
final analysis, is the highest good.
4. Socrates Challenges the Hedonists
Socrates entered the public square to counter the Sophists and
their hedonistic theory of the good life. The historic debate that
followed covered many of the most important issues in ethics—
including questions we’re still discussing today.[endnoteRef:4]
Plato re-created the discussions between Socrates and the
hedonists in a number of his dialogues, including the Gorgias
and the Republic. [4: For example, during the 1960s, activists
such as the Harvard professor Timothy Leary advocated a
modern form of hedonism that included rock and roll and
experimentation with psychedelic drugs.]
Several Socratic arguments can be distilled from those
fascinating discussions. First, pleasure in itself cannot be the
highest good in life, for clearly not all pleasures are good. For
example, pleasure gained by blatantly using others without
regard for their welfare is bad, isn’t it? Pleasure gained by
harming others is clearly and most certainly not good, right?
8. But if some pleasures are not good, then there must be a
standard of goodness above that of pleasure—an objective
standard apart from pleasure by which pleasures can be judged.
If so, then pleasure in itself cannot be the summum bonum of
life. More formally:
1. Clearly and objectively, not all pleasures are morally good.
2. If not all pleasures are good, then there must be an objective
standard of moral goodness above that of mere pleasure—a
standard apart from pleasure by which pleasures can be judged.
3. If there is an objective standard of moral goodness above that
of pleasure, then egoistic hedonism is false.
4. Therefore, egoistic hedonism is certainly false.
A second and deeper Socratic argument against hedonism began
with observations on the nature of the soul. We know, Socrates
argued, that our soul, or inner self, contains three distinct parts:
reason, emotion, and bodily desire. The proof that these parts
are distinct is that they can oppose each other: emotion can
oppose reason (and vice versa), desire can oppose reason (and
vice versa) and emotion can oppose desire (and vice versa). For
example:
· Our emotions sometimes overrule our reason. For example,
imagine that ten motorcycle gang members carrying knives and
guns cut in front of Joe in the line at the grocery store. Joe’s
reason tells him not to pick a fight. But his anger (an emotion)
leads him to do just that—with a predictable result.
· Our bodily desires sometimes overrule our reason. For
example, while on a diet, Joe’s rational part tells him he should
not stop at Dick’s drive-in on the way home and eat three
greasy hamburgers before dinner. But his bodily desires lead
him to violate his vow to eat more healthily.
Next, life experience teaches that when our raw emotions
overrule our reason, the result is usually something we later
realize, using our best reasoning, was harmful. In such cases,
we look back and wish we had followed the prompts of sound
reasoning rather than uncontrolled emotion. Road rage is a
contemporary example. Similarly, experience teaches that when
9. our bodily desires overcome our reason the result is usually
something we later realize, again using our best reasoning, was
unhealthy. In such cases, we look back and wish we had
followed reason rather than unexamined bodily desire.
Overeating and drinking too much are examples. Life
experience teaches, in short, that we live better when our soul is
ruled by sound reasoning—reason following realistic principles
of critical thinking--than when it is ruled by unexamined
emotions or raw bodily desires.
Reason thus stands out, Socrates argued. It is the one part of the
soul whose full-time job is to seek truth and real goodness on
the basis of objective and realistic standards. Emotion and
desire unchecked by correct reasoning can be wild and often
lead to unhealthy and unproductive results. Part of reason’s
full-time job, argued Socrates, is keeping the emotions and
desires in check and balanced as we pursue objective truth and
real goodness in life. The urgings of emotion and desire are
fine, he argued, and can help, as long as they are governed by
sound reasoning.
At this point in the exposition of the theory, some students
point out that reason can also lead us astray. For our reasoning
can be biased, it can be errant, it sometimes operates on half-
truths. People can also use their reasoning dishonestly, to
justify bad things, to figure out how to rob banks, to calculate
the best way to steal without getting caught, and so forth. So
why, they ask, does the faculty of reason deserve this exalted
status? Why is it special or privileged?
Socrates agreed that our own personal reasoning can sometimes
take an illogical path and lead us to a fallacious conclusion. It
can also be biased. It can be used to rationalize bad actions. He
was keenly aware of the many ways people misuse their faculty
of reason. After all, his life mission, as we saw in chapter 1,
was to help people reason more realistically. Which leads to his
reply to this objection.
By “reason” Socrates meant soundreasoning. And by this he
meant “trained and educated reasoning.” When we are young
10. and immature, our reasoning is not functioning at its best.
Reason needs to be trained in the objective methods of critical
thinking. It also needs to be educated on the nature of true
goodness. Which brings us to the next step in his theory of the
highest good or summom bonum: the nature of the highest good.
The theory begins with an argument for God’s existence. The
material universe is orderly, functional, and intelligible in the
large scale. The best explanation, Socrates argued, is that nature
is ultimately the product not of unstructured random chance but
of a supreme intelligence overseeing and guiding the whole--an
intelligent designer which he named the “divine craftsman.” He
also called the divine craftsman “God.” We examined Socrates’s
argument for God’s existence in chapter 2.
