Discussion 1
Read “Resolving Ethical Business Challenges” in Chapter 2 of your text, and then address the following points. Support your response with evidence from the text.
· What are the ethical and legal issues at stake in the scenario?
· What are Karl’s options?
· Discuss the acceptability and commercial use of sex, violence, and gambling in the United States.
· Is marketing sex, violence, and gambling acceptable in other countries if these things do not conflict with local cultures?
Discussion 2
In Discussion 1 you read “Resolving Ethical Business Challenges” in Chapter 2 of your text and examined Karl’s scenario. Referencing that scenario as an example, analyze the relationship between business ethics and personal ethics.
In your response, share an example either from your own professional experience or from a scholarly source that highlights the relationship between personal ethics and business ethics and application to business decision-making.
Discussion 3
Read “Resolving Ethical Business Challenges” in Chapter 4 of your text, and then address the following points. Support your response with evidence from the text.
· Identify the ethical and legal issues of which Albert needs to be aware.
· Discuss the advantages and disadvantages of each decision that Albert could make and has made.
· Identify the pressures that have brought about these issues.
Discussion 4
Analyze how the process of establishing a stakeholder orientation impacts business ethics and social responsibility by completing the following:
· Describing a stakeholder orientation.
· Illustrating the effect a stakeholder orientation has on business ethics and social responsibility.
· Discussing how a stakeholder orientation affects honesty and fairness.
Support your response by citing evidence from the textbook.
Discussion 5
Blue Jean Waste
Watch this Video “Blue jean waste”. Describe your reaction to this video and how you would respond if you were a leader of one of the corporations involved. In your journal entry consider the following:
· How do your personal ethical values and principles drive your reaction?
· What are the implications to stakeholder relationships and social responsibility?
· Do you believe the corporations involved reacted appropriately? Why or why not?
· How could regulatory measures prevent this from occurring again in the future?
Discussion 6
Read “Resolving Ethical Business Challenges” in Chapter 6 of your text, and then address the following points. Support your response with evidence from the text.
· Discuss the advantages and disadvantages of each decision that Elaine has made.
· What are the ethical and legal considerations facing Elaine, Dennis, and UBC?
· Discuss the moral philosophies that may be relevant to this situation.
· Discuss the implications of each decision that Elaine could make.
Discussion 7
An employee working in customer service at a large company arrives at her desk and finds a package from a customer she .
Feedback for 5-2 Milestone Two Case Study TwoSubmission Feedbacalisondakintxt
Feedback for 5-2 Milestone Two: Case Study Two
Submission Feedback
Hi China:
Case Study Two: There are four elements of a contract that make it legally binding. Without all four of these elements the contract will not stand in a court of law. The first element is the offer. The offer has a clearly defined time limit and a clear offer. The next element to a contract is acceptance. The offer must be accepted without conditions. The third element of a contract is intention of legal consequences. The final element of a contract is consideration. This means the offer is accepted and something is done in return.
Some contracts must be in writing. Here Is a great link to a website that will help you reinforce the elements of a contract.
http://jec.unm.edu/education/online-training/contract-law-tutorial/contract-fundamentals-part-2
Prof. McCool
Case Study Two: Quasi-Contract:
A quasi contract can be difficult to understand. A quasi-contract might seem like a contract existed but it really didn't. Courts do not want individuals to benefit when they really don't deserve it. Because a quasi contract is not a true contract, mutual assent is not necessary, and a court may impose an obligation without regard to the intent of the parties. The remedy is usually restitution. Liability is determined on a case-by-case basis. Here is very interesting link to Cornell Law providing a great example of a quasi contract. https://www.law.cornell.edu/wex/example/%5Bfield_short_title-raw%5D_121
Prof. McCool
Case Study Two: Rights and Obligations:
Case Study Two: Landlord/ tenant law is studied for a whole semester in law school! The rights and obligations of both the landlord and tenant depend upon the term of their contract. Such a contract may be verbal or in writing under the standard residential lease agreement. Some facts that may support that Sam is in a breach of that contract are that his use of the premises has created a nuisance for surrounding tenants by using his barking dog invention. Also if Sam and his landlord had a previous agreement that his apartment would be used only as a residence and not as a business location then he would be in breach of his contract and could be evicted
Case Study Two: Grounds to Evict
Sam’s landlord may have grounds to evict because Sam is may be causing a disruption to his fellow neighbors in the apartment building with his barking dog invention. This might be a violation of the covenant to quiet enjoyment. Here is the link that should be very helpful in understanding the right to quiet enjoyment.
https://www.landlordology.com/implied-covenant-quiet-enjoyment/
Prof. McCool
Case Study Two: Defenses:
Defenses are very important if any of these issues come to trial. Some defenses Sam might raise if his landlord tries to evict him include if they had already reached an agreement on him running a business from his apartment. Also when a landlord interferes with a tenant’s use and ...
Feedback for 5-2 Milestone Two Case Study TwoSubmission Feedbac.docxlmelaine
Feedback for 5-2 Milestone Two: Case Study Two
Submission Feedback
Hi China:
Case Study Two: There are four elements of a contract that make it legally binding. Without all four of these elements the contract will not stand in a court of law. The first element is the offer. The offer has a clearly defined time limit and a clear offer. The next element to a contract is acceptance. The offer must be accepted without conditions. The third element of a contract is intention of legal consequences. The final element of a contract is consideration. This means the offer is accepted and something is done in return.
Some contracts must be in writing. Here Is a great link to a website that will help you reinforce the elements of a contract.
http://jec.unm.edu/education/online-training/contract-law-tutorial/contract-fundamentals-part-2
Prof. McCool
Case Study Two: Quasi-Contract:
A quasi contract can be difficult to understand. A quasi-contract might seem like a contract existed but it really didn't. Courts do not want individuals to benefit when they really don't deserve it. Because a quasi contract is not a true contract, mutual assent is not necessary, and a court may impose an obligation without regard to the intent of the parties. The remedy is usually restitution. Liability is determined on a case-by-case basis. Here is very interesting link to Cornell Law providing a great example of a quasi contract. https://www.law.cornell.edu/wex/example/%5Bfield_short_title-raw%5D_121
Prof. McCool
Case Study Two: Rights and Obligations:
Case Study Two: Landlord/ tenant law is studied for a whole semester in law school! The rights and obligations of both the landlord and tenant depend upon the term of their contract. Such a contract may be verbal or in writing under the standard residential lease agreement. Some facts that may support that Sam is in a breach of that contract are that his use of the premises has created a nuisance for surrounding tenants by using his barking dog invention. Also if Sam and his landlord had a previous agreement that his apartment would be used only as a residence and not as a business location then he would be in breach of his contract and could be evicted
Case Study Two: Grounds to Evict
Sam’s landlord may have grounds to evict because Sam is may be causing a disruption to his fellow neighbors in the apartment building with his barking dog invention. This might be a violation of the covenant to quiet enjoyment. Here is the link that should be very helpful in understanding the right to quiet enjoyment.
https://www.landlordology.com/implied-covenant-quiet-enjoyment/
Prof. McCool
Case Study Two: Defenses:
Defenses are very important if any of these issues come to trial. Some defenses Sam might raise if his landlord tries to evict him include if they had already reached an agreement on him running a business from his apartment. Also when a landlord interferes with a tenant’s use and ...
Unit VIII PowerPoint Presentation Review the processes of invent.docxmarilucorr
Unit VIII PowerPoint Presentation
Review the processes of invention and innovation. Then, select a new product that you have been introduced to in the past 12 months. You are encouraged to research this new product using outside sources. You can use the same company you have been researching, or pick a new one.
You are to create a PowerPoint presentation about future inventions this new product could help to inspire and what innovations could be developed to enhance and improve this product. Analyze how these two areas could impact the company. Perform an analysis or SWOT on potential impact of inventions or innovations. Your PowerPoint presentation should include the following elements:
Slide 1: Title page
Slide 2: Objective or table of contents
Slide 3: Description of the new product
Slide 4: Description of the importance of R&D to include lead users and market research
Slide 5: Discussion of appropriate structure and culture necessary to support innovative ideas and products
Slide 6: Exploration of future inventions inspired by the product
Slide 7: Analysis of future innovations of this product (Was this a successful invention leading to innovation?)
Slide 8: ROI, shareholder value, economic value added analysis, or a SWOT, on innovation
Slide 9: ROI, shareholder value, economic value added analysis or a SWOT, on invention
Slide 10: Brief description of the benchmarking process as applied to this company (What problems with performance measuring can be encountered?)
Slide 11: Prediction of product demand in five years
Slide 12: Conclusion
Slide 13: List of sources using APA guidelines
Please ensure that every slide has a title at the top explaining what the slide covers. Add citations in proper APA format, use applicable pictures or graphics, use a slide template, and avoid wordy slides by focusing on bullet points. Remember, this is an academic presentation.
Information about accessing the grading rubric for this assignment is provided below.
Scenario:
George Cosgrove is the Senior Vice President (SVP) for Quality
Control at All-in-One Pharmaceutical, Inc. (hereinafter referred to
as the Company), a multi-million-dollar medical supply
manufacturer and distributor with offices in several states.
George has been with the Company for 25 years in a variety of
positions but his current position, which he has held for the last 5
years, is by far his plum assignment and position with the
Company.
George oversees all testing of products, putting to good use his
advanced degree in supply chain management, with a
concentration in healthcare. He is known throughout the
Company, as the “go to” person on any of the Company’s
numerous products.
As SVP, George is one of the final Company officials to approve
the launch of any its products on the market.
One of the Company’s signature products is a device called
“Shot-o-Vac,” a revolutionary device depended upon by many
consumers ...
Feedback for 5-2 Milestone Two Case Study TwoSubmission Feedbacalisondakintxt
Feedback for 5-2 Milestone Two: Case Study Two
Submission Feedback
Hi China:
Case Study Two: There are four elements of a contract that make it legally binding. Without all four of these elements the contract will not stand in a court of law. The first element is the offer. The offer has a clearly defined time limit and a clear offer. The next element to a contract is acceptance. The offer must be accepted without conditions. The third element of a contract is intention of legal consequences. The final element of a contract is consideration. This means the offer is accepted and something is done in return.
Some contracts must be in writing. Here Is a great link to a website that will help you reinforce the elements of a contract.
http://jec.unm.edu/education/online-training/contract-law-tutorial/contract-fundamentals-part-2
Prof. McCool
Case Study Two: Quasi-Contract:
A quasi contract can be difficult to understand. A quasi-contract might seem like a contract existed but it really didn't. Courts do not want individuals to benefit when they really don't deserve it. Because a quasi contract is not a true contract, mutual assent is not necessary, and a court may impose an obligation without regard to the intent of the parties. The remedy is usually restitution. Liability is determined on a case-by-case basis. Here is very interesting link to Cornell Law providing a great example of a quasi contract. https://www.law.cornell.edu/wex/example/%5Bfield_short_title-raw%5D_121
Prof. McCool
Case Study Two: Rights and Obligations:
Case Study Two: Landlord/ tenant law is studied for a whole semester in law school! The rights and obligations of both the landlord and tenant depend upon the term of their contract. Such a contract may be verbal or in writing under the standard residential lease agreement. Some facts that may support that Sam is in a breach of that contract are that his use of the premises has created a nuisance for surrounding tenants by using his barking dog invention. Also if Sam and his landlord had a previous agreement that his apartment would be used only as a residence and not as a business location then he would be in breach of his contract and could be evicted
Case Study Two: Grounds to Evict
Sam’s landlord may have grounds to evict because Sam is may be causing a disruption to his fellow neighbors in the apartment building with his barking dog invention. This might be a violation of the covenant to quiet enjoyment. Here is the link that should be very helpful in understanding the right to quiet enjoyment.
https://www.landlordology.com/implied-covenant-quiet-enjoyment/
Prof. McCool
Case Study Two: Defenses:
Defenses are very important if any of these issues come to trial. Some defenses Sam might raise if his landlord tries to evict him include if they had already reached an agreement on him running a business from his apartment. Also when a landlord interferes with a tenant’s use and ...
Feedback for 5-2 Milestone Two Case Study TwoSubmission Feedbac.docxlmelaine
Feedback for 5-2 Milestone Two: Case Study Two
Submission Feedback
Hi China:
Case Study Two: There are four elements of a contract that make it legally binding. Without all four of these elements the contract will not stand in a court of law. The first element is the offer. The offer has a clearly defined time limit and a clear offer. The next element to a contract is acceptance. The offer must be accepted without conditions. The third element of a contract is intention of legal consequences. The final element of a contract is consideration. This means the offer is accepted and something is done in return.
Some contracts must be in writing. Here Is a great link to a website that will help you reinforce the elements of a contract.
http://jec.unm.edu/education/online-training/contract-law-tutorial/contract-fundamentals-part-2
Prof. McCool
Case Study Two: Quasi-Contract:
A quasi contract can be difficult to understand. A quasi-contract might seem like a contract existed but it really didn't. Courts do not want individuals to benefit when they really don't deserve it. Because a quasi contract is not a true contract, mutual assent is not necessary, and a court may impose an obligation without regard to the intent of the parties. The remedy is usually restitution. Liability is determined on a case-by-case basis. Here is very interesting link to Cornell Law providing a great example of a quasi contract. https://www.law.cornell.edu/wex/example/%5Bfield_short_title-raw%5D_121
Prof. McCool
Case Study Two: Rights and Obligations:
Case Study Two: Landlord/ tenant law is studied for a whole semester in law school! The rights and obligations of both the landlord and tenant depend upon the term of their contract. Such a contract may be verbal or in writing under the standard residential lease agreement. Some facts that may support that Sam is in a breach of that contract are that his use of the premises has created a nuisance for surrounding tenants by using his barking dog invention. Also if Sam and his landlord had a previous agreement that his apartment would be used only as a residence and not as a business location then he would be in breach of his contract and could be evicted
Case Study Two: Grounds to Evict
Sam’s landlord may have grounds to evict because Sam is may be causing a disruption to his fellow neighbors in the apartment building with his barking dog invention. This might be a violation of the covenant to quiet enjoyment. Here is the link that should be very helpful in understanding the right to quiet enjoyment.
https://www.landlordology.com/implied-covenant-quiet-enjoyment/
Prof. McCool
Case Study Two: Defenses:
Defenses are very important if any of these issues come to trial. Some defenses Sam might raise if his landlord tries to evict him include if they had already reached an agreement on him running a business from his apartment. Also when a landlord interferes with a tenant’s use and ...
