The author and his group encounter a dying pilgrim, or Sadhu, while on a mountain climbing expedition in the Himalayas. They help the holy man but ultimately continue on their trek to reach the summit, prioritizing their goal over further assistance. The author reflects on this experience and how it relates to business ethics, questioning whether goal achievement should come before other considerations.
THE INSUFFICIENCY OF HONESTYStephen L. Carter (Atlantic Monthl.docxcherry686017
THE INSUFFICIENCY OF HONESTY
Stephen L. Carter (Atlantic Monthly, Feb. 1996, p.74-76)
A couple of years ago I began a university commencement address by telling the audience that I was going to talk about integrity. The crowd broke into applause. Applause! Just because they had heard the word "integrity;" that's how starved for it they were. They had no idea how I was using the word, or what I was going to say about integrity, or, indeed, whether I was for it or against it. But they knew they liked the idea of talking about it.
Very well, let us consider this word "integrity." Integrity is like the weather: everybody talks about it but nobody knows what to do about it. Integrity is that stuff that we always want more of. Some say that we need to return to the good old days when we had a lot more of it. Others say that we as a nation have never really had enough of it. Hardly anybody stops to explain exactly what we mean by it, or how we know it is a good thing, or why everybody needs to have the same amount of it. Indeed, the only trouble with integrity is that everybody who uses the word seems to mean something slightly different.
For instance, when I refer to integrity, do I mean simply "honesty"? The answer is no; although honesty is a virtue of importance, it is a different virtue from integrity. Let us, for simplicity, think of honesty as not lying; and let us further accept Sissela Bok's definition of a lie: "any intentionally deceptive message which is stated." Plainly, one cannot have integrity without being honest (although, as we shall see, the matter gets complicated), but one can certainly be honest and yet have little integrity.
When I refer to integrity, I have something very specific in mind. Integrity, as I will use the term, requires three steps: discerning what is right and what is wrong; acting on what you have discerned, even at personal cost; and saying openly that you are acting on your understanding of right and wrong. The first criterion captures the idea that integrity requires a degree of moral reflectiveness. The second brings in the ideal of a person of integrity as steadfast, a quality that includes keeping one's commitments. The third reminds us that a person of integrity can be trusted.
The first point to understand about the difference between honesty and integrity is that a person may be entirely honest without ever engaging in the hard work of discernment that integrity requires: she may tell us quite truthfully what she believes without ever taking the time to figure out whether what she believes is good and right and true. The problem may be as simple as someone's foolishly saying something that hurts a friend's feelings; a few moments of thought would have revealed the likelihood of the hurt and the lack of necessity for the comment. Or the problem may be more complex, as when a man who was raised from birth in a society that preaches racism states his belief in one race's inferiority as a fact, w ...
The Importance Of Honesty
What Is Honesty Essay
Persuasive Essay On Honesty
Importance Of Honesty Essay
Definition Essay On Honesty
Honesty Of Honesty
What is Honesty and Why Did I Develop It? Essay
Eassy On Honesty
Essay on honesty and integrity within a
Essay On Honesty
Defining Honesty Essay
Essay about Honesty and Trust
Essay about Honesty
Why Is Honesty Important
THE INSUFFICIENCY OF HONESTYStephen L. Carter (Atlantic Monthl.docxcherry686017
THE INSUFFICIENCY OF HONESTY
Stephen L. Carter (Atlantic Monthly, Feb. 1996, p.74-76)
A couple of years ago I began a university commencement address by telling the audience that I was going to talk about integrity. The crowd broke into applause. Applause! Just because they had heard the word "integrity;" that's how starved for it they were. They had no idea how I was using the word, or what I was going to say about integrity, or, indeed, whether I was for it or against it. But they knew they liked the idea of talking about it.
Very well, let us consider this word "integrity." Integrity is like the weather: everybody talks about it but nobody knows what to do about it. Integrity is that stuff that we always want more of. Some say that we need to return to the good old days when we had a lot more of it. Others say that we as a nation have never really had enough of it. Hardly anybody stops to explain exactly what we mean by it, or how we know it is a good thing, or why everybody needs to have the same amount of it. Indeed, the only trouble with integrity is that everybody who uses the word seems to mean something slightly different.