Next, the human soul—like everything else in the material
universe--was designed by God to function in a certain way.
The soul functions properly, as it was meant to function, when
educated reason governs and balances the emotions and desires
while directing the soul toward the highest good. And what is
the highest good?
When we reason critically, reason points us toward an absolute
good of infinite value. This good, however, is not (as the
hedonists claimed) bodily pleasure; rather, it is a supernatural,
immaterial good that exists beyond the material world, a good
that is attracting us from beyond the material world. Socrates
calls this being “the Form of the Good” or simply “The Good”
and he gives at least four deep philosophical arguments for its
existence.[endnoteRef:5] [5: A discussion of these arguments
would take us far beyond this introduction. I present the
Socratic case for the form of the good in Come Let Us Reason. ]
There is an additional mechanism at work here. Reason, when it
is functioning at its best, points us toward the highest good; but
in addition, the highest good attracts all things in the material
world like a magnet attracts iron filings. The form of the Good
thus attracts human reason and the soul along with it.
Now, when the soul functions as it was meant to, it attains an
11. internal harmony experienced as a state of well-being or
happiness distinct from irrational pleasure, a state which
Socrates calls “eudaimonia” (Greek: “flourishing”). The value
of having a balanced, smoothly functioning, harmonious soul,
argued Socrates, surpasses anything else in life, including the
alleged goods of irrational pleasure, fame, power, glory, and
wealth. Since Socrates believes in (and argues for) life after
death, and since he holds that the highest good is supernatural,
he also argues that the attainment of an even higher degree of
flourishing awaits us in the next life.
Next, goodness is the fundamental moral category and the form
of the Good is the objective foundation of all moral value. It
follows that the form of the Good is the summum bonum. Those
who live by sound reasoning informed by a knowledge of the
highest good therefore live a moral or “just” life. Immoral
people behave immorally and fail to attain eudaimonia because
their reasoning has been sidetracked by irrational emotions and
unexamined desires aimed at an imposter—usually the lower
“good” of bodily pleasure.
So, why not choose bodily pleasure as one’s summom bonum?
Pleasure is, well, fun. Socrates has an answer. Those who have
experienced both hedonistic pleasure and the goodness of
eudaimonia know that the moral life is the best way to live, all
things considered. It is superior to pleasure-seeking in every
way. The hedonistic pleasure gained through irrational pursuits
is not worth the opportunity cost (the loss of real well-being or
flourishing). Which brings us to another important aspect of the
theory.
Socrates frequently calls the form of the Good “divine.” When
we follow correct reasoning in pursuit of the highest good, he
argues, we come as close to the divine as it is possible to come
in this earthly life. After we die and enter the next life the
process will continue. The good life, then, is really a spiritual
pursuit aimed ultimately at the divine. This explains why
Socrates says to the hedonist, in so many words, “You can do
better than this. Your soul can reach higher.”
12. Socrates’s ethical theory thus connects morality, God, the soul,
life after death, and reason in one interrelated system. The
highest good is not, as the hedonists contended, of this world; it
is a supernatural reality attracting us from beyond the material
world--a good we’ll embrace fully only in the next life.
Socrates added a startling claim to his theory when he argued
that the state of flourishing or eudaimonia attained by the moral
person cannot be ruined or diminished by any external
circumstances. True well-being once attained cannot be lost
because it is an internal, spiritual state that exists above the
flux of ever-changing circumstances. Even the just person who
has been wrongly imprisoned does not lose the internal wellness
or flourishing flowing from within his harmonious soul.
Pleasure can be taken away from us, it can fade, lose its allure.
Nothing can take away the spiritual goodness flowing from
within the well-balanced soul. This is what Socrates meant
when he claimed that the just person cannot be harmed. We find
a similar idea in Chinese and Indian philosophy, as well as in
Judaism, Islam, and Christianity. Dr. Martin Luther King, Jr.,
voiced a similar view when he expressed his conviction that
the universe in some form is on the side of justice. That there is
something unfolding in the universe whether one speaks of it as
an unconscious process…an unmoved mover…or a personal
God. There is something in the universe that unfolds for justice.
[endnoteRef:6] [6: Martin Luther King Jr., “The Power of
NinViolence,” reprinted in James M. Washington, ed. A
Testament of Hope. Essential Writings and Speeches of Martin
Luther King Jr. (New York: Harper One, 1986), 13-14.]
The universe, in some deep sense, he believed, wants us to be
deeply happy as well as moral.
As I mentioned in chapter 1, many people have improved their
lives after learning that their soul has three parts—reason,
emotion, and desire—and that they have the power within
13. themselves to achieve a rational balance and with that balance a
more harmonious, reasonable, and fulfilling life—regardless of
circumstances.