Unit VIII PowerPoint Presentation Review the processes of invent.docxmarilucorr
Unit VIII PowerPoint Presentation
Review the processes of invention and innovation. Then, select a new product that you have been introduced to in the past 12 months. You are encouraged to research this new product using outside sources. You can use the same company you have been researching, or pick a new one.
You are to create a PowerPoint presentation about future inventions this new product could help to inspire and what innovations could be developed to enhance and improve this product. Analyze how these two areas could impact the company. Perform an analysis or SWOT on potential impact of inventions or innovations. Your PowerPoint presentation should include the following elements:
Slide 1: Title page
Slide 2: Objective or table of contents
Slide 3: Description of the new product
Slide 4: Description of the importance of R&D to include lead users and market research
Slide 5: Discussion of appropriate structure and culture necessary to support innovative ideas and products
Slide 6: Exploration of future inventions inspired by the product
Slide 7: Analysis of future innovations of this product (Was this a successful invention leading to innovation?)
Slide 8: ROI, shareholder value, economic value added analysis, or a SWOT, on innovation
Slide 9: ROI, shareholder value, economic value added analysis or a SWOT, on invention
Slide 10: Brief description of the benchmarking process as applied to this company (What problems with performance measuring can be encountered?)
Slide 11: Prediction of product demand in five years
Slide 12: Conclusion
Slide 13: List of sources using APA guidelines
Please ensure that every slide has a title at the top explaining what the slide covers. Add citations in proper APA format, use applicable pictures or graphics, use a slide template, and avoid wordy slides by focusing on bullet points. Remember, this is an academic presentation.
Information about accessing the grading rubric for this assignment is provided below.
Scenario:
George Cosgrove is the Senior Vice President (SVP) for Quality
Control at All-in-One Pharmaceutical, Inc. (hereinafter referred to
as the Company), a multi-million-dollar medical supply
manufacturer and distributor with offices in several states.
George has been with the Company for 25 years in a variety of
positions but his current position, which he has held for the last 5
years, is by far his plum assignment and position with the
Company.
George oversees all testing of products, putting to good use his
advanced degree in supply chain management, with a
concentration in healthcare. He is known throughout the
Company, as the “go to” person on any of the Company’s
numerous products.
As SVP, George is one of the final Company officials to approve
the launch of any its products on the market.
One of the Company’s signature products is a device called
“Shot-o-Vac,” a revolutionary device depended upon by many
consumers ...
IT 659 Milestone Three Guidelines and Rubric In Milest.docxchristiandean12115
IT 659 Milestone Three Guidelines and Rubric
In Milestone Three you will submit the Recommendations and Global Considerations portion of the final project. The purpose of this assignment is to suggest
relevant changes to the organization itself and changes to the ethical guidelines that could have prevented the incident.
Prompt: Suggest relevant changes to the organization itself and changes to the ethical guidelines that could have prevented the incident. Standards external to
the organization that may have helped prevent the incident should also be proposed. This assignment will also address international compliance standards and
how they would have been relevant to the incident. The impact of the incident on global communication and commerce will be analyzed, as well as the impact on
the global technology environment.
Specifically the following critical elements must be addressed:
IV. Recommendations
a) Propose relevant changes to the organization that may have prevented the incident. How would these changes have helped to prevent the
occurrence?
b) Propose reasonable ethical guidelines that could have helped prevent the incident and that might help the organization prevent future incidents.
Propose changes to the standards external to the organization that might have helped prevent the incident. This can include changes to
regulations and regulatory and ethical standards that might exist today but did not exist or were not properly delivered at the time of the
incident. Be sure to support your conclusions.
V. Global Considerations
a) What international compliance standards (either at the time of the incident or today) would have been relevant to the incident, and how? If your
company is not global, imagine that is.
b) Analyze the impact of the incident on global communication and commerce (again, if your organization is not global, imagine otherwise). In
other words, what impact did (or would) the incident have on views and use of information technology and communication in global contexts?
c) Global Technology Environment: Based on your research and analysis of this case, determine the global legal and regulatory impacts this case
had on the information technology overall. In other words, determine the relationship between this case and the global regulatory standards
that are now in place, will be put in place shortly, or should be put in place as a result of this or related incident(s).
Rubric
Guidelines for Submission: The format for this assignment will be a three- to five-page Microsoft Word document with double spacing, 12-point Times New
Roman font, one-inch margins, and at least three sources cited in APA format.
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information,
review these instructions.
Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%).
For more classes visit
www.snaptutorial.com
LAW 531 Week 1 Practice Alternative Dispute Resolution
LAW 531 Week 2 Practice Business Entities
LAW 531 Week 3 Practice IRAC Review
LAW 531 Week 4 Practice Intellectual Property
Discussion questions – Twain, The Man That Corrupted Hadleyburg.docxduketjoy27252
Discussion questions – Twain, “The Man That Corrupted Hadleyburg”
Mark Twain wrote this story in 1898, toward the end of his career, and long after publishing his masterpieces
Tom Sawyer
and
Huckleberry Finn
. However, “Hadleyburg” reflects one concern that interested Twain throughout his entire career: the sarcastic skewering of middle-class morality and mannerisms. We will examine Twain’s critique of the false righteousness and hidden hypocrisies of common, civilized life as an example of Realism.
1. Hadleyburg prides itself on the honesty of its citizens. However, this focus on honesty has allowed other, less moral attitudes to take root and grow among the people. Find 2 passages that reveal at least two different sinful attitudes shared by the citizens of Hadleyburg.
2. The stranger’s plot is perfectly designed to attack the one source of pride of the townspeople. Focus on the scene describing the night the owner of the sack of gold is to be revealed. Explain what Twain to saying about human nature through the behavior of Wilson the lawyer. Find 1 passage that supports your interpretation. (Hint: Does Wilson tell the truth?)
2a. Also, Dr. Harkness ends up buying the sack of (fake) gold. Why does he do this, and what is Twain trying to say about politics and morality through that subplot? Find 1 passage that supports your interpretation. (Hint: Harkness creates a fake story about the gold. Also, why is he desperate to win the election?)
3. The Richardses were spared the humiliation the other nineteen families experienced. They even receive a reward for $38,500! However, their lives end miserably. Their miserable end is related to the one moral weakness that Richards consistently exhibits throughout the story. What is this weakness (it’s not greed) and explain how it causes a terrible ending to the Richardses’ lives. Find 1 passage that reveals this weakness.
.
Discussion Questions The difficulty in predicting the future is .docxduketjoy27252
Discussion Questions
: “The difficulty in predicting the future is that the outcomes are unreliable, due to the occurrence of wild-card events that distort the relatively well-understand trends for the near to mid-future.” Offer an example of such a “wild-card” event and some ways in which the security professional might address it in an effective manner. Regarding the need for the security industry as a whole to maintain the professionalism and competencies needed to address emerging threats and hazards, what do you feel are its primary areas of weakness and what proposals could you offer to address them?
The Future of the Security
When considering what awaits the security profession in the years to come and those that will operate within it, developments and forecasts related to security science will in large part be impacted by what has occurred in the past and in present day. What
might
occur, what is most
plausible
and
feasible
given current and expected occurrences, and what has proven to be effective (or not) will all need to be considered in determining those issues that will remain relevant or change. So predicting the future (not in the form of Nostradamus or similar prophets) as it relates to security is a technique that considers probable or desirable outcomes in the face of known or anticipated risks. So given this backdrop, where is security heading?
Physical Security
As long as there are structures that people operate within and house various assets, there will continue to be a need to offer needed protection related to them. All of the topics discussed in this course related to walls, fencing, sensors, alarm systems, guards, locks, and other such issues will be needed in some form or fashion. Whether through manual or technological means, these will remain a constant for the security administrator in providing appropriate defensive measures for the material, tangible assets they oversee. Concerning technology, the same trend will continue in serving as a needed aid in providing security moving forward. Mobile devices of various types, functions, capabilities, and their ability to access data, the ever-increasing use of robotics and the functions they can carry out, sensors that will be able to gain more intelligence regarding detection, and high frequency security cameras that will have the capability to verify the chemical compound of an object at a distance are just some of the many technical innovations on the horizon. Yet, just as technology has taken on a greater role in providing these efforts, so too does technology represent ever-increasing concerns to the security manager.
Cyber Security
As society becomes connected on an ever-increasing basis, attention must be directed towards what implications this environment has related to not only security, but related privacy concerns as well. In
Future Scenarios and Challenges for Security and Privacy
(2016, Williams, Axon, Nurse, & Creese), the researchers took a ver.
Discussion questions – Dunbar Paul Lawrence Dunbar was a pio.docxduketjoy27252
Discussion questions – Dunbar
Paul Lawrence Dunbar was a pioneering African-American literary artist. He was among the first black writers who achieved fame among predominantly white audiences with the accurate use of black vernacular and realistic depictions of the attitudes of African Americans while using the literary styles and conventions familiar to white writers. Only within the past twenty years have literary critics begun to appreciate the subtle and perceptive criticism of racial relations he provides beneath the smooth artistry of his works.
1. Dunbar’s “Mr. Cornelius” is extremely naturalistic, with Cornelius struggling against, and eventually losing to, large forces. What are the forces that are arrayed against him (2)? Find a passage that describes each force.
(Hint: Economics, discrimination, as well as emotional weakness are some examples of large forces.)
2. Dunbar was well aware of the story of the slave’s flight north to freedom, a traditional African-American narrative made famous by such works as Frederick Douglass’s
Narrative
and Harriet Beecher Stowe’s
Uncle Tom’s Cabin
. How is Dunbar’s story an ironic, inverted version of the flight-to-freedom story? What is Dunbar trying to say about the status of African Americans in a society newly changed by slavery’s end?
(Hint: Cornelius is from the south. Washington D.C. is north. Does going north mean freedom for him? He must return south at the end—what does going south mean for him?)
.
Discussion Questions Identify the top three threats to the home.docxduketjoy27252
Discussion Questions:
Identify the top three threats to the homeland and describe why you chose those as the primary threats. Considering specific terrorist tactics that have been or could be used in the homeland, which do you consider to be the most intimidating and which do you see as the most likely to be used?
.
Discussion questions – Hurston
Zora Neal Hurston attended Howard University, then Barnard College, and studied anthropology while becoming a popular figure of the Harlem Renaissance. Her studies earned her a post-graduate fellowship to study Southern black folktales. These folktales become the basis for her fiction. During her life, Hurston’s writing, while popular with general audiences, was not well-received by critics, particular black literary reviewers who wanted her to focus more on racial inequality. After being wrongly accused of a crime, Hurston finished her career in poverty and obscurity. She has recently become an extremely important writer for her depictions of black women, particularly in the now-acclaimed
Their Eyes Were Watching God
(1937).
2. Hurston’s “How It Feels to Be Colored Me” is a modernist-style literary montage—a series of (loosely organized) images, impressions, memories, observations on experiencing life as a black woman. The montage is quite humorous since she often states that she doesn’t know what “colored” is. The montage can be broken down into a diverse set of themes. Find 1 passage for each theme:
a. earliest memories of life before she knew what “race” was
b. the idea of “race” is imposed on her by others
c. moments where she recognizes her racial identity emerging suddenly
d. she lives a life that is bigger than what “race” tells her she must be
Please use the Answer Sandwich method to answer each question. The passages you add to your answer should be around 2-4 sentences long. Please include a page reference.
Keep in mind that I may select any of these questions to be the upcoming quiz question. Also, I use these discussion questions to create the exams and the major paper assignment. So do your best on each question.
https://bucket-hozzify.storage.googleapis.com/wp-content/uploads/2021/02/08211149/Robert-S.-Levine_-Michael-A.-Elliott_-Sandra-M.-Gustafson_-Amy-Hungerford_-Mary-Loeffelholz-The-Norton-Anthology-of-American-Literature-Volumes-C-D-E-W.-W.-Norton-Company-2016.pdf
.
Discussion Questions Compare and contrast through a critical an.docxduketjoy27252
Discussion Questions
: Compare and contrast through a critical analysis of the following laws and strategies with an emphasis on how they enhance port maritime operations: Maritime Transportation Security Act of 2002, The SAFE Port Act, and The Small Vessel Security Strategy.
Response must be 400 words or more in APA style format.
.
Discussion questions (self evaluation)
Examine nursing roles that meet the emerging health needs of individuals, families, communities and populations.
Explore historical, legal, social, cultural, political, and economic forces that influence the client, nursing practice, and the health care system.
Evaluate strategies that can be used by public and community health nurses to improve the health status and eliminate health disparities of vulnerable populations.
Predict trends in lifestyles that will affect the health of communities and the future challenges for nursing.
Plan, analyze, implement and evaluate public health surveillance and outbreak investigation
Develop strategies to deliver nursing care in the preparedness, response, and recovery phases of disaster management.
Initial should have 400 words. Reference in APA format 7th edition.
.
Discussion QuestionReflecting on what you have learned abou.docxduketjoy27252
Discussion Question:
Reflecting on what you have learned about the social determinants of health, SDOH, how can nurses work collaboratively with physicians and other health care professionals to improve primary care, reduce overutilization and improve underutilization of healthcare services? Include in your response how fostering an environment of diversity and cultural awareness among healthcare providers builds a stronger healthcare team and improves care delivery to healthcare consumers.