For instance, when I refer to integrity, do I mean simply "honesty"? The answer is no; although honesty is a virtue of importance, it is a different virtue from integrity. Let us, for simplicity, think of honesty as not lying; and let us further accept Sissela Bok's definition of a lie: "any intentionally deceptive message which is stated." Plainly, one cannot have integrity without being honest (although, as we shall see, the matter gets complicated), but one can certainly be honest and yet have little integrity.
When I refer to integrity, I have something very specific in mind. Integrity, as I will use the term, requires three steps: discerning what is right and what is wrong; acting on what you have discerned, even at personal cost; and saying openly that you are acting on your understanding of right and wrong. The first criterion captures the idea that integrity requires a degree of moral reflectiveness. The second brings in the ideal of a person of integrity as steadfast, a quality that includes keeping one's commitments. The third reminds us that a person of integrity can be trusted.
The first point to understand about the difference between honesty and integrity is that a person may be entirely honest without ever engaging in the hard work of discernment that integrity requires: she may tell us quite truthfully what she believes without ever taking the time to figure out whether what she believes is good and right and true. The problem may be as simple as someone's foolishly saying something that hurts a friend's feelings; a few moments of thought would have revealed the likelihood of the hurt and the lack of necessity for the comment. Or the problem may be more complex, as when a man who was raised from birth in a society that preaches racism states his belief in one race's inferiority as a fact, w ...
The Importance Of Honesty
What Is Honesty Essay
Persuasive Essay On Honesty
Importance Of Honesty Essay
Definition Essay On Honesty
Honesty Of Honesty
What is Honesty and Why Did I Develop It? Essay
Eassy On Honesty
Essay on honesty and integrity within a
Essay On Honesty
Defining Honesty Essay
Essay about Honesty and Trust
Essay about Honesty
Why Is Honesty Important
The Law of Healthcare AdministrationAuthorsShowalter,.docxjmindy
The Law of Healthcare Administration
Authors:
Showalter, J. Stuart
Publication Information:
Ed.:
Eighth edition. Chicago, Illinois : Health Administration Press. 2017
Resource Type:
eBook.
Description:
The Law of Healthcare Administration offers a thorough examination of health law in the United States from a management perspective. Using plain language accessible to nonlawyers, the book moves from broadbrush treatments of the US legal system and the history of medicine to specific issues that affect healthcare leaders daily, including contracts, torts, taxation, antitrust laws, regulatory compliance, and, most pressing, health insurance reform and the important changes that have taken place since the Affordable Care Act (ACA) became law in 2010. The legal concepts discussed in the book are amply supported by reallife examples, detailed explanations, and excerpts from decisions of federal and state courts.
Subjects:
Medical laws and legislation--United States
Medical care--Law and legislation--United States
Hospitals--Law and legislation--United States
we reviewed informed consent in the case of competent adults. There are many “gray” areas of consent in cases of children or incompetent adults; however, the law has sought to provide clear guidance for health care providers and legal guardians.
Review pages 393-411 in the Showalter textbook and choose at least one of the subtopics in this section regarding consent. Provide an explanation of the “gray area” of your choosing, including any relevant legal cases discussed, and how this is handled under the law.
Showalter, J. S. (2017) Consent. In
The Law of Healthcare Administration
(pp. 393-411). Chicago, IL: Health Administration Press. Retrieved from the Trident Online Library.
Related
rrent User Level:
Unlimited User
Hide Table of ContentsTable of Contents
Brief Contents
·
Detailed Contents
·
Preface
·
Chapter 1 The Anglo-American Legal System
·
Chapter 2 A Brief History of Medicine
·
Chapter 3 Health Reform, Access to Care, and Admission and Discharge
·
Chapter 4 Contracts and Intentional Torts
·
Chapter 5 Negligence
·
Chapter 6 The Organization and Management of a Corporate Healthcare Institution
·
Chapter 7 Liability of the Healthcare Institution
·
Chapter 8 Medical Staff Privileges and Peer Review
·
Chapter 9 Health Information Management
·
Chapter 10 Emergency Care
·
Chapter 11 Consent for Treatment and Withholding Consent
·
Chapter 12 Taxation of Healthcare Institutions
·
Chapter 13 Competition and Antitrust Law
·
Chapter 14 Issues of Reproduction and Birth
·
Chapter 15 Fraud Laws and Corporate Compliance
·
Glossary
·
Case Index
·
Index
·
About the Author
.