<Box> Two Schools of Egoistic Hedonism
The ancient Greeks distinguished two kinds of pleasure. The
philosopher Aristippus of Cyrene (c. 435–350 BC), one of the
earliest of the egoistic hedonists, taught that bodily pleasure—
the physical sensations associated with such things as food,
wine, drugs, and sex—is the only intrinsic good in life. His
students, the Cyrenaic hedonists, therefore believed that living
the good life means filling it with as much sensual pleasure as
possible.
Epicurus (341–270 BC) argued that the Cyrenaic pursuit of
bodily pleasures often has unhealthy side effects that end up
diminishing overall pleasure in the long run. For instance,
indulging in alcohol results in a hangover and can eventually
ruin your health, eating too much food can harm your body, and
so on. Only the “refined,” or “higher,” pleasures, those
associated with the intellect, he argued, constitute the true
highest good.
Epicurus had in mind the largely mental pleasures that flow
from such things as friendship, community, the appreciation of
beauty, music, and art, reading a good book, and so forth. The
Epicurean hedonists thus warned against indulging in sensual
bodily pleasure and urged people to live disciplined lives
dedicated instead to the cultivation of the finer pleasures in life,
the intellectual pleasures, which, they argued, lead to a state of
inner tranquility.
Both forms of egoistic hedonism have devotees today. Yet both
theories face serious objections. The bodily pleasure obtained
by overindulging in self-destructive drugs, for example, is
obviously a bad sensual pleasure and an unwise pursuit. But
indulging in expensive and frivolous Epicurean pleasures while
friends need your help and people around you are suffering is
14. surely not a morally good thing either, is it? But if some
refined, or Epicurean, pleasures are good and some are bad, and
if some sensual pleasures are good and some are bad, then there
must be a yardstick of moral value above both kinds of
pleasure—a standard against which both sensual and intellectual
pleasures can be judged. In which case, pleasure of either kind
is not the highest intrinsic good. As theories of the good life
and as guides to living well, both hedonist theories appear to be
inadequate. <End Box>
Modern Considerations
Imagine that Moe the mugger makes his living robbing blind
people. He makes a lot of money, and robbery is how he
maximizes the quantity of pleasure in his life. He doesn’t care
how his actions affect others. What does egoistic hedonism say
about this? According to egoistic hedonism, if his actions
maximize his pleasure, then he is living a morally good life. For
if egoistic hedonism is true, we have no obligations to our
fellow human beings; in particular, we have no duty to treat
others with respect or to treat them in any particular way.
Again, our only obligation, according to egoistic hedonism, is
to win for ourselves the greatest balance of pleasure over pain.
Consider this calmly and rationally: isn’t it clearly, distinctly,
and indubitably (to borrow a phrase from Descartes) wrong to
harm others in this way? Isn’t it just as clearly wrong to use
others merely to gain pleasure for yourself? Isn’t it most
certainly morally wrong to treat others as if they are mere tools
put on earth for our own satisfaction? Isn’t there something
profoundly irrational about Moe’s chosen career? I realize these
are rhetorical questions. I ask them because I want you, the
reader, to think for yourself. Although it is full of pleasure and
follows the hedonistic principle, isn’t Moe’s life a seriously
immoral life? Couldn’t he do better than this? Critical thinkers
can come up with other test cases on their own.
The problem here is that egoistic hedonism does not require that
15. people take into account the intrinsic value of other people. But
is this morally acceptable? What would society be like if no one
ever cared about anything but their own pleasure? What would
society be like if no one cared how their choices affect others?
Would you want to be in a relationship with someone who cared
only about his or her own pleasure?
Is egoistic hedonism an adequate guide to the good life? Or
could it be used to justify actions that are clearly, distinctly,
and rationally just plain morally wrong? Virtually all ethicists
agree: hedonism, in its egoistic form, is a selfish and inhumane
theory. It is also antisocial. Reason enough to give it the boot.
1. Egoistic …
Reading Guide:
Reading Guide Overview: This reading focuses on two broad
questions: What is the good life (the theory of the good) and
what makes an action right or wrong (the theory of the right).
The first 6 sections focus on the theory of the good. The
remaining sections highlight theories of the right action. The
quiz will be weighted towards material in the first 6 sections.
Section 1: Let us Reason Together:
1. What does it mean to say morality is “ultimate”?
2. What is the difference between a prescriptive and a
descriptive statement. Identify examples of each.
Section 2: Summum Bonum:
1. Define summum bonum. (Is it instrumentally or intrinsically
valuable?)
2. Whats’ the difference between instrumental (or extrinsic)
value and intrinsic value. Be able to identify examples of each.
Section 3: Egoistic Hedonism: The First Theory of the Good
Life:
1. State the theory of egoistic hedonism: what is the summum
bonum, on that view?
Section 4: Socrates Challenges the Hedonists:
1. Describe the basic steps in the “higher standard” argument
against egoistic hedonism.