Initial 400 words. Reference APA format 7th edition.
.
Discussion questionMotivation is the all-ensuing mechanism t.docxduketjoy27252
Discussion question
Motivation is the all-ensuing mechanism that determines how much and how well a student will learn. Treating it as strictly an internal mechanism, explain how learners; needs, goals, beliefs, interests, and emotions can influence their motivation to learn.
RESPOND TO THESE STUDENTS POSTS
Tashi post
Motivation is something that looks different in everyone. When we look at what motivates one person and assume we can teach based on that, we will not be successful in reaching all students. Looking at motivation strictly from an intrinsic lens, meaning a student’s needs, goals, beliefs, interests and emotions, teachers need many resources. I think that one of the biggest tools that teachers need is relationships. Understanding where a student’s motivation is coming from, or not coming from, can lead to engagement. For example, if a student’s basic needs are not being met, they will not be motivated to learn their math facts because they have greater needs. This is where the relationship and understanding of where students are at is so important for a teacher. They have the ability to create goals with these students. However, on the flip side, a student that knows they want to go to college may be motivated based on their goals for themselves and will engage because they want to do well and achieve a goal in the future.
Motivation can create opportunity as well as hinder progress. It is so important in education. A student’s belief in themselves can create these opportunities or hinder their progress as well. Understanding how a teacher can use motivation through an intrinsic lens can help all students in their class.
Jasmine post
Motivation is defined as the processes that initiate, direct, and sustain behavior. Motivated students put out more effort, persist longer, learn more, and score higher on tests (Lazowski & Hulleman, 2016). Intrinsic motivation is the natural human tendency to seek out and conquer challenges as we pursue personal interests and exercise our capabilities. When we are intrinsically motivated, we do not need incentives or punishments, because the activity itself is satisfying and rewarding (Anderman & Anderman, 2014; Deci & Ryan, 2002; Reiss, 2004). When I think of intrinsic motivation I don't associate it with younger children as much as I would with older children. I can relate to intrinsic motivation myself because just learning something new motivates me to learn more. Also, seeing those A's and B's keeps me wanting to learn more. I feel the more I learn the more I'll be able to teach someone in the future. That is motivation enough for me to keep going. The students I currently work with get excited when they are able to identify numbers and letters and this motivates them to keep learning. You can see the excitement on their faces when they answer something correctly.
.
Discussion QuestionHow much, if any, action on ergonomics in th.docxduketjoy27252
Discussion Question:
How much, if any, action on ergonomics in the work-place should rely on the voluntary actions of employers (as favored by George W. Bush) and how much should be mandatory on the part of managements. Explain.
Read the following:
Chapter 9 – Institutional Issues under Collective Bargaining
Chapter 10 – Administrative Issues under Collective Bargaining
Chapter Summaries
Chapter 9 – Institutional Issues under Collective Bargaining
The rights and duties of the employers, employees, and unions are the institutional issues of collective bargaining. On occasion, they can be more troublesome than the economic questions involved with wages and benefits. Some of the longest and most bitter strikes have resulted from conflict over the institutional questions of labor relations.
One of the most controversial issues is union membership as a condition of employment. Labor organizations seeking greater security have negotiated a number of compulsory union membership devices, the most common being the union shop. The closed shop, maintenance-of-membership arrangement, agency shop, and the preferential shop are other security measures that appear less frequently. The growth of the union shop is best explained by the Taft-Hartley prohibition of the closed shop in firms engaged in interstate commerce. The goal of each of these measures is to establish and maintain the institutional security of the union. Such devices are present in about 82 percent of today’s collective bargaining contracts.
There are elements of morality, labor relations stability, and power in this area. Union security may provide stability in industrial relations, but is it moral to compel a worker to join a union? Are these ideological and philosophical issues a mere disguise for the real goal, increased power and influence? Some twenty-two states now have legislation that bans any form of compulsory union membership. These “right-to-work” laws are formidable obstacles in the path of union institutional security. Although Congress has preemptive power in the field of interstate commerce, this state legislation is likely to be allowed to stand.
More than 95 percent of current contracts contain a checkoff procedure by which the employer collects union dues, and often other fees, by deduction from the worker’s paycheck. The advantage to the union is a savings of time and money. The checkoff also can benefit the employer, which explains why it is not a crucial issue of negotiation. Taft-Hartley requires the written authorization of the employee for such an arrangement, which is irrevocable for one year, or the duration of the contract, whichever is shorter. Usually the individual has an annual opportunity to rescind his authorization. If he or she does not, the checkoff remains in force for another year.
The obligations of the union are typically set down in one or more provisions of the contract. The most important is a pledge by the union not to strik.
Discussion QuestionConsider a popular supplement you andor y.docxduketjoy27252
Discussion Question:
Consider a popular supplement you and/or your family and friends take.
Can you think of a supplement that is commonly taken that could easily be replaced by eating more of a certain food or type of foods?
Is there a population group that would find it more difficult to get the recommended amount of vitamins and minerals through diet changes?
.
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IT 659 Milestone Three Guidelines and Rubric In Milest.docxchristiandean12115
IT 659 Milestone Three Guidelines and Rubric
In Milestone Three you will submit the Recommendations and Global Considerations portion of the final project. The purpose of this assignment is to suggest
relevant changes to the organization itself and changes to the ethical guidelines that could have prevented the incident.
Prompt: Suggest relevant changes to the organization itself and changes to the ethical guidelines that could have prevented the incident. Standards external to
the organization that may have helped prevent the incident should also be proposed. This assignment will also address international compliance standards and
how they would have been relevant to the incident. The impact of the incident on global communication and commerce will be analyzed, as well as the impact on
the global technology environment.
Specifically the following critical elements must be addressed:
IV. Recommendations
a) Propose relevant changes to the organization that may have prevented the incident. How would these changes have helped to prevent the
occurrence?
b) Propose reasonable ethical guidelines that could have helped prevent the incident and that might help the organization prevent future incidents.
Propose changes to the standards external to the organization that might have helped prevent the incident. This can include changes to
regulations and regulatory and ethical standards that might exist today but did not exist or were not properly delivered at the time of the
incident. Be sure to support your conclusions.
V. Global Considerations
a) What international compliance standards (either at the time of the incident or today) would have been relevant to the incident, and how? If your
company is not global, imagine that is.
b) Analyze the impact of the incident on global communication and commerce (again, if your organization is not global, imagine otherwise). In
other words, what impact did (or would) the incident have on views and use of information technology and communication in global contexts?
c) Global Technology Environment: Based on your research and analysis of this case, determine the global legal and regulatory impacts this case
had on the information technology overall. In other words, determine the relationship between this case and the global regulatory standards
that are now in place, will be put in place shortly, or should be put in place as a result of this or related incident(s).
Rubric
Guidelines for Submission: The format for this assignment will be a three- to five-page Microsoft Word document with double spacing, 12-point Times New
Roman font, one-inch margins, and at least three sources cited in APA format.
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information,
review these instructions.
Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%).
For more classes visit
www.snaptutorial.com
LAW 531 Week 1 Practice Alternative Dispute Resolution
LAW 531 Week 2 Practice Business Entities
LAW 531 Week 3 Practice IRAC Review
LAW 531 Week 4 Practice Intellectual Property
Discussion questions – Twain, The Man That Corrupted Hadleyburg.docxduketjoy27252
Discussion questions – Twain, “The Man That Corrupted Hadleyburg”
Mark Twain wrote this story in 1898, toward the end of his career, and long after publishing his masterpieces
Tom Sawyer
and
Huckleberry Finn
. However, “Hadleyburg” reflects one concern that interested Twain throughout his entire career: the sarcastic skewering of middle-class morality and mannerisms. We will examine Twain’s critique of the false righteousness and hidden hypocrisies of common, civilized life as an example of Realism.
1. Hadleyburg prides itself on the honesty of its citizens. However, this focus on honesty has allowed other, less moral attitudes to take root and grow among the people. Find 2 passages that reveal at least two different sinful attitudes shared by the citizens of Hadleyburg.
2. The stranger’s plot is perfectly designed to attack the one source of pride of the townspeople. Focus on the scene describing the night the owner of the sack of gold is to be revealed. Explain what Twain to saying about human nature through the behavior of Wilson the lawyer. Find 1 passage that supports your interpretation. (Hint: Does Wilson tell the truth?)
2a. Also, Dr. Harkness ends up buying the sack of (fake) gold. Why does he do this, and what is Twain trying to say about politics and morality through that subplot? Find 1 passage that supports your interpretation. (Hint: Harkness creates a fake story about the gold. Also, why is he desperate to win the election?)
3. The Richardses were spared the humiliation the other nineteen families experienced. They even receive a reward for $38,500! However, their lives end miserably. Their miserable end is related to the one moral weakness that Richards consistently exhibits throughout the story. What is this weakness (it’s not greed) and explain how it causes a terrible ending to the Richardses’ lives. Find 1 passage that reveals this weakness.
.
Discussion Questions The difficulty in predicting the future is .docxduketjoy27252
Discussion Questions
: “The difficulty in predicting the future is that the outcomes are unreliable, due to the occurrence of wild-card events that distort the relatively well-understand trends for the near to mid-future.” Offer an example of such a “wild-card” event and some ways in which the security professional might address it in an effective manner. Regarding the need for the security industry as a whole to maintain the professionalism and competencies needed to address emerging threats and hazards, what do you feel are its primary areas of weakness and what proposals could you offer to address them?
The Future of the Security
When considering what awaits the security profession in the years to come and those that will operate within it, developments and forecasts related to security science will in large part be impacted by what has occurred in the past and in present day. What
might
occur, what is most
plausible
and
feasible
given current and expected occurrences, and what has proven to be effective (or not) will all need to be considered in determining those issues that will remain relevant or change. So predicting the future (not in the form of Nostradamus or similar prophets) as it relates to security is a technique that considers probable or desirable outcomes in the face of known or anticipated risks. So given this backdrop, where is security heading?
Physical Security
As long as there are structures that people operate within and house various assets, there will continue to be a need to offer needed protection related to them. All of the topics discussed in this course related to walls, fencing, sensors, alarm systems, guards, locks, and other such issues will be needed in some form or fashion. Whether through manual or technological means, these will remain a constant for the security administrator in providing appropriate defensive measures for the material, tangible assets they oversee. Concerning technology, the same trend will continue in serving as a needed aid in providing security moving forward. Mobile devices of various types, functions, capabilities, and their ability to access data, the ever-increasing use of robotics and the functions they can carry out, sensors that will be able to gain more intelligence regarding detection, and high frequency security cameras that will have the capability to verify the chemical compound of an object at a distance are just some of the many technical innovations on the horizon. Yet, just as technology has taken on a greater role in providing these efforts, so too does technology represent ever-increasing concerns to the security manager.
Cyber Security
As society becomes connected on an ever-increasing basis, attention must be directed towards what implications this environment has related to not only security, but related privacy concerns as well. In
Future Scenarios and Challenges for Security and Privacy
(2016, Williams, Axon, Nurse, & Creese), the researchers took a ver.
Discussion questions – Dunbar Paul Lawrence Dunbar was a pio.docxduketjoy27252
Discussion questions – Dunbar
Paul Lawrence Dunbar was a pioneering African-American literary artist. He was among the first black writers who achieved fame among predominantly white audiences with the accurate use of black vernacular and realistic depictions of the attitudes of African Americans while using the literary styles and conventions familiar to white writers. Only within the past twenty years have literary critics begun to appreciate the subtle and perceptive criticism of racial relations he provides beneath the smooth artistry of his works.
1. Dunbar’s “Mr. Cornelius” is extremely naturalistic, with Cornelius struggling against, and eventually losing to, large forces. What are the forces that are arrayed against him (2)? Find a passage that describes each force.
(Hint: Economics, discrimination, as well as emotional weakness are some examples of large forces.)
2. Dunbar was well aware of the story of the slave’s flight north to freedom, a traditional African-American narrative made famous by such works as Frederick Douglass’s
Narrative
and Harriet Beecher Stowe’s
Uncle Tom’s Cabin
. How is Dunbar’s story an ironic, inverted version of the flight-to-freedom story? What is Dunbar trying to say about the status of African Americans in a society newly changed by slavery’s end?
(Hint: Cornelius is from the south. Washington D.C. is north. Does going north mean freedom for him? He must return south at the end—what does going south mean for him?)
.
Discussion Questions Identify the top three threats to the home.docxduketjoy27252
Discussion Questions:
Identify the top three threats to the homeland and describe why you chose those as the primary threats. Considering specific terrorist tactics that have been or could be used in the homeland, which do you consider to be the most intimidating and which do you see as the most likely to be used?
.
Discussion questions – Hurston
Zora Neal Hurston attended Howard University, then Barnard College, and studied anthropology while becoming a popular figure of the Harlem Renaissance. Her studies earned her a post-graduate fellowship to study Southern black folktales. These folktales become the basis for her fiction. During her life, Hurston’s writing, while popular with general audiences, was not well-received by critics, particular black literary reviewers who wanted her to focus more on racial inequality. After being wrongly accused of a crime, Hurston finished her career in poverty and obscurity. She has recently become an extremely important writer for her depictions of black women, particularly in the now-acclaimed
Their Eyes Were Watching God
(1937).
2. Hurston’s “How It Feels to Be Colored Me” is a modernist-style literary montage—a series of (loosely organized) images, impressions, memories, observations on experiencing life as a black woman. The montage is quite humorous since she often states that she doesn’t know what “colored” is. The montage can be broken down into a diverse set of themes. Find 1 passage for each theme:
a. earliest memories of life before she knew what “race” was
b. the idea of “race” is imposed on her by others
c. moments where she recognizes her racial identity emerging suddenly
d. she lives a life that is bigger than what “race” tells her she must be
Please use the Answer Sandwich method to answer each question. The passages you add to your answer should be around 2-4 sentences long. Please include a page reference.
Keep in mind that I may select any of these questions to be the upcoming quiz question. Also, I use these discussion questions to create the exams and the major paper assignment. So do your best on each question.
https://bucket-hozzify.storage.googleapis.com/wp-content/uploads/2021/02/08211149/Robert-S.-Levine_-Michael-A.-Elliott_-Sandra-M.-Gustafson_-Amy-Hungerford_-Mary-Loeffelholz-The-Norton-Anthology-of-American-Literature-Volumes-C-D-E-W.-W.-Norton-Company-2016.pdf
.
Discussion Questions Compare and contrast through a critical an.docxduketjoy27252
Discussion Questions
: Compare and contrast through a critical analysis of the following laws and strategies with an emphasis on how they enhance port maritime operations: Maritime Transportation Security Act of 2002, The SAFE Port Act, and The Small Vessel Security Strategy.
Response must be 400 words or more in APA style format.
.
Discussion questions (self evaluation)
Examine nursing roles that meet the emerging health needs of individuals, families, communities and populations.
Explore historical, legal, social, cultural, political, and economic forces that influence the client, nursing practice, and the health care system.
Evaluate strategies that can be used by public and community health nurses to improve the health status and eliminate health disparities of vulnerable populations.
Predict trends in lifestyles that will affect the health of communities and the future challenges for nursing.
Plan, analyze, implement and evaluate public health surveillance and outbreak investigation
Develop strategies to deliver nursing care in the preparedness, response, and recovery phases of disaster management.
Initial should have 400 words. Reference in APA format 7th edition.
.
Discussion QuestionReflecting on what you have learned abou.docxduketjoy27252
Discussion Question:
Reflecting on what you have learned about the social determinants of health, SDOH, how can nurses work collaboratively with physicians and other health care professionals to improve primary care, reduce overutilization and improve underutilization of healthcare services? Include in your response how fostering an environment of diversity and cultural awareness among healthcare providers builds a stronger healthcare team and improves care delivery to healthcare consumers.
Initial 400 words. Reference APA format 7th edition.
.
Discussion questionMotivation is the all-ensuing mechanism t.docxduketjoy27252
Discussion question
Motivation is the all-ensuing mechanism that determines how much and how well a student will learn. Treating it as strictly an internal mechanism, explain how learners; needs, goals, beliefs, interests, and emotions can influence their motivation to learn.
RESPOND TO THESE STUDENTS POSTS
Tashi post
Motivation is something that looks different in everyone. When we look at what motivates one person and assume we can teach based on that, we will not be successful in reaching all students. Looking at motivation strictly from an intrinsic lens, meaning a student’s needs, goals, beliefs, interests and emotions, teachers need many resources. I think that one of the biggest tools that teachers need is relationships. Understanding where a student’s motivation is coming from, or not coming from, can lead to engagement. For example, if a student’s basic needs are not being met, they will not be motivated to learn their math facts because they have greater needs. This is where the relationship and understanding of where students are at is so important for a teacher. They have the ability to create goals with these students. However, on the flip side, a student that knows they want to go to college may be motivated based on their goals for themselves and will engage because they want to do well and achieve a goal in the future.
Motivation can create opportunity as well as hinder progress. It is so important in education. A student’s belief in themselves can create these opportunities or hinder their progress as well. Understanding how a teacher can use motivation through an intrinsic lens can help all students in their class.
Jasmine post
Motivation is defined as the processes that initiate, direct, and sustain behavior. Motivated students put out more effort, persist longer, learn more, and score higher on tests (Lazowski & Hulleman, 2016). Intrinsic motivation is the natural human tendency to seek out and conquer challenges as we pursue personal interests and exercise our capabilities. When we are intrinsically motivated, we do not need incentives or punishments, because the activity itself is satisfying and rewarding (Anderman & Anderman, 2014; Deci & Ryan, 2002; Reiss, 2004). When I think of intrinsic motivation I don't associate it with younger children as much as I would with older children. I can relate to intrinsic motivation myself because just learning something new motivates me to learn more. Also, seeing those A's and B's keeps me wanting to learn more. I feel the more I learn the more I'll be able to teach someone in the future. That is motivation enough for me to keep going. The students I currently work with get excited when they are able to identify numbers and letters and this motivates them to keep learning. You can see the excitement on their faces when they answer something correctly.
.
Discussion QuestionHow much, if any, action on ergonomics in th.docxduketjoy27252
Discussion Question:
How much, if any, action on ergonomics in the work-place should rely on the voluntary actions of employers (as favored by George W. Bush) and how much should be mandatory on the part of managements. Explain.
Read the following:
Chapter 9 – Institutional Issues under Collective Bargaining
Chapter 10 – Administrative Issues under Collective Bargaining
Chapter Summaries
Chapter 9 – Institutional Issues under Collective Bargaining
The rights and duties of the employers, employees, and unions are the institutional issues of collective bargaining. On occasion, they can be more troublesome than the economic questions involved with wages and benefits. Some of the longest and most bitter strikes have resulted from conflict over the institutional questions of labor relations.
One of the most controversial issues is union membership as a condition of employment. Labor organizations seeking greater security have negotiated a number of compulsory union membership devices, the most common being the union shop. The closed shop, maintenance-of-membership arrangement, agency shop, and the preferential shop are other security measures that appear less frequently. The growth of the union shop is best explained by the Taft-Hartley prohibition of the closed shop in firms engaged in interstate commerce. The goal of each of these measures is to establish and maintain the institutional security of the union. Such devices are present in about 82 percent of today’s collective bargaining contracts.
There are elements of morality, labor relations stability, and power in this area. Union security may provide stability in industrial relations, but is it moral to compel a worker to join a union? Are these ideological and philosophical issues a mere disguise for the real goal, increased power and influence? Some twenty-two states now have legislation that bans any form of compulsory union membership. These “right-to-work” laws are formidable obstacles in the path of union institutional security. Although Congress has preemptive power in the field of interstate commerce, this state legislation is likely to be allowed to stand.
More than 95 percent of current contracts contain a checkoff procedure by which the employer collects union dues, and often other fees, by deduction from the worker’s paycheck. The advantage to the union is a savings of time and money. The checkoff also can benefit the employer, which explains why it is not a crucial issue of negotiation. Taft-Hartley requires the written authorization of the employee for such an arrangement, which is irrevocable for one year, or the duration of the contract, whichever is shorter. Usually the individual has an annual opportunity to rescind his authorization. If he or she does not, the checkoff remains in force for another year.
The obligations of the union are typically set down in one or more provisions of the contract. The most important is a pledge by the union not to strik.
Discussion QuestionConsider a popular supplement you andor y.docxduketjoy27252
Discussion Question:
Consider a popular supplement you and/or your family and friends take.
Can you think of a supplement that is commonly taken that could easily be replaced by eating more of a certain food or type of foods?
Is there a population group that would find it more difficult to get the recommended amount of vitamins and minerals through diet changes?
.
Discussion QuestionDiscuss opportunities for innovation and en.docxduketjoy27252
Discussion Question
Discuss opportunities for innovation and entrepreneurship in emerging global markets, particularly those with a growing middle class, or those where harsh economic conditions dictate the need for innovation if basic human needs are to be met.
What steps must be taken to encourage innovation in these markets?
Will the same incentives and techniques be effective in all emerging markets?
What can be done in instances where government does not encourage or is even hostile to entrepreneurship?
Design and present a list of talking points you might use when you meet with industry and government leaders in one of these markets as you attempt to build a creative mind-set among local civic leaders, businesses, and citizens.
The final paragraph (three or four sentences) of your initial post should summarize the one or two key points that you are making in your initial response.
Your posting should be about 1 page (400 to 500 words) in length.
.
Discussion Question(s)Im interested in the role of women-- in t.docxduketjoy27252
Discussion Question(s)
I'm interested in the role of women-- in the colonial family, in colonial society, etc. Based on what you've read in the book (and in lecture), how much power do you think women had in colonial Latin America? what kind of control were they able to exert? (keep in mind two things: the patriarchal system, and the fact that patriarchy does not equal one-sided dominance.)
Lecture 9
Your author for this course, Burkholder (et. al.)*, states from the outset of the chapter we are reading this week that the Family is the foundation of colonial society (p. 216). That is a bold statement, especially since so much of colonial Latin America is built on violence, religion, labor, and the construction of Spanish political structures once Spaniards started settling in the Americas. However, he states it more clearly than I can when he says, "while race, wealth, occupation, and gender all helped to identify an individual's position in the social structure,
these elements were usually evaluated in the framework of a broadly defined family
" (p. 216).
Think about some of the issues that we talked about last week concerning race (which I know is still fresh in your mind!). Among the issues that the lecture, the reading, and all the rest of us in this class discussed was how race was a bit more slippery than we usually think about it in the United States (this of course does not make it any less harmful, just different). Nonetheless, if we think about all the moves that some people were able to make racially-- up or down the ladder/hierarchy, depending on the situation-- a lot of those moves were not only based on the ideology of the family, but they were also decided on those terms as well. In other words, the ideology of the family helped organize colonial Latin American societies-- not just husband, wife, kids, grandparents, etc. Families were more than blood relations, but rather a collective of biological and fictive relationships that offer a means for people navigate colonial society both economically and politically.
Family meant a lot of different things, but most of all, it is important to remember that being a member of a family was certainly about marriage and blood relations, but it was also kind of like being a member of a "crew" (is that a word that people use these days? Yes? No? I'm a little old, so maybe there is a new word). Anyway, marriages, parentage, god-parentage, and even simply being close enough to a family to be considered part of it almost always had political implications. Like I said, it was how people made their moves.
Let's take marriage as an example. Because the population of colonial Latin America was diverse from the beginning (marriages or coupling between native folks and Spaniards in the early years of conquest and settlement started the ball rolling on a rather mixed population), people in different
castas,
(or "racial castes"-- people who were of mixed descent/race) would use marria.
Discussion Question(s)Why do you think that Native Allies and Af.docxduketjoy27252
Discussion Question(s)
Why do you think that Native Allies and African Conquistadors were not mentioned in European accounts of the conquest? Do you think it was intentional or unintentional? Why?
Portrayals of Malintzin have been unfair to her, historically. My question is this: why do you think the stories have been so unfair to her, while Cortes and other conquistadors are either rewarded or ignored for actually carrying out the conquest?
How do your readings connect to either of these questions?
Lecture 3- Steamrolling?
"Malintzin was the indigenous woman who translated for Hernando Cortés in his dealings with the Aztec emperor Moctezuma in the days of 1519 to 1521. "Malintzin," at least, was what the Indians called her. The Spanish called her doña Marina, and she has become known to posterity as La Malinche. As Malinche, she has long been regarded as a traitor to her people, a dangerously sexy, scheming woman who gave Cortés whatever he wanted out of her own self-interest.
The life of the real woman, however, was much more complicated. She was sold into slavery as a child, and eventually given away to the Spanish as a concubine and cook. If she managed to make something more out of her life--and she did--it is difficult to say at what point she did wrong."
Actually, that is a good question: what did she do wrong? Not much, it turns out-- having been sold by her family, and again by the subsequent owners, exactly what kind of loyalty was she supposed to have? Who was it that she was supposed to not "sell out?" No one, it turns out. Historians today know that she was doing her best to stay alive, and make a life for herself, and given her situation and life experiences, it is hard to expect anything more.
For me, at least, this raises a simple question: why are people in such a hurry to blame Malintzin for the conquest, when, in fact, they should be blaming the Spanish? Why did the blame shift to her, instead of where it should have been-- on Cortes and his men? Just curious.
The Indigenous Allies:
Check out this Prezi presentation! Short and sweet! Think about it alongside your readings! (Links to an external site.)
ñ
Spanish, Slavery, and Encomiendas (Early Colonial Period)
In U.S. History, people debate quite a lot about the plight of Native Americans. Some people believe that Native Americans were given a chance to be a part of the developing American culture, others say they were not. Still others, citing the diminishing numbers of Native Americans and the active role that the U.S. government and its white citizens took in killing and displacing Native Americans, call it genocide. In Latin America, it is a little more complicated.
The removal, displacement, and murder of Native Americans is undeniable in U.S. history, but such actions did not take place in Mexico, or other parts of Latin America, at least not on the same scale. The reason for this is that the goals of the British and the Spanish were different wh.
Discussion Question(This post must be at least 200 words.)What d.docxduketjoy27252
Discussion Question(This post must be at least 200 words.)
What do you think of the tone of "Orders Given to the Twelve"? What
was
the tone? Do you think it is appropriate for the kind of document it is, given when it was written, and why it was written? Why or why not? How does that contrast to the tone in the second document (The Holy Men Respond...)?
Lecture, Week 4
Lecture------
Here is an excerpt from a historian (Camille Townsend) who talks about some of the myths surrounding Cortes's arrival in Mexico (keep an eye out for what I put in bold):
"In 1552, Francisco López De Gómara, who had been
chaplain
and secretary to Hernando Cortes while he lived out his old age in Spain, published an account of the conquest of Mexico. López de Gómara himself had never been to the New World, but he could envision it nonetheless. "Many [Indians] came to gape at the strange men, now so famous, and at their attire, arms and horses, and they said,
'These men are gods!' "
The
chaplain
was one of the first to claim in print that the Mexicans had believed the conquistadors to be divine. Among the welter of statements made in the Old World about inhabitants of the New, this one found particular resonance. It was repeated with enthusiasm, and soon a specific version gained credence: the Mexicans had apparently believed in a god named Quetzalcoatl, who long ago had disappeared in the east, promising to return from that direction on a certain date. In an extraordinary coincidence, Cortes appeared off the coast in that very year and was mistaken for Quetzalcoatl by the devout Indians."
Of course, Townsend continues by saying that no educated person really believes this story. In fact, it was largely fabricated by a chaplain who had never been to the Americas, but rather was taking care of Cortes in Spain during his last years.