16. 2. Describe the basic steps in the “nature of the soul” argument
against egoistic hedonism.
3. How does Socrates reply to the objection that reason can
often lead us to make bad decisions?
4. How does the concept of “harmony” play a role in the “nature
of the soul” argument?
5. On Socrates’ view, could someone in physical misery be
happy? Hint: See “Socrates’ startling claim”, as discussed
towards the end of this section.
6. Summarize the “Moe the mugger” objection to egoistic
hedonism.
Section 5: Virtue Ethics: Aristotle’s Theory of the Good Life:
1. Aristotle argues that everything has a defining purpose. How
do we identify a creatures distinctive function?
2. What is a human beings distinctive function?
3. For Aristotle, the good for a human being is to live virtuously
(the excellent life is the virtuous life). What does it mean to
live virtuously? Give a general definition and then a more
specific description of Aristotle’s idea of a moral virtue
4. How are virtues learned and acquired?
5. Is there a role for emotion, in modern virtue theory? In
modern approaches, like Martha Nussbaum’s, what is the
relationship between reason and emotion.
6. Virtue requires following reason. But why, for Aristotle,
should we follow reason?
Section 6: Difficulties for Virtue Theories: Just skim this. I
will not test over this.
Section 7: An Initial Theory of Right and Wrong – Ethical
Egoism:
1. State the ethical egoist theory of right action (What is our
fundamental moral obligation?)
2. Are all ethical egoists also hedonists?
3. You should understand at least one of the common objections
to ethical egoism, but I won’t test you on them.
Section 8: Utilitarianism:
1. Which two philosophers are associated with Utilitarianism?
17. 2. What is the difference between Bentham’s version of
utilitarianism and Mill’s.
3. State the utilitarian rule of right action (what is our
fundamental moral obligation): i.e., a particular action is
morally right if an only if [what?].
Section 9. Difficulties for Utilitarianism:
1. Utilitarianism seems to have implications that are
inconsistent with our views on justice. Explain the conflict.
(hint: study the “riotous mob example)
Section 10: Kant’s Theory of Universal Respect:
1. Kant proposes a single rule for determining right from wrong.
He says that the rule can be formulated, or stated, in different
ways. Be able to state the basic idea of the first two
formulations: i.e., the universal law test and the Humanity as an
end, not a means test. I WILL NOT TEST OVER THE
TECHNICAL DETAILS OF THE UNIVERSAL LAW TEST;
JUST FOCUS ON THE SUMMARIES OF THE UNIVERSAL
LAW FORMULATION.
2. If I buy a coffee from a barista, am I treating my server as a
mere means? Explain.
3. Final Formulation: Kingdom of Ends: I will not test over
this.
4. Rights: Be able to define and identify examples of positive
and negative rights.
· Basic Distinction: The two types of rights impose different
types of obligations on others. Positive impose a duty of
assistance. Negative impose a duty of forbearance, or non-
interference.
· Example: The phrase “I have a right to X” is ambiguous. We
should always ask the speaker whether they are claiming a
negative right or a positive right. Some examples:
· “I have a right to education:” A negative right implies that no
one can interfere with your attempts to educate (laws that
prohibited slaves or women from learning to read violate a
negative right). A positive right implies a duty to actively
assist with the right-holder’s education. In the U.S. citizens
18. have a positive right to a K-12 education. Additional education
is only a negative right (though that might be changing).
· “I have a right to life”. Interpreted as a negative right, this
means others can’t interfere with my attempt to stay alive (i.e.,
no murder). Interpreted as a positive right, this means that
others have an obligation to help me stay alive.
· “I have a right to marry.” Interpreted as a negative right, this
would imply that others can’t prevent me from marrying.
Interpreted as a positive right implies an obligation to help me
to become married – perhaps by providing each right-holder a
spouse!
Key to Highlighted Reading
Yellow: General topics (Key passages, or topics)
Green: Argument and sequence indicators (help you to identify
logical steps in an argument)
Bold: key terms (be able to define and apply)
Gray: Transition statements. (Pay attention to these to keep up
with logical flow of reading)
Chapter 8
Can We Reason about Morality?
Copyright by Paul Herrick, 2020. For class use only. Not for
distribution. This chapter: 34 pages of reading.
1. Come, Let Us Reason Together
Dr. Martin Luther King, Jr., once observed that if a man-made
law conflicts with morality, it is unjust and should be repealed
because morality, not man-made law, is our highest standard of
behavior. Similarly, if a businessman could increase his profits
by putting false labels on his products, he should not do so,
even if he can get away with it, because it would be immoral.
Morality takes precedence over deceptive business practices—
no matter how profitable they might be. Morality also takes
precedence over unexamined self-interest. A criminal may want
19. to snatch a purse from an old lady walking with a cane, and
perhaps he needs the money and could get away with it;
however, he should not do so because it would be morally
wrong.[endnoteRef:1] Surely these are eminently reasonable
observations. [1: Martin Luther King Jr., “Letter from the
Birmingham City Jail,” reprinted in James M. Washington, ed.