Much has been made about the role of the church during the early years of the conquest, and I think that much of what has been written in recent years has been fair, even if they have been criticizing the church for many years. The truth is, the Catholic church (or its representatives back in the colonial period in Latin America) were quite rough on the indigenous people throughout Latin America, calling it a "spiritual conquest."
You will also remember from last week's lecture, when we talked about the ways in which encomiendas were being used, and how Antonio de Montesinos basically called out all of the
encomenderos
and called them bad Christians for not preaching to them while they were essentially enslaving indigenous folks on the land that the Spanish crown granted them.
I bring up this point because it is often forgotten that the military conquest and the "spiritual conquest" of Latin America go hand in hand.
A few years ago, Pope Francis admitted as much (not quite), when he apologized for all of the things that the Catholic Church and its representatives did to the indigenous people in Latin America durin.
Discussion Question(s)What were the colonial misgivings about m.docxduketjoy27252
Discussion Question(s)
What were the colonial misgivings about "monarchy-wide
cortes
in February of 1810 (p. 350). What do you think of the relationship between the monarchy (or the Central Junta) and the colonials in Spanish America? Do you think that the
criollos
were waiting for independence the whole time? Why or why not?
Lecture 13
Over the last two weeks, we talked about the Caroline and Bourbon Reforms in Spanish America, and I am sure that after reading Chapters 9 and 10, you feel like movements for Independence in colonial Latin America were only days away from happening (maybe only a week, since I post these on Sunday). But no!
As upset as the
criollos
might have been by the dramatic economic and political changes that occurred (not the least of which the fact that the power that they had worked for generations to gain was being taken away by
peninsulares
), the
criollos
still remained loyal to the Spanish Crown. Independence was certainly something that was whispered about in dark corners, but only by the bold, and perhaps the stupid. If we start during this era of Independence in the Americas, we
have
to start with the American Revolution--
Hey-- I'm not happy about it either (this is
Latin American History
darn it!)!
But the American Revolution was the first war for independence in the Americas, so it certainly played an important role.
Kind of.
I mean, your book is kind of right-- the French Revolution definitely played a much bigger role, but keep in mind:
1) The American Revolution was fought from around 1775 to about 1783
2) The French Revolution was fought from 1789 through the 1790s.
Just because the American Revolution was first does not mean that it had a bigger influence than the French (it did NOT). However, keep in mind that the movements for independence throughout Latin America were just as much about ideas as they were about economics-- ok, they were
almost
as much about ideas as economics-- and thus, knowing that there was a neighbor to the north that was able to shrug off colonial power certainly had a psychological effect, if not quite a political one.
The truth is, the eventual movements of independence throughout Latin America was really a combination of things, but one of the largest factors was
time--
time was needed for these ideas to sink in, and time was needed for things to totally unravel in Europe.
And it really did start with the French Revolution, and Napoleon's rise to power:
No, not that Napoleon, THIS Napoleon:
Also happening in the late 18th century (the late 1700s) was the Haitian Revolution, which, if the world wasn't turned upside down already, it definitely was by then. Check out the generally informative Powerpoint I put together about the Haitian Revolution (via your email), and connect it to your text.
Freedom was happening everywhere, and it was happening in many different ways (and in Spain, it was happening largely in the context of Napoleon's at.
Discussion Question(s)The reading for this week was a grab bag o.docxduketjoy27252
Discussion Question(s)
The reading for this week was a grab bag of different perspectives on life under colonial rule, or "living in an empire." They talked about the city and the countryside, religious life and secular life, popular culture, education, and intellectual development, and so on. Which of these sections struck you as being most interesting? Which struck you as being most important for the study of colonial (and perhaps modern!) Latin America? Why?
Lecture 10
What does it mean to live in an empire?
No, that's probably not what you were thinking. Instead, were you thinking something like this?
Maybe. Star Wars, for people who might not know (I don't know what college students are into these days), looks like a simple tale of good against evil. The evil empire fighting against a scrappy band of rebels intent on overthrowing their evil masters. In a sense, this might be the way that you see colonial Latin America, too-- the evil Spanish against the good indigenous people of the Americas. I wouldn't blame you, either-- after weeks of learning about the conquest, encomiendas, the mita system (under the Spanish) and the doings of the Catholic church (especially during the conquest), it would be easy to think of the Spanish empire (or the Spanish) as evil. In fact, I don't think I am going to try and convince you otherwise.
However, it might be worth remembering that we are looking at this history right now, in 2015-- not in the period itself. Therefore, whereas today you might think of the Spanish as evil, as time passed during the colonial era in Latin America, for the poor, the castas, and yes the indigenous folks, the Spanish and the Spanish colonial system was simply a way of life. It was something that they lived with, adjusted to, and yes, even sometimes rebelled against (locally, of course, not on a large scale. That happens later).
Therefore, to stretch the Star Wars metaphor even further (yikes), I would say that even though most of you might think of Spanish colonialism like this--
-- it is more likely that it was much more like this:
In other words, we can all agree that in hindsight that colonial Latin America was oppressive, but for most people, instead of plotting rebellion in their basements or back rooms, most people just tried to find a way to survive in the middle of it all, and make the best life they could for themselves despite the horrible conditions. So we can think about how nice and pure life would have been without the invasion of the Spanish, but since that was a luxury that the poor, the castas, and the indigenous people living in colonial Latin America did not have, we might instead think about the ways in which colonial society forced adjustments upon how various groups of people lived, as the colonial empire itself expanded and became more and more complex.
Spain asserted its control through urban planning. Cities were laid out in grids, centered on the most important government buil.
Discussion Question(s)Could Latin American reactions to the Bour.docxduketjoy27252
Discussion Question(s)
Could Latin American reactions to the Bourbon (Caroline era) Reforms be attributed to intellectual change (Enlightenment), religious changes (expulsion of the Jesuits, for instance), economic change (taxes), or political change (taking criollos off their prestigious jobs and replacing them with Peninsulars)? Was it any one of these specifically? All of them? (and if you are going to say "all of them," do you think one might have had more influence than the others?) Why?
Lecture 12
This is where things start to get serious, because Spain isn't playing around anymore. Yes, we are still talking about the Bourbon Reforms- but more specifically, the Caroline Reforms (which happened during the reign of King Charles III, from 1759-1788). The reason that this is so important is because there was a lot of stuff happening during this period: rebellions, revolts, the expulsion of the Jesuits (a specific Catholic order of priests) from Spanish America and Spain, and perhaps most of all, more political reorganization.
But the question is the same as it was last week: why? Well, as we noted last week, there were a lot of conflicts in which Spain had found itself on the wrong side. Take, for example, The Seven Years' War: this particular war is known these days as the first true World War, but for a long time it was called the French and Indian War.
Oooh!!!!--- why was it called the "French and Indian War"? Because the people who named it that (British and British colonists in North America) believed that the world revolved around them. "we are fighting the French and the Indians-- let's call it the French and Indian War!" Of course, when you call it that you are ignoring the fact that it wasn't just the French, Indians, and British fighting one another. In fact, here is who was fighting:
1) France
2) Native Americans (on both sides in North America)
3) Britain
4) Saxony
5) Sweden
6) Russia
7) Prussia (basically Germany)
8) Hanover (basically more Germany)
9) Spain (later)
10) Portugal (later)
And this war (the fighting), with all these people involved, took place in:
1) Europe
2) Africa
3) North America
4) Philippines
5) India
6) Central America
The war was happening everywhere, it seems. And yet, people in the United States called it The French and Indian War. Dorks. I kind of want to tell the British and their colonists in North America this:
But that's why they called it the French and Indian War for so long.
In any case, Spain-- as noted above-- came late to the party, and joined the war on the French side in 1762.
As you might have predicted, this did not go well. France lost, but more importantly for our purposes, Spain lost by extension. And they lost big! First and foremost, they lost Cuba (albeit temporarily), they lost Florida-- gone forever in the Spanish empire (however, considering what it turned into in the 21st century,
maybe they dodged a bullet (this link is not for the faint of heart.
Discussion Question(s)Clearly there is potential for major probl.docxduketjoy27252
Discussion Question(s)
Clearly there is potential for major problems as the Bourbon Reforms are enacted over much of the 18th century. What were those problems? In what way do you think the Spanish crown could have lessened the pain of these reforms while still maintaining control over the Spanish colonies? Or was there no hope? (and if there was no hope, why do you say that?)
Lecture 11
Wen I was a young undergraduate (at a community college in southern California that will remain nameless-- I will give you all one guess in our discussion forum), I remember the week that my class was to discuss The Bourbon Reforms.
Sadly, it was not about what I was hoping.
Sigh.
Nonetheless, I remember being really interested in what was happening, because it was at this point in the class that I started to see the long chain of events that led to independence throughout most Latin American countries.
See, before I learned about the Bourbon Reforms, I was under the impression that the Independence movements (and wars) in Latin America happened from the bottom-up, which is to say that I thought they were led by Mestizos, Castas, and indigenous folks. For example, think of Mexico: Father Hidalgo, a priest and a champion of the peasant classes in New Spain (Mexico), he brings all these different people together-- people who have been stepped on for too long by colonial powers, and he issues "El Grito,", which was a unified cry of the underrepresented people for independence! Together, they would finally throw off the yoke of Spanish oppression and lead their own country to INDEPENDENCE! Yaaaaaayyyyy!
Sadly, it didn't happen like that.
Yes, Father Hidalgo did issue "El Grito de Dolores," but the conditions that led to the independence movement in New Spain (and the changing of its name to Mexico) didn't hit the peasants the hardest (the peasants were already being hit pretty hard), and the Independence movement was not led by peasants, the working classes, nor the indigenous people-- even if they did spark it. In fact, some say that Father Hidalgo and the people following him didn't want independence...they just wanted a better king.
But let's save that disappointment for later.
See, when I took that class and learned what the Bourbon Reforms were, I started to understand why independence happened throughout much of Latin America in the early 19th century (1800s).
The Bourbon Reforms (and the Caroline Reforms within them) were a set of political, economic, and administrative changes that came from Spain.
Now, speaking quite generally, one of the biggest changes was one that happened gradually, then suddenly: the termination of the sale of
audiencia
positions. See, up until this point, much of Spanish Latin America operated on that old saying that I have brought up a few times, "
obedezco pero no cumplo
", which roughly translated means, "I obey but I do not comply." (you may have a better translation-- give it a shot in the forum!)
.
Discussion Question Week #1· Discover which agencies, in.docxduketjoy27252
Discussion Question Week #1
· Discover which agencies, in your state, are responsible for public health of citizens.
· Research if there are centralized or decentralized management of state responsibilities?
· Determine minimum 3 key indicators of health.
· Review the agency sites and upload the links to the Moodleroom, week #1
· Be prepared to discuss in class, week #2
STATE IS FLORIDA!!
.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Normal Labour/ Stages of Labour/ Mechanism of Labour
Discussion 1Read Resolving Ethical Business Challenges” in Chap.docx
1. Discussion 1
Read “Resolving Ethical Business Challenges” in Chapter 2 of
your text, and then address the following points. Support your
response with evidence from the text.
· What are the ethical and legal issues at stake in the scenario?
· What are Karl’s options?
· Discuss the acceptability and commercial use of sex, violence,
and gambling in the United States.
· Is marketing sex, violence, and gambling acceptable in other
countries if these things do not conflict with local cultures?
Discussion 2
In Discussion 1 you read “Resolving Ethical Business
Challenges” in Chapter 2 of your text and examined Karl’s
scenario. Referencing that scenario as an example, analyze the
relationship between business ethics and personal ethics.
In your response, share an example either from your own
professional experience or from a scholarly source that
highlights the relationship between personal ethics and business
ethics and application to business decision-making.
Discussion 3
Read “Resolving Ethical Business Challenges” in Chapter 4 of
your text, and then address the following points. Support your
response with evidence from the text.
· Identify the ethical and legal issues of which Albert needs to
be aware.
· Discuss the advantages and disadvantages of each decision
that Albert could make and has made.
· Identify the pressures that have brought about these issues.
Discussion 4
Analyze how the process of establishing a stakeholder
orientation impacts business ethics and social responsibility by
completing the following:
· Describing a stakeholder orientation.
2. · Illustrating the effect a stakeholder orientation has on business
ethics and social responsibility.
· Discussing how a stakeholder orientation affects honesty and
fairness.
Support your response by citing evidence from the textbook.
Discussion 5
Blue Jean Waste
Watch this Video “Blue jean waste”. Describe your reaction to
this video and how you would respond if you were a leader of
one of the corporations involved. In your journal entry consider
the following:
· How do your personal ethical values and principles drive your
reaction?
· What are the implications to stakeholder relationships and
social responsibility?
· Do you believe the corporations involved reacted
appropriately? Why or why not?
· How could regulatory measures prevent this from occurring
again in the future?
Discussion 6
Read “Resolving Ethical Business Challenges” in Chapter 6 of
your text, and then address the following points. Support your
response with evidence from the text.
· Discuss the advantages and disadvantages of each decision
that Elaine has made.
· What are the ethical and legal considerations facing Elaine,
Dennis, and UBC?
· Discuss the moral philosophies that may be relevant to this
situation.
· Discuss the implications of each decision that Elaine could
make.
Discussion 7
An employee working in customer service at a large company
3. arrives at her desk and finds a package from a customer she
recently spoke with. Inside is a gift card for $50 to an expensive
restaurant to thank her for her assistance, which ultimately
saved the customer money. She remembers that the company has
a code of conduct policy against accepting gifts from customers,
but she thinks that it may only pertain to gifts of a larger
amount. Unsure what to do, she reaches out to a leader in the
department for insight.
In your discussion post complete the following:
· Choose a stage from the Kohlberg Model and construct an
email response from the business leader in response to this
dilemma. Make sure the response reflects the characteristics of
the chosen stage from the Kohlberg model.