A Testament of Hope. Essential Writings and Speeches of
Martin Luther King Jr. (New York: Harper One, 1986), 289-
302.]
These thoughts remind us that morality is the ultimate criterion
of good and bad, right and wrong, that we ought to live by, all
things considered. Morality is ultimate in the sense that the
obligations it imposes on us take precedence over all nonmoral
considerations, including laws passed by legislatures, the profit
and loss calculations of businesses, social customs, instincts,
and the irrational impulses of ego, desire, prejudice,
unexamined self-interest, and cognitive bias.
One reason to agree with Dr. King, that morality is our highest
standard, is that any human law, social custom, institution,
business practice, desire, action—even traits acquired through
the evolutionary process--can be evaluated and judged on a
moral basis, using our faculty of critical thinking.
The principles or “laws” of morality have a number of important
properties. First, they are prescriptive rather than descriptive.
That is to say, they prescribe how we ought to act, they do not
describe how we do in fact act. Put another way, moral
principles are not empirical generalizations about the way
people actually behave, and they are not statements about the
way people have behaved in the past or will behave in the
future. Rather, they are norms or standards that we ought to
follow, whether or not we do in fact follow them and whether or
not we want to follow them. If someday it should come about
that most people hate each other, that descriptive fact would not
make it moral to hate. Hatred would still be morally wrong. If
someday it should happen that every government in the world
20. practices genocide, that descriptive fact would not make
genocide morally right—genocide would still be morally wrong.
For (again) morality is not empirical generalizations about the
way we actually behave—it is a prescriptive standard stating
how we ought to behave, all things considered.
Ethics, also called “moral philosophy,” is the philosophical
study of the nature and principles of morality. Among the
questions examined in this branch of philosophy are these: What
exactly are the true, or correct, principles of morality? How do
we tell the difference between moral right and wrong, and moral
good and bad? And, What is morality rooted in or based on?
We agree on many moral principles. For instance, reasonable
people all over the world agree that genocide, kidnapping,
violent unprovoked assault, sex trafficking, and slavery are
morally wrong. We agree that we ought to treat ourselves and
others with a certain degree of respect and care. Most of us
agree on the absolute value of an individual human life. When
we are at our best we agree that human relations and
transactions ought to be consensual. And we agree that
government should be accountable to the people. But other
principles are still being debated. For example, is capital
punishment morally right? Should the state equalize income and
wealth? Is abortion the morally wrong taking of an innocent
life? Or is it morally permissible? Should the wealthy pay more
in taxes? And we are still asking the question Socrates
emphasized: What is truly the best way to live, all things
considered? In moral philosophy we seek rational principles
that can help us make principled moral decisions in real time.
Socrates is considered the founder of moral philosophy as an
academic discipline based on independent critical thinking
because he was the first philosopher in recorded history to seek
(and to teach others to seek) systematic answers to moral
questions on the basis of reason and observation alone, thus
apart from myth, sacred scripture, and unquestioned priestly or
civil authority. Socrates claimed that if we will reason together
calmly, rationally, honestly, and respectfully on moral issues,
21. we will discover independent, objectively true standards of
conduct that apply to all human beings alike—prescriptive
moral principles we truly ought to follow. Moral philosophers
agree with Socrates. In philosophical ethics, as in the wider
field of philosophy, reason is our common currency.
So, let’s reason together about some of the most fundamental
ethical matters of all, beginning with the somewhat abstract but
vitally important concept of moral good and bad. Thinking
philosophically about good and bad can help you attain a higher
degree of moral clarity. Thinking critically about good and bad
may also help you improve your life. After examining the nature
of moral good and bad, we’ll turn to the equally important
concepts of moral right and wrong.
1. What Is the Summum Bonum or Highest Good?
Consider the following statements. Some people live morally
better lives than others. The life Hitler lived was a very bad
one, and the life Helen Keller lived was a very good one. Blind
hatred is a morally bad thing; love is a good thing. Most people
strive to live a good life, but some seem to consciously choose
evil. These statements seem eminently reasonable. Moral
goodness and badness must be real if these statements are true.
This raises the question. What, by its presence alone, makes for
a morally good life? Socrates put the question this way: What is
the best way to live, all things considered? What makes a life a
morally good life?
Two kinds of goodness must be distinguished at the outset.
Something is instrumentally, or extrinsically, good if it is good
only insofar as it can be used to attain something else that is
itself good. In common terms, an instrumental good is only as a
means to an end. It derives its goodness from the purpose it
serves. A hammer, for example, is instrumentally good—valued
not for its own sake but for the good it helps us attain (building
something). In other words, we value it as a tool. In contrast,
something is intrinsically good if it is good in its own right,
apart from any use to which it may be put or any good that it
22. leads to. It is good completely on its own.