· After composing the email, predict how that leader’s approach
to business ethics might impact the organizational culture.
· Describe how the leader’s decision and advice to you
regarding this issue might change over time.
Discussion 8
Friends of Angelo
Watch the “Countrywide financial fraud” video. Describe how
leadership impacted ethical decisions in Countrywide Financial,
particularly in reference to the “Friends of Angelo” program.
What are the societal and stakeholder implications?
Discussion 9
Read “Resolving Ethical Business Challenges” in Chapter 7 of
your text, and then address the following points. Support your
response with evidence from the text.
· Identify the ethical and legal issues of which Gerard needs to
be aware.
· Discuss the advantages and disadvantages of each decision
Gerard has made and could make.
· Discuss the issues of accounting firms going into the financial
services market.
4. · Discuss the types of groups that are influencing Gerard.
Discussion 10
Listen to a podcast of Linda Thomsen, former director of
enforcement at the Securities and Exchange: “How Sarbanes-
Oxley Has Affected Corporate Culture”.
Discuss how the Sarbanes–Oxley Act has changed corporate
culture. A transcript of the podcast is also available through the
URL.
Expand on how the Sarbanes–Oxley Act impacts organizational
culture and why federal oversight like this is needed.
Additionally, Linda Thomsen mentions in the podcast that she
expects further misconduct to occur. Why do you think this type
of misconduct continues despite these regulatory laws?
_____________________________________________________
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_____________________________________________________
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Report Information from ProQuest
October 24 2014 10:10
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COLUMBIA SOUTHERN UNIVERSITY LIBRARY
Table of contents
PLEASE RIGHT CLICK HERE AND SELECT "Update Field"
TO UPDATE TABLE OF CONTENTS.
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Document 1 of 1
Prevention Through Design
Author: Manuele, Fred A
ProQuest document link
Abstract: The long-term impact of NIOSH's Prevention Through
Design (PtD) initiative is transformative. The goal of this
initiative, founded on the need to create a sustainable national
strategy for prevention through design, is to reduce the risk of
occupational injury and illness by integrating decisions
affecting safety and health in all stages of the design process.
This article provides guidance on incorporating decisions
pertaining to occupational risks into the design and redesign
processes, including consideration of the life cycle of facilities,
materials, equipment and processes. Many organizations do not
have design or technical staffs to fulfill the highlighted
responsibilities. For many hazards and their associated risks,
knowledge gained by management personnel, design engineers
and safety professionals through education and experience will
lead to proper conclusions on how to attain an acceptable risk
level without bringing teams of people together for discussion.
Full text: Headnote
Addressing occupational risks in the design and redesign
processes
Headnote
Abstract: Thanks to NIOSH's Prevention Through Design (PtD)
10. initiative, a fundamental shift could occur in the practice of
safety that would place greater emphasis on the higher and more
effective decision levels in the hierarchy of controls. Since
hazards analyses and risk assessments are the core of the PtD
concept, the impact on the knowledge needs of SH&E
practitioners will be significant. This article provides guidelines
addressing those needs.
TRANSFORMATIVE. That's what some have suggested could
be the long-term impact of NIOSH's Prevention Through Design
(PtD) initiative. Some believe it will lead to a fundamental shift
in the practice of safety resulting in greater emphasis being
given to the higher and more effective decision-making levels in
the hierarchy of controls.
The goal of this initiative, founded on the need to "create a
sustainable national strategy for prevention through design," is
to "reduce the risk of occupational injury and illness by
integrating decisions affecting safety and health in all stages of
the design process." To move toward fulfillment of this mission,
John Howard, M.D., 2002-08 director of NIOSH, said, "One
important area of emphasis will be to examine ways to create a
demand for graduates of business, architecture and engineering
schools to have basic knowledge in occupational health and
safety principles and concepts."
The PtD initiative is based on the premise that "one of the best
ways to prevent and control occupational injuries, illnesses and
fatalities is to design out or minimize hazards and risks early in
the design process" (NIOSH). Notice that this definition limits
activity to "early in the design process." At a July 2007
workshop that brought key PtD stakeholders together, many
participants called for the concept to be extended to include
redesign activities, much as the following definition does:
PtD: Addressing occupational safety and health needs in the
design and redesign processes to prevent or minimize the work-
related hazards and risks associated with the construction,
manufacture, use, maintenance and disposal of facilities,
materials, equipment and processes.
11. Enthusiasm for additional knowledge of PtD principles and
practices was significant. Several workshop attendees said it
would be helpful if a regulation or a standard were available
that sets forth the principles and the methodologies to address
hazards and risks in the design and redesign processes. The
probability that OSHA could promulgate a regulation or a
standard on PtD is unlikely at this time. It is more probable that
an ANSI standard could be developed and approved, but that
could take several years. For example, ANSI/AIHA ZlO2005
was published 6 years after the secretariat received ANSI
approval to begin its work.
Let's assume that the NIOSH initiative, which is a several-year
undertaking, is successful. Since hazards analyses and risk
assessments are the core of the PtD concept, the impact on the
knowledge needs of SH&E practitioners will be significant. As
a primer, this article provides guidelines for addressing those
needs.
At all levels-management, engineers, safety professionals-it
must also be understood that safety standards and guidelines
now include more provisions for addressing hazards and risks in
the design and redesign processes. Examples of such standards
and guidelines include the following:
* ANSI/ASSE Z241.1-2003, Control of Hazardous Energy:
Lockout /Tagout and Alternative Methods (ASSE, 2003).
* ANSI/AIHA Z10-2005, Occupational Health and Safety
Management Systems (ANSI/AIHA, 2005).
* ANSI/PMMI B155.1-2006, Safety Requirements for Packaging
Machinery and Packaging-Related Converting Machinery
(ANSI/PMMI, 2006).
* ANSI/RIA R15.06-1999, American National Standard for
Industrial Robots and Robot Systems: Safety Requirements
(Robotics Industries Association, 1999).
* Aviation Ground Operation Safety Handbook (6th ed.) (NSC,
2007).
* B11.TR3, Risk Assessment and Reduction: A Guideline to
Estimate, Evaluate and Reduce Risks Associated With Machine
12. Tools (ANSI /AMT, 2000).
* CSA Z1000-06, Occupational Health and Safety Management
(Canadian Standards Association, 2006).
* ISO 14121, Safety of Machinery: Principles for Risk
Assessment (ISO, 1999).
* ISO 12100-1, Safety of Machinery: Basic Concepts, General
Principles for Design - Part 1 (ISO, 2003).
* SEMI S2-0706, Environmental, Health and Safety Guideline
for Semiconductor Manufacturing Equipment (SEMI, 2006).
* SEMI S10-1103, Safety Guideline for Risk Assessment and
Risk Evaluation Process (SEMI, 2003).
Promoting the acquisition of knowledge of safety through
design/PtD concepts is also in concert with ASSE's position
paper on designing for safety. The opening paragraph of that
document states.
Designing for safety (DFS) is a principle for design planning
for new facilities, equipment and operations (public and private)
to conserve human and natural resources and, thereby, protect
people, property and the environment. DFS advocates
systematic process to ensure state-ofthe-art engineering and
management principles are used and incorporated into the
design of facilities and overall operations to ensure safety and
health of workers, as well as protection of the environment and
compliance with current codes and standards (ASSE, 1994).
Scope &Purpose
This article provides guidance on incorporating decisions
pertaining to occupational risks into the design and redesign
processes, including consideration of the life cycle of facilities,
materials, equipment and processes. The goals of applying PtD
principles are to:
* achieve safety, which is defined as that state for which the
risks are acceptable and tolerable in the setting being
considered;
* minimize the occurrence of occupational injuries, illnesses
and fatalities.
Since this article is prompted by a NIOSH initiative and since
13. NIOSH is exclusively an occupational safety and health entity,
the scope of this article relates principally to the elimination,
reduction or control of occupational risks. However, one cannot
ignore the fact that the events or exposures which could result
in occupational injuries and illnesses can also damage property
and the environment, and interrupt business; those additional
loss potentials are referred to in several places. In addition, the
definition of safety through design - a broader definition than
that of PtD - is included in the list of definitions (see sidebar on
p. 30).
Application
While these guidelines are applicable to all occupational
settings, the focus is on providing assistance to managers,
design engineers and safety professionals in smaller
organizations (i.e., 1,000 or fewer employees). These guidelines
apply to the three major timeframes in the practice of safety:
1) preoperational, in the design process, where the opportunities
are greatest and the costs are lower for hazard and risk
avoidance, elimination or control;
2) operational mode, where hazards are to be eliminated or
controlled and risks reduced before their potentials are realized
and hazards-related incidents or exposures
3) postincident, as hazards-related incidents and exposures are
investigated to determine causal factors and necessary risk-
reduction measures.
Responsibility
Location management must provide the leadership to institute
and maintain a policy and procedures affecting the design and
redesign processes through which several goals are
accomplished:
* Hazards are identified and analyzed.
* Risks deriving from the identified hazards are assessed and
prioritized.
* Risks are reduced to an acceptable level through the
application of the hierarchy of controls (see discussion starting
on p. 37).
14. These methods are to be applied when new facilities, equipment
and processes are acquired; when existing facilities, equipment
and processes are altered; and when incidents are investigated.
All who have design responsibilities, as well as the operations
personnel who will be affected and SH&E professionals should
be involved in the decision-making process. In executing these
responsibilities, management may:
* designate qualified in-house personnel to identify and analyze
hazards, and assess the risks deriving from them for operations
in place;
* employ independent consultants with hazard identification
/analysis and risk assessment capabilities to assist with respect
to operations in place and in the acquisition of new facilities,
equipment, matenais or processes,
* enter into arrangements with suppliers of newly acquired
facilities, equipment, materials or processes to fulfill these
responsibilities.
Relationships With Suppliers
Many organizations do not have design or technical staffs to
fulfill the highlighted responsibilities. Thus, to avoid bringing
hazards and risks into the workplace when new facilities,
equipment, materials and processes are considered, and to
ensure that hazards and risks are properly addressed when
existing operations are altered, location management should
take the following steps:
1) Establish design specifications and objectives.
2) Have an in-depth dialogue with suppliers and contractors on
the expected use of the facilities, equipment and processes.
3) Include specifications to minimize bringing hazards and their
related risks into the workplace in purchasing agreements and
contracts for services.
4) Ask suppliers of services to attest that processes have been
applied to identify and analyze hazards and to reduce the risks
deriving from those hazards to an acceptable level. [There is
precedent for having suppliers attest that risk analyses have
been completed. Manufacturers of equipment to be used in the
15. European Union are required by International Organization for
Standardization (ISO standards to certify that they have met
applicable standards, including ISO 12100-1 and ISO 14121.]
5) Arrange for staff members (e.g., design engineers, SH&E
professionals, maintenance personnel) to visit the supplier of
equipment that the staff may consider hazardous, or for which
design specifications have been provided to the supplier, before
the equipment is shipped to ensure that safety needs have been
met.
6) Require that a test run of the equipment is conducted during
that visit.
7) Have an additional validation test performed after the
equipment has been installed during which safety personnel or
others sign off indicating that safety needs have been met.
Conducting Hazards Analyses &Risk Assessments
For many hazards and their associated risks, knowledge gained
by management personnel, design engineers and safety
professionals through education and experience will lead to
proper conclusions on how to attain an acceptable risk level
without bringing teams of people together for discussion. For
more complex risk situations, however, it is vital to seek the
counsel of experienced personnel at all levels who are close to
the work or process. Reaching group consensus is a highly
desirable goal. Sometimes, for what an SH&E professional
considers obvious, achieving consensus is still desirable so that
buy-in is obtained for the actions to be taken.
The goal of the risk assessment process, and the subsequent
remediation actions, is to achieve acceptable risk levels. The
risk assessment and remediation processes are not complete
until acceptable risk levels are achieved. Other published
standards or guidelines will be considered in the application of
these guidelines.
However, applying existing standards may or may not attain
acceptable risk levels. Standards offer only minimum
requirements or may not contain provisions relating to the
hazards in a given situation. Also, as they age, standards may
16. become obsolete and inadequate in relation to more recently
developed knowledge.
For example, designing lockout/ tagout (LOTO) systems that
meet all requirements of the National Electric Code, OSHA
standards and ANSI/ ASSE Z244.1-2003 may still result in
unacceptable risk levels. In the analyses of electrocutions, one
causal factor often found is that the LOTO station was
inconveniently placed (e.g., 200 ft away, on the floor above),
resulting in errorprovocative and error-inviting situations. The
standards cited do not require that LOTO stations be placed
conveniently in the areas where the work is being performed.
A supplementary document to SEMI S2-0706 is titled "Related
Information 1: Equipment/Product Safety Program." This
document supports the premise that sometimes one must go
beyond issued safety standards in the design process.
Compliance with design-based safety standards does not
necessarily ensure adequate safety in complex or state-of-the-art
systems. It often is necessary to perform hazard analyses to
identify hazards that are specific with the system, and develop
hazard control measures that adequately control the associated
risks beyond those that are covered in existing design-based
standards (SEMI, 2006).
Although participants in the hazard analysis and risk assessment
process will refer to existing standards as resources, the primary
goal is to attain acceptable risk levels. A general guide on how
to conduct a hazard analysis and how to extend the process into
a risk assessment is offered in the following discussion.
Whatever the simplicity or complexity of the hazard /risk
situation, and whatever analysis method is used (there are
many), the thought and action process outlined here is
applicable.
Hazard Analysis &Risk Assessment Process
Although the focus is on eliminating, reducing and controlling
occupational risks, as noted, this process is equally applicable
in avoiding injury to the public, property and environmental
damage, business interruption and product liability.
17. Establish Analysis Parameters
Select a manageable task, system, process or product to be
analyzed, and establish its boundaries and operating phase (e.g.,
standard operation, maintenance, startup). Define its interface
with other tasks or systems, if appropriate. Determine the scope
of the analysis in terms of what can be harmed or damaged -
people (employees, the public); property; equipment;
productivity; the environment.
Identify the Hazards
A frame of thinking should be adopted that gets to the bases of
causal factors, which are hazards. These questions would be
asked: What aspects of technology or activity produce risk?
What characteristics of things (equipment, dusts) or the actions
or inactions of people present a potential for harm? Depending
on the complexity of the hazardous situation, some or all of the
following may apply:
* Use intuitive engineering and operational sense. This is
paramount throughout.
* Examine system specifications and expectations.
* Review relevant codes, regulations and consensus standards.
* Interview current or intended system users or operators.
* Consult checklists.
* Review studies from similar systems.
* Consider the potential for unwanted energy releases.
* Account for possible exposures to hazardous environments.
* Review historical data (e.g., industry experience, incident
investigation reports, OSHA and National Safety Council data,
manufacturer's literature).
* Brainstorm.
Consider Failure Modes
Define the possible failure modes that would result in
realization of the potentials of the hazards. Consider intentional
and foreseeable misuse of facilities, equipment, materials and
processes. Ask several questions: What circumstances can arise
that would result in the occurrence of an undesirable event?
What controls are in place that would mitigate the occurrence of
18. such an event or exposure? How effective are the controls? Can
controls be maintained easily? Can controls be defeated easily?
Determine Exposure Frequency &Duration
For each harm or damage category selected for the scope of the
analysis (e.g., people, property, business interruption), estimate
the frequency and duration of exposure to the hazard. This is an
important part of this exercise. For instance, in a workplace
situation, more judgments than one might realize will be made
in this process. Ask, How often is a task performed? How long
is the exposure period? How many people are exposed? What
property or aspects of the environment are exposed?
Assess the Severity of Consequences
On a subjective basis, the goal is to identify the worst credible
consequences should an incident occur, not the worst
conceivable consequences. Historical data can be of great value
as a baseline. Informed speculations are made to establish the
consequences of an incident or exposure. Consider the
following:
* number of injuries or illnesses and their severity, and
fatalities that might occur;
* value of property or equipment that could be damaged;
* time for which the business may be interrupted and
productivity lost;
* extent of environmental damage that could occur. When the
severity of the outcome of a hazardsrelated incident or exposure
is determined, a hazard analysis has been completed.
Determine Occurrence Probability
Extending the hazard analysis into a risk assessment requires an
additional step - estimating the likelihood (the probability) of a
hazardous event or exposure occurring. Unless empirical data
are available, which is rare, this is a subjective process. For
more complex hazardous situations, it is necessary to
brainstorm with knowledgeable people. To be meaningful,
probability must be related to an interval base of some sort,
such as a unit of time or activity, events, units produced, or the
life cycle of a facility, equipment, process or product.
19. Define the Risk
It is necessary to conclude with a statement that contains the:
* probability of a hazards-related incident or exposure
occurring;
* expected severity of adverse results;
* risk category (e.g., high, serious, moderate, low).
A risk assessment matrix should be used to identify risk
categories. A matrix helps one communicate risk levels to
decision makers (see Table 1 and Tables 2 and 3 on p. 34).
Rank Risks in Priority Order
A risk-ranking system should be adopted so that priorities can
be established. Since the risk assessment exercise is subjective,
this system would also be subjective. Prioritizing risks gives
management the knowledge needed to appropriately allocate
resources for their elimination or reduction.
Develop Remediation Proposals
When results of the risk assessment indicate that risk
elimination, reduction or control measures are to be taken to
achieve acceptable risk levels, several actions are needed:
* Alternate proposals for the design and operational changes
necessary to achieve an acceptable risk level would be
recommended.
* The actions shown in the hierarchy of controls (see pp. 38-39)
would be the base on which remedial proposals are made, in the
order of their effectiveness.
* Remediation cost for each proposal would be determined and
its effectiveness in achieving risk reduction would be estimated.
* Risk elimination or reduction methods would be selected and
implemented to achieve an acceptable risk level.
Follow Up on Actions Taken
Good management requires that the effectiveness of actions
taken to attain acceptable risk levels be assessed. Follow-up
activity would establish that the:
* hazard /risk problem was resolved, only partially resolved or
not resolved, as well as whether the actions taken created new
hazards;
20. * risk should be reevaluated and other countermeasures
proposed if the risk level achieved is not acceptable or if new
hazards have been introduced.
Document the Results
Documentation, whether compiled under the direction of site
management or by the equipment/ service provider, should
include comments on the:
* risk assessment method(s) used;
* hazards identified and the risks deriving from those hazards;
* reduction measures taken to attain acceptable risk levels.
Residual Risk
Residual risk is that which remains after preventive measures
have been taken. No matter how effective the preventive
actions, residual risk will always remain if an activity
continues. Attaining zero risk is not possible. If the residual
risk is not acceptable, the action outline presented in the hazard
analysis and risk assessment process would be applied again.
(Figure 1 provides an outline of one company's risk assessment
process.)
Risk Assessment Matrixes
A risk assessment matrix provides a method to categorize
combinations of probability of occurrence and severity of harm,
thus establishing risk levels. A matrix helps one communicate
about risk reduction actions with decision makers. Also, a
matrix can be used to compare and prioritize risks, and to
effectively allocate mitigation resources. It should be
understood that definitions of terms used for incident
probability and severity and for risk levels vary greatly in the
many matrixes in use. Thus, an organization should create and
obtain broad approval for a matrix that is suitable to the hazards
and risks inherent in its operations.
Three examples of risk assessment matrixes are provided. Table
1 is adapted from a matrix in MILSTD-882 D, Department of
Defense Standard Practice for System Safety. (MIL-STD-882,
first issued in 1969, is the grandfather of risk assessment
matrixes.)
21. Table 2 (p. 34) is a composite of matrixes that include
numerical values for probability and severity levels that are
transposed into risk scorings. It is presented here for those who
prefer to deal with numbers rather than qualitative indicators.
(A word of caution for Table 2: The numbers are arrived at
judgmentally and are qualitative.)
Table 3 is taken from ANSI B11.TR3-2000, the ANSI technical
report titled "Risk Assessment and Risk Reduction- A Guide to
Estimate, Evaluate and Reduce Risks Associated with Machine
Tools." It is the base document used when the risk assessments
shown in Figure 2 were conducted.
Management Decision Levels
Remedial action or acceptance levels must be attached to the
risk categories to permit intelligent management decision
making. Table 4 provides a basis for review and discussion.
Others who craft risk assessment matrixes may have differing
ideas about acceptable risk levels and the management actions
to be taken in a given risk situation.
Selecting Probability &Severity
There is no one right method for selecting probability and
severity categories and their descriptions, and many variations
are in use. Examples in Tables 5 through 8 (pp. 36-37) show
variations in the terms and their de- scriptions as used in
applied risk assess- ment processes for probability of occur-
rence and severity of consequence.
Hazards Analysis &Risk Assessment Techniques
Over the past 40 years, a large number of hazard analysis and
risk assessment techniques have been developed. Clemens
(1982) gives brief descriptions of 25 techniques, while Stephans
and Talso (1997) describe 101 methods. Brief descriptions of
select hazard analysis techniques are offered here. As a
practical matter, having knowledge of three techniques - initial
hazard analysis and risk assessment, the what-if /checklist
analysis methods, and failure modes and effects analysis - will
be sufficient to address most risk situations.
It is important to understand that each of these techniques
22. complements, rather than supplants, the others. Selecting the
technique or a combination of techniques used to analyze a
hazardous situation requires good judgment based on knowledge
and experience. Qualitative rather than quantitative judgments
will prevail. For all but the complex risks, qualitative
judgments will be sufficient. Sound quantitative data on
incident and exposure probabilities are seldom available. Many
quantitative risk assessments are really qualitative risk
assessments because so many judgments have to be made when
deciding on the probability levels.
Preliminary Hazard Analysis: Initial Hazard Analysis &Risk
Assessment
The preliminary hazard analysis technique has its origins in
system safety. It is used to identify and evaluate hazards in the
very early stages of the design process. In actual practice,
however, the technique has attained much broader use. The
principles on which a preliminary hazard analysis are based are
used not only in the initial design process, but also in assessing
the risks of existing operations or products. Thus, the technique
needs a new name: initial hazard analysis and risk assessment.
Headings on initial hazard analysis forms will include typical
identification data such as date, evaluators' names, the
department and location. The following information is usually
included in an initial hazard analysis process:
* hazard description (also called a hazard scenario);
* description of the task, operation, system, subsystem or
product being analyzed;
* exposures to be analyzed: people (employees, the public);
facility, product or equipment loss; operation downtime;
environmental damage;
* probability interval to be considered: unit of time or activity;
events; units produced; life cycle;
* risk code, using the agreed upon risk assessment matrix;
* remedial action to be taken, if risk reduction is needed.
A communication accompanies the analysis, indieating the
assumptions made and the rationale for them. Comment would
23. be made on the assignment of responsibilities for the remedial
actions to be taken and expected completion dates. (Figure 2
presents a sample of an initial hazard analysis and risk
assessment worksheet.)
What-If Analysis
For a what-if analysis, a group of people (as few as two/but
often several more) use a brainstorming approach to identify
hazards, hazard scenarios, failure modes, how incidents can
occur and their probable consequences. Questions posed during
this session may commence with what-if, as in "What if the air
conditioning fails in the computer room?" or may express
general concerns, as in "I worry about the possibility of spillage
and chemical contamination during truck off-loading."
All questions are recorded and assigned for investigation. Each
subject of concern is then addressed by one or more team
members. They would consider the potential of the hazardous
situation and the adequacy of risk controls in effect, suggesting
additional risk reduction measures if appropriate.
Checklist Analysis
Checklists are primarily adaptations from published standards,
codes and industry practices. There are many such checklists.
They consist of questions pertaining to the applicable standards
and practices-usually with a yes, no or not applicable response.
Their purpose is to identify deviations from the expected and,
thereby, possible hazards. A checklist analysis requires a
walkthrough of the area to be surveyed. Checklists are easy to
use and provide a cost-effective way to identify customarily
recognized hazards.
However, the quality of the checklists depends on the
experience of those who develop them. Furthermore, they must
be crafted to suit particular facility/operations needs. If a
checklist is not complete, the analysis may not identify some
hazardous situations.
What-If/Checklist Analysis
The what-if/checklist hazard analysis technique combines the
creative, brainstorming aspects of the what-if method with the
24. systematic approach of a checklist. Combining the techniques
can compensate for the weaknesses of each. The what-if part of
the process can help the team identify hazards that have the
potential to be causal factors for incidents, even though no such
incidents have yet occurred. The checklist segment provides a
systematic review that can serve as an idea generator during the
whatif brainstorming process. Usually, a team experienced in
the operation's design, operation and maintenance performs the
analysis.
Hazard &Operability Analysis
The hazard and operability analysis (HAZOP) technique was
developed to identify both hazards and operability problems in
chemical process plants. It has subsequently been applied to a
wide range of industry processes and equipment. An
interdisciplinary team and an experienced team leader are
required. In a HAZOP application, a process or operation is
systematically reviewed to identify deviations from desired
practices that could lead to adverse consequences. HAZOPs can
be used at any stage in the life of a process.
A HAZOP usually requires prework in gathering materials and a
series of meetings in which the team, using process drawings,
systematically evaluates the impact of deviations from the
desired practices. The team leader uses a set of guidewords to
develop discussions. As the team reviews each step in a process,
several items are documented including:
* deviations and their causal factors;
* consequences should an incident occur;
* safeguards in place;
* required actions or the need for more information to evaluate
the deviation.
Failure Modes &Effects Analysis
In several industries, failure modes and effects analyses
(FMEAs) have been the techniques of choice by design
engineers for reliability and safety considerations. They are
used to evaluate the ways in which equipment fails and the
response of the system to those failures. Although an FMEA
25. typically occurs early in the design process, the technique can
also serve well as an analysis tool throughout the life of
equipment or a process.
An FMEA produces qualitative, systematic lists that include the
failure modes, the effects of each failure, safeguards that exist
and additional actions that may be necessary. For example, for a
pump, the failure modes would include failure to stop when
required; stops when required to run; seal leaks or ruptures; and
pump case leaks or ruptures.
Both the immediate effects and the impact on other equipment
would be documented. Generally, when analyzing impacts the
probable worst-case scenario is assumed and analysts would
determine whether existing safeguards are adequate. Although
an FMEA can be performed by one person, a team is typically
appointed when there is complexity. In either case, the process
follows a similar path:
* Identify the item or function to be analyzed.
* Define the failure modes.
* Document the failure causes.
* Determine the failure effects.
* Assign a severity code and a probability code for each effect.
* Assign a risk code.
* Record the actions required to reduce the risk to an acceptable
level.
The FMEA process requires entry of probability, severity and
risk codes. Figure 3 presents a sample FMEA form on which
those codes would be entered. Good references explaining risk
coding for FMEA purposes include Potential Failure Mode and
Effects Analysis (AIAG, 2001) and Failure Mode and Effects
Analysis: A Guide for Continuous Improvement (International
SEMATECH, 1992).
Fault Tree Analysis
A fault tree analysis (FTA) is a topdown, deductive logic model
that traces the failure pathways for a predetermined, undesirable
condition or event, called the top event. An FTA can be
conducted either quantitatively or subjectively. A subjective (or
26. qualitative) analysis can produce suitable results, especially
when quantitative numbers are not available. The FTA generates
a fault tree (a symbolic logic model) entering failure
probabilities for the combinations of equipment failures and
human errors that can result in the accident. Each immediate
causal factor is examined to determine its subordinate causal
factors until the root causal factors are identified.
The strength of an FTA is its ability to identify combinations of
basic equipment and human failures that can lead to an incident,
allowing the analyst to focus preventive measures on significant
basic causes. An FTA has particular value when analyzing
highly redundant systems and high-energy systems in which
high-severity events can occur.