Now, many things in life possess only instrumental goodness or
value. A dollar bill is ordinarily valuable only because we can
use it to purchase something we value. Lacking intrinsic value,
it is valuable only as a means to an end. Other examples are
easy to think of. A trip to the dentist, a vitamin pill, a credit
card, a ride on the bus—these things are usually valued only as
instrumental goods, as means to an end.
Many things in life are valued only for what they help us attain.
And in most cases, what they help us attain is itself valued only
for something further it helps us attain, and so forth. Where
does the process end? Is there a highest good? Is there one good
at the end of the line, something that is intrinsically good and is
also the good from which all instrumentally good things draw
their goodness?
Or are there many intrinsic goods? If there are, are they related
in some way to a “one over the many” in the moral realm—a
highest good that unites the many intrinsic goods into a whole?
Is it the case that there are many intrinsic goods, but each is
related in some way to a single highest good of all—as Plato
argued? Or are there many independent intrinsic goods? In
philosophy, the term for the highest good of all is summum
bonum,a Latin phrase meaning “supreme good,” introduced by
the great Roman philosopher Cicero (106 BC–43 BC). So, our
question becomes, Is there a summum bonum in life? If so, what
is it?
There are good reasons to believe that a supreme good in life
exists. Major moral philosophers since Plato and Aristotle have
argued that the process of one instrumental good drawing its
goodness from another instrumental good, which draws its
goodness from another, cannot go on without end in an infinite
regression of instrumental goods, for then nothing would
possess any goodness at all. Recall a lesson from chapter 3: Just
as an infinite regression of book borrowers doesn’t explain why
the book on the desk exists, an infinite regression of
instrumental goods would not explain why anything is good.
23. Any process of one instrumental good drawing its goodness
from another instrumental good therefore must end in at least
one thing good in itself, that is, in at least one highest good that
supplies goodness to everything before it in the series, without
drawing its goodness from something beyond itself. If this is
right, then at least one summum bonum within life exists.
However, Ockham’s razor nudges us toward the hypothesis that
there is one ultimate or highest good in life.[endnoteRef:2]
Following Ockham’s razor, our question becomes, What is life’s
highest good?[endnoteRef:3] [2: In this introductory
discussion, we will set aside the question of whether the
summum bonum is one or many, or whether it is in some sense a
unity of many within one.] [3: We examined a parallel
explanatory regress in chapter 8—one having to do with
existence rather than goodness. That regress pointed to the
existence of a being that supplies existence to everything else
while not deriving its existence from anything external to itself.
]
1. Egoistic Hedonism: The First Theory of the Good Life
One answer has seemed obvious to many people throughout
history. Pleasure, they answer, is the summum bonum of life.
Their argument is plain. Pleasure is the only thing that is wholly
good all by itself. Everything else is good only insofar as it
produces or helps us attain pleasure. If something does not give
us at least some pleasure, it has no worth at all. Pleasure is thus
the end of the line, the one intrinsic good that imparts goodness
to everything else in the worldly series of instrumental goods.
[PG: Is this circular reasoning?]
In philosophy this theory is known as “hedonism” (from the
Greek word hedon for “pleasure”). The hedonist philosophy has
been stated in many different forms; the simplest is known as
egoistic hedonism (from the Latin word ego for “I,” or “self”).
24. You are living the best life possible, says the advocate of
egoistic hedonism, if your life is filled with as much net
pleasure as possible, where net pleasure is defined as the total
quantity of pleasure left after the total quantity of pain has been
subtracted. In everything you do, your own net pleasure
(hereafter simply “pleasure”) is the bottom line, the only
consideration that matters.
Egoistic hedonism is one of the oldest ethical theories ever
proposed. We know from Plato’s Dialogues that it was taught by
some of the Sophists during the fifth century BC. The Sophists,
you’ll recall, were professional teachers who traveled from one
Greek city-state to another, offering instruction for a fee in
subjects ranging from wrestling, law, and grammar, to speech
communication and rhetoric (the art of persuasive speech).
Their services were in great demand because the Greeks were
conducting the world’s first experiment in democratic
government, and democracy requires an educated citizenry with
activists and public speakers trained in rhetoric and other
communication skills. The Sophists claimed to meet the needs
of the fledgling Greek democracy.
Many people today certainly act as if they believe that
their own personal pleasure is the only thing that matters
morally. If something doesn’t promise them pleasure, they
abandon it. They spend a great deal of money and time pursuing
drugs, sex, thrills, and other things that bring pleasure. Egoistic
hedonism has always attracted converts. (But most people
change over time. In many cases, the person who is acting as a
blatant hedonist today may be pursuing higher values later in
life, right? Saint Augustine is a good example.) [PG: The
emphasis is on PERSONAL pleasure. Other theories will focus
on other’s pleasure.]