For systems vulnerable to single failures that can lead to
accidents, the FMEA and HAZOP techniques are better suited.
FTA is often used when another technique has identified a
hazardous situation requires a more detailed analysis.
Conducting FTA of other than the simplest systems requires
talent of experienced analysts.
Management Oversight &Risk
All of the hazard analysis and risk techniques previously
discussed relate principally the initial design process in the
mode, and to the redesign process to achieve reduction in the
operational mode. The oversight and risk tree (MORT) is
relative to postincident time frame in the practice of MORT was
developed principally for incident investigations. U.S.
Department of Energy (1994) describes MORT as follows:
MORT is a comprehensive analytical procedure that provides a
disciplined method for determining the systemic causes and
contributing factors of accidents. MORT directs the user to the
hazards and risks deriving from both system design and
procedural shortcomings (emphasis added).
MORT provides an excellent resource for postincident
investigations Investigation results may prornp use of the
hazard identification and analysis and risk assessment methods
described.
27. Hierarchy of Controls
A hierarchy of controls provides a systematic way of thinking,
considering steps in a ranked and sequential order, to choose the
most effective means of eliminating or reducing hazards and
their associated risks. Acknowledging that premise-that
riskreduction measures should be considered and taken in a
prescribed order-represents an important step in the evolution of
the practice of safety.
Achieving Acceptable Risk
In applying a hierarchy of controls, the desired outcome of
actions taken is to achieve an acceptable risk level. Acceptable
risk, as previously defined, is that risk for which the probability
of a hazards-related incident or exposure occurring and the
severity of harm or damage that could result are as low as
reasonably practicable and tolerable in the situation being
considered. That definition requires several factors be taken
into consideration:
* avoiding, eliminating or reducing the probability of a hazards-
related incident or exposure occurring;
* reducing the severity of harm or damage that may result if an
incident or exposure occurs;
* the feasibility and effectiveness of risk-reduction measures to
be taken, and their costs, in relation to the amount of risk
reduction to be achieved.
Six Levels of Action
Decision makers should understand that with respect to the six
levels of action shown in the following hierarchy of controls the
methods described in the first, second and third action levels are
more effective because they:
* are preventive actions that eliminate /reduce risk by design,
substitution and engineering measures;
* rely the least on the performance of personnel;
* are less def eatable by supervisors or workers.
Actions described in the fourth, fifth and sixth levels are
contingent actions and rely greatly on the performance of
personnel for their effectiveness.
28. The following hierarchy of controls is considered state-of-the-
art, and it is compatible with the hierarchy in ANSI/AIHA Z10-
2005:
1) Eliminate or reduce risks in the design and redesign
processes.
2) Reduce risks by substituting less hazardous methods or
materials.
3) Incorporate safety devices.
4) Provide warning systems
5) Apply administrative controls (e.g., work methods, training,
work scheduling).
6) Provide PPE.
The Logic of Taking Action in the Order Given
The following discussion addresses each action element in the
hierarchy of controls, including providing a rationale for listing
actions to be taken in the order given. Taking actions in the
prescribed order, as feasible and practicable, is the most
effective means to achieve risk reduction.
Eliminate or Reduce Risk in the Design &Redesign Processes
The theory is plainly stated. If hazards are eliminated in the
design and redesign processes, risks that derive from those
hazards are also eliminated. But, elimination of hazards
completely by modifying the design may not always be
practicable. In such cases, the goal is to modify the design,
within practicable limits, so that the 1) probability of personnel
making human errors because of design inadequacies is at a
minimum; and 2) ability of personnel to defeat the work system
and the work methods prescribed, as designed, is at a minimum.
Examples would include designing to eliminate or reduce the
risk from hazards related to falls, ergonomics, confined space
entry, electricity, noise and chemicals.
Substitute Less-Hazardous Method/Material
Substitution of a less-hazardous method or material may also
reduce the risks. However, substitution may or may not result in
equivalent risk reduction as might occur if the hazards and risks
were addressed through system design or redesign.
29. Consider this example. A mixing process for chemicals involves
considerable manual materials handling. A reaction occurs and
an employee sustains serious chemical burns. Identical
operations are performed at two of the company's locations. At
one, the operation is redesigned so that it is completely
enclosed, automatically fed and operated by computer from a
control panel, thus greatly eliminating operator exposure.
At the other location, redesign funds are not available. To
reduce the risk, the supplier agrees to premix the chemicals
before shipment (substitution). Some mechanical feed
equipment for the chemicals is also installed. The risk reduction
achieved by substitution is not equivalent to that attained by
redesigning the operation, so additional administrative controls
are required.
Methods that illustrate substituting a less-hazardous method,
material or process include using automated materials handling
equipment; providing an automatic feed system to reduce
machine hazards; using a less-hazardous cleaning material;
reducing speed, force or amperage; reducing pressure or
temperature; replacing a dated steam heating system and its
boiler explosion hazards with a hot-air system.
Incorporate Safety Devices
When safety devices are incorporated into the system in the
form of engineering controls, substantial risk reduction can be
achieved. Engineered safety devices are intended to prevent
access to the hazard by workers-to separate hazardous energy
from the worker and deter worker error. Examples include
machine guards, interlock systems, circuit breakers, start-up
alarms, presence-sensing devices, safety nets, ventilation
systems, sound enclosures, fall prevention systems, and lift
tables, conveyors and balancers.
Install Warning Systems
Warning system effectiveness relies considerably on
administrative controls, such as training, drills, the quality of
maintenance and the reactions of people. Although vital in many
situations, warning systems may be reactionary in that they alert
30. people only after a hazard's potential is in the process of being
realized (e.g., a smoke alarm). Examples of warning systems
include smoke detectors, alarm systems, backup alarms,
chemical detection systems, signs and alerts in operating
procedures or manuals.
Institute Administrative Controls
Administrative controls rely on the methods chosen being
appropriate in relation to needs, the capabilities of those
responsible for their delivery and application, the quality of
supervision and the expected performance of the workers.
Administrative controls include personnel selection, developing
and applying appropriate work methods and procedures,
training, supervision, motivation, behavior modification, work
scheduling, job rotation, scheduled rest periods, maintenance,
management of change, investigations and inspections.
Achieving a superior level of effectiveness in all of these
administrative methods is difficult and not often accomplished.
Provide Personal Protective Equipment
The proper use of PPE relies on an extensive series of
supervisory and personnel actions, such as identifying and
selecting the type of equipment needed, proper fitting and
training, inspecting and maintaining. Although PPE is necessary
in many occupational situations, it is the least effective way to
deal with hazards and risks because systems put in place for
their use can be easily defeated. One goal of the design
processes should be to reduce reliance on PPE to a practical
minimum, applying the ALARP concept. PPE examples include
safety glasses, face shields, respirators, welding screens, safety
shoes, gloves and hearing protection.
The Descending Order of Controls
For many risk situations, a combination of the risk management
methods in the hierarchy of controls is necessary to achieve
acceptable risk levels. However, the expectation is that each
step will be considered in descending order and that reasonable
attempts will be made to eliminate or reduce hazards and their
associated risks through steps higher in the hierarchy before
31. lower steps are considered. A lower step in the hierarchy of
controls is not to be chosen until practical applications of the
preceding level or levels are exhausted.
A yet-to-be published document, MIL-STD-882E, includes
provisions that further explain the governing thought processes
when the hierarchy of controls is applied. Excerpts from this
standard follow.
System safety mitigation order of precedence as in 882E: In
reducing risk, the cost, feasibility, and effectiveness of
candidate mitigation methods should be considered. In
evaluating mitigation effectiveness, an order of precedence
generally applies as follows.
a) Eliminate hazard through design selection: Ideally, the risk
of a hazard should be eliminated. This is often done by
selecting a design alternative that removes the hazard
altogether.
b) Reduce mishap risk through design alteration: If the risk of a
hazard cannot be eliminated by adopting an alternative design,
design changes should be considered that reduce the severity
and /or the probability of a harmful outcome.
c) Incorporate engineered safety features (ESF): If unable to
eliminate or adequately mitigate the risk of a hazard through a
design alteration, reduce the risk using an ESF that actively
interrupts the mishap sequence.
d) Incorporate safety devices: If unable to eliminate or
adequately mitigate the hazard through design or ESFs, reduce
mishap risk by using protective safety features or devices.
e) Provide warning devices: If design selection, ESFs, or safety
devices do not adequately mitigate the risk of a hazard, include
a detection and warning system to alert personnel to the
presence of a hazardous condition or occurrence of a hazardous
event.
f) Develop procedures and training: Where other risk reduction
methods cannot adequately mitigate the risk from a hazard,
incorporate special procedures and training. Procedures may
prescribe the use of personal protective equipment (U.S.
32. Department of Defense, 2005).
Conclusion
SH&E professionals cannot ignore the favorable impact of the
PtD movement. It is becoming evident that the primary focus is
risk-identifying and analyzing hazards, and assessing the risks
deriving from them. The entirety of purpose of those
responsible for safety is to manage their endeavors with respect
to hazards so that their associated risks are acceptable.
Sidebar
Safety Through Design Key Terms
Acceptable risk. That risk for which the probability of a
hazards-related incident or exposure occurring and the severity
of harm or damage that may result are as low as reasonably
practicable and tolerable in the setting being considered. (This
definition incorporates the ALARP concept.)
ALARP. That level of risk which can be further lowered only by
an increment in resource expenditure that cannot be justified by
the resulting decrement of risk.
Design. The process of converting an idea or market need into
the detailed information from which a product or technical
system can be produced.
Hazard. The potential for harm. Hazards include all aspects of
technology and activity that produce risk. Hazards include the
characteristics of things (e.g., equipment, dusts) and the actions
or inactions of people.
Hazard analysis. A process that commences with recognition of
a hazard and proceeds into an estimate of the severity of harm
or damage that could result if its potential is realized and a
hazard-related incident or exposure occurs.
Hierarchy of controls. A systematic way of thinking and acting,
considering steps in a ranked and sequential order, to choose the
most effective means of eliminating or reducing hazards and the
risks that derive from them.
Life cycle. The phases of the facility, equipment, material and
processes, including design and construction, operation,
maintenance and disposal.
33. Prevention through design. Addressing occupational safety and
health needs in the design and redesign processes to prevent or
minimize the work-related hazards and risks associated with the
construction, manufacture, use, maintenance, and disposal of
facilities, materials, equipment and processes.
Probability. The likelihood of an incident or exposure occurring
that could result in harm or damage - for a selected unit of time,
events, population, items or activity being considered.
Residual risk. The risk remaining after preventive measures
have been taken. No matter how effective the preventive
actions, residual risk will always be present if a facility or
operation continues to exist.
Risk. An estimate of the probability of a hazards-related
incident or exposure occurring and the severity of harm or
damage that could result.
Risk assessment. A process that commences with hazard
identification and analysis, through which the probable severity
of harm or damage is established, and concludes with an
estimate of the probability of the incident or exposure
occurring.
Safety. That state for which the risks are acceptable and
tolerable in the setting being considered.
Safety through design. The integration of hazard analysis and
risk assessment methods early in the design and redesign
processes and taking the actions necessary so that the risks of
injury or damage are at an acceptable level. This concept
encompasses facilities, hardware, equipment, tools, materials,
layout and configuration, energy controls, environmental
concerns and products.
Severity. The extent of harm or damage that could result from a
hazards-related incident or exposure.
Sidebar
A frame of thinking should be adopted that gets to the bases of
causal factors, which are hazards. These questions would be
asked: What aspects of technology or activity produce risk?
What characteristics of things (equipment, dusts) or the actions
34. or inactions of people present a potential for harm?
If the residual risk is not acceptable, the action outline
presented in the hazard analysis and risk assessment process
would he applied again.
In any risk situation assessed, the expectation is that each step
will be considered in descending order and that reasonable
attempts will be made to eliminate or reduce hazards and their
associated risks through steps higher in the hierarchy before
lower steps are considered.
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AuthorAffiliation
Fred A. Manuele, P.E., CSP, is president of Hazards Limited,
which he formed after retiring from Marsh &McLennan, for
which he was managing director and manager of M&M
Protection Consultants. Manuele has published numerous books,
including Onthe Practice of Safety and Advanced Safety
Management: Focusing on Z10 and Serious Injury Prevention.
He is an ASSE Fellow and a recipient of the Distinguished
Service to Safety Award from National Safety Council. Manuele
is a professional member of ASSE's Northeastern Illinois
Chapter and a member of the Society's Engineering Practice
Specialty.
Subject: Occupational safety; Initiatives; Prevention;
Occupational accidents; Risk assessment;
Location: United States--US
Company / organization: Name: National Institute for
Occupational Safety & Health; NAICS: 926150;
Classification: 5340: Safety management; 9190: United States
Publication title: Professional Safety
Volume: 53
Issue: 10
Pages: 28-40
Number of pages: 13
38. Publication year: 2008
Publication date: Oct 2008
Section: Safety Management
Publisher: American Society of Safety Engineers
Place of publication: Des Plaines
Country of publication: United States
Publication subject: Public Health And Safety, Occupational
Health And Safety
ISSN: 00990027
CODEN: PRSAD5
Source type: Scholarly Journals
Language of publication: English
Document type: Cover Story
Document feature: Photographs Diagrams Tables References
ProQuest document ID: 200352569
Document URL:
http://search.proquest.com/docview/200352569?accountid=3333
7
Copyright: Copyright American Society of Safety Engineers Oct
2008
Last updated: 2014-05-25
Database: ABI/INFORM Complete
Bibliography
Citation style: APA 6th - American Psychological Association,
6th Edition
Fred, A. M. (2008). Prevention through design. Professional
Safety, 53(10), 28-40. Retrieved from
http://search.proquest.com/docview/200352569?accountid=3333
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