If you adopt egoistic hedonism as your moral theory, then you
should evaluate everything in life on the basis of only one
consideration: Does it, or will it, give me enough pleasure? For
(again) on the hedonist view, your life is going well to the
degree to which it is filled with pleasure. For pleasure, in the
25. final analysis, is the highest good.
1. Socrates Challenges the Hedonists
Socrates entered the public square to counter the Sophists and
their hedonistic theory of the good life. The historic debate that
followed covered many of the most important issues in ethics—
including questions we’re still discussing today.[endnoteRef:4]
Plato re-created the discussions between Socrates and the
hedonists in a number of his dialogues, including the Gorgias
and the Republic. [4: For example, during the 1960s, activists
such as the Harvard professor Timothy Leary advocated a
modern form of hedonism that included rock and roll and
experimentation with psychedelic drugs.]
Several Socratic arguments can be distilled from those
fascinating discussions. First, pleasure in itself cannot be the
highest good in life, for clearly not all pleasures are good. For
example, pleasure gained by blatantly using others without
regard for their welfare is bad, isn’t it? Pleasure gained by
harming others is clearly and most certainly not good, right?
But if some pleasures are not good, then there must be a
standard of goodness above that of pleasure—an objective
standard apart from pleasure by which pleasures can be judged.
If so, then pleasure in itself cannot be the summum bonum of
life. More formally:
1. Clearly and objectively, not all pleasures are morally good.
1. If not all pleasures are good, then there must be an objective
standard of moral goodness above that of mere pleasure—a
standard apart from pleasure by which pleasures can be judged.
1. If there is an objective standard of moral goodness above that
of pleasure, then egoistic hedonism is false.
1. Therefore, egoistic hedonism is certainly false.
A second and deeper Socratic argument against hedonism began
with observations on the nature of the soul. We know, Socrates
argued, that our soul, or inner self, contains three distinct parts:
reason, emotion, and bodily desire. The proof that these parts
are distinct is that they can oppose each other: emotion can
26. oppose reason (and vice versa), desire can oppose reason (and
vice versa) and emotion can oppose desire (and vice versa). For
example:
1. Our emotions sometimes overrule our reason. For example,
imagine that ten motorcycle gang members carrying knives and
guns cut in front of Joe in the line at the grocery store. Joe’s
reason tells him not to pick a fight. But his anger (an emotion)
leads him to do just that—with a predictable result.
1. Our bodily desires sometimes overrule our reason. For
example, while on a diet, Joe’s rational part tells him he should
not stop at Dick’s drive-in on the way home and eat three
greasy hamburgers before dinner. But his bodily desires lead
him to violate his vow to eat more healthily.
Next, life experience teaches that when our raw emotions
overrule our reason, the result is usually something we later
realize, using our best reasoning, was harmful. In such cases,
we look back and wish we had followed the prompts of sound
reasoning rather than uncontrolled emotion. Road rage is a
contemporary example. Similarly, experience teaches that when
our bodily desires overcome our reason the result is usually
something we later realize, again using our best reasoning, was
unhealthy. In such cases, we look back and wish we had
followed reason rather than unexamined bodily desire.
Overeating and drinking too much are examples. Life
experience teaches, in short, that we live better when our soul is
ruled by sound reasoning—reason following realistic principles
of critical thinking--than when it is ruled by unexamined
emotions or raw bodily desires.
Reason stands out, Socrates argued. It is the one part of the
soul whose full-time job is to seek truth and real goodness on
the basis of objective and realistic standards. Emotion and
desire unchecked by correct reasoning can be wild and often
lead to unhealthy and unproductive results. Part of reason’s
full-time job, argued Socrates, is keeping the emotions and
desires in check and balanced as we pursue objective truth and
real goodness in life. The urgings of emotion and desire are
27. fine, he argued, and can help, as long as they are governed by
sound reasoning.
At this point in the exposition of the theory, some students
point out that reason can also lead us astray. our reasoning can
be biased, it can be errant, it sometimes operates on half-truths.
People can also use their reasoning dishonestly, to justify bad
things, to figure out how to rob banks, to calculate the best way
to steal without getting caught, and so forth. why, they ask,
does the faculty of reason deserve this exalted status? Why is it
special or privileged? [PG: Reading tip: a common pattern in
philosophy is to present an argument, then present objections,
then present replies to objections. Anticipate and look for this
pattern as you read. It often provides a good way to structure
your notes.]
Socrates agreed that our own personal reasoning can sometimes
take an illogical path and lead us to a fallacious conclusion. It
can also be biased. It can be used to rationalize bad actions. He
was keenly aware of the many ways people misuse their faculty
of reason. After all, his life mission, as we saw in chapter 1,
was to help people reason more realistically. Which leads to his
reply to this objection.
By “reason” Socrates meant And by this he meant “trained and
educated reasoning.” When we are young and immature, our
reasoning is not functioning at its best. Reason needs to be
trained in the objective methods of critical thinking. It also
needs to be educated on the nature of true goodness. Which
brings us to the next step in his theory of the highest good or
summum bonum: the nature of the highest good. [PG: Is this a
strong reply? Some object that reason can lead us astray. Is
Socrates’ answer: “Yes, except when it doesn’t”?]
The theory begins with an argument for God’s existence. The
material universe is orderly, functional, and intelligible in the
large scale. The best explanation, Socrates argued, is that nature
is ultimately the product not of unstructured random chance but
of a supreme intelligence overseeing and guiding the whole--an
intelligent designer which he named the “divine craftsman.” He
28. also called the divine craftsman “God.” We examined Socrates’s
argument for God’s existence in chapter 2.
Next, the human soul—like everything else in the material
universe--was designed by God to function in a certain way.
The soul functions properly, as it was meant to function, when
educated reason governs and balances the emotions and desires
while directing the soul toward the highest good. And what is
the highest good?
When we reason critically, reason points us toward an absolute
good of infinite value. This good, however, is not (as the
hedonists claimed) bodily pleasure; rather, it is a supernatural,
immaterial good that exists beyond the material world, a good
that is attracting us from beyond the material world. Socrates
calls this being “the Form of the Good” or simply “The Good”
and he gives at least four deep philosophical arguments for its
existence.[endnoteRef:5] [5: A discussion of these arguments
would take us far beyond this introduction. I present the
Socratic case for the form of the good in Come Let Us Reason. ]
There is an additional mechanism at work here. Reason, when it
is functioning at its best, points us toward the highest good; but
in addition, the highest good attracts all things in the material
world like a magnet attracts iron filings. The form of the Good
thus attracts human reason and the soul along with it.
Now, when the soul functions as it was meant to, it attains an
internal harmony experienced as a state of well-being or
happiness distinct from irrational pleasure, a state which
Socrates calls “eudaimonia” (Greek: “flourishing”). The value
of having a balanced, smoothly functioning, harmonious soul,
argued Socrates, surpasses anything else in life, including the
alleged goods of irrational pleasure, fame, power, glory, and
wealth. Since Socrates believes in (and argues for) life after
death, and since he holds that the highest good is supernatural,
he also argues that the attainment of an even higher degree of
flourishing awaits us in the next life.
Next, goodness is the fundamental moral category and the form
29. of the Good is the objective foundation of all moral value the
form of the Good is the summum bonum. Those who live by
sound reasoning informed by a knowledge of the highest good
therefore live a moral or “just” life. Immoral people behave
immorally and fail to attain eudaimonia because their reasoning
has been sidetracked by irrational emotions and unexamined
desires aimed at an imposter—usually the lower “good” of
bodily pleasure.
So, why not choose bodily pleasure as one’s summom bonum?
Pleasure is, well, fun. Socrates has an answer. Those who have
experienced both hedonistic pleasure and the goodness of
eudaimonia know that the moral life is the best way to live, all
things considered. It is superior to pleasure-seeking in every
way. The hedonistic pleasure gained through irrational pursuits
is not worth the opportunity cost (the loss of real well-being or
flourishing). Which brings us to another important aspect of the
theory.
Socrates frequently calls the form of the Good “divine.” When
we follow correct reasoning in pursuit of the highest good, he
argues, we come as close to the divine as it is possible to come
in this earthly life. After we die and enter the next life the
process will continue. The good life, then, is really a spiritual
pursuit aimed ultimately at the divine. This explains why
Socrates says to the hedonist, in so many words, “You can do
better than this. Your soul can reach higher.”
Socrates’s ethical theory connects morality, God, the soul, life
after death, and reason in one interrelated system. The highest
good is not, as the hedonists contended, of this world; it is a
supernatural reality attracting us from beyond the material
world--a good we’ll embrace fully only in the next life. [PG:
note, Socrates’ God is not the same as the theist God we studied
earlier. See my …
Part One. Pick any idea in this week's material that interests you
and post your philosophical thoughts on it.
30. As a way to help you study for the quiz, take a look at the
reading guide published in this week's module. The quiz will be
based on the topics highlighted in the guide. So you can pick
one of those topics to write about and this will help you to
prepare for the quiz. Of course, it requires that you do the
discussion before the quiz. :-)
Part Two. Respond critically when you comment on the post of
one (or more) members of the class. This means: give an
argument to support your view.
Qi
This week I would like to discuss Socrates’s argument about
goodness. His ethical theory connects morality, God, the soul,
life after death, and reason all together. Although I agree that
reason, especially critical thinking ability, plays an important in
judging goodness, I do not agree that morality is a supreme
existence that connects to God and life after death. In my
opinion, I think morality matters because they are created by
human beings and used to guide our behavior. If morality links
to God and life after death, then why it only matters to human
beings instead of all the other species existing in the world, like
birds and tigers?