The law that legalized medical marijuana in Florida in 2016Wri.docxjmindy
The law that legalized medical marijuana in Florida in 2016
Write TWO paragraphs describing the law or policy
First paragraph: clearly define the law or policy, date when it took effect, and identify what problem it is trying to solve (why was it enacted?)
Second paragraph: identify the agency or organization responsible for its implementation or oversight and explain whether or not the law or policy seems to be effective in its implementation.
Sources: 2-4 sources are required for the proposal. A reference page with proper Chicago Style format required.
.
The latter half of the twentieth century witnessed the rise of the i.docxjmindy
The latter half of the twentieth century witnessed the rise of the international development sector, bringing with it new government agencies and international organizations (see Appendix – International Education and Development Timeline). Education played a pivotal role in the new development sector: Rostow’s (1960) modernization theory stipulated that investments in education would put Third World countries on the path to development, eventually transforming them into industrialized societies similar to those in Western Europe and North America.
However, the experiences of Zambia and Nepal show that the relationship between education and development is not straightforward or deterministic. Zambia initially concentrated on secondary and technical education, but was later hard-hit by structural adjustment programmes and burdened with debt. Nepal’s history shows not only that primary education can be rapidly expanded in just a few generations, but also that this expansion can marginalize many groups within a society.
The most important outcome of the post-war period was a set of ideas about what development is and what it means to be developed. These were articulated by development theorists such as Rostow (1960) as well as through international development organizations (e.g. UNDP, World Bank, USAID). The notions that former colonies should develop into industrial nations, that international aid could facilitate the economic growth required, and that investments in education were one way they could do so, all emerged during this period. More than 60 years later, these ideas still underlie much of the work within the field of international development as well as the ways in which development is constructed in popular media and the press. However, the next chapter examines how challenges to these underlying ideas have redefined development work and the role of education within it.
In your own words, define development. What does it mean for a society to be developed? Is education necessary for development, and is it sufficient to ensure development?
.
The larger the mass of a star, the higher the internal pressures. Hi.docxjmindy
The larger the mass of a star, the higher the internal pressures. Higher internal pressures causes higher temperatures and it is temperature that determines the types of fusion that can occur deep in a stars interior. Discuss all of the types of fusion that can occur in stars, the temperatures at which each begins, and the mass required to produce each temperature.
we need two different versions of the discussion posts. 200 words each one.
.
The Latin term meaning father of his country” which is implied as m.docxjmindy
The Latin term meaning “father of his country” which is implied as meaning the government is the true guardian of the needy and infirmed children.
2.
__________________ were a sixteenth century English set of laws which vagrants and abandoned and neglected children were bound to masters as indentured servants.
3.
Early English courts established to protect the property rights and welfare of the minor children of affluent families.
4.
Civic leaders who focused their attention on the misdeeds of poor children to control their behavior were called:
5.
In 1816, The Society for the Prevention of Pauperism was established to:
6.
When the first House of Refuge opened in New York the Society for the Prevention of Pauperism and the __________________ were influential in establishing such positive steps for juveniles.
7.
In 1853, New York philanthropist Charles Loring Brace helped developed the _______________________ as an alternative for dealing with neglected and delinquent youths.
8.
The first juvenile court was established in this state in 1899.
9.
The Juvenile Court Act of 1899 set up an independent court to handle criminal law violations by children under 16 years of age as well as created:
10.
The case of the
Kent v. United States (1966)
ruled that:
11.
The ___________________________ established the a federal office on delinquency prevention and was enacted to identify the needs of youth and to fund programs aimed at deterring juvenile crime.
12.
A noncriminal youth who falls under the jurisdiction of the courts by reason of having engaged in behavior prohibited to minors, such as truancy.
13.
The Court case of ________________ ruled that a minor has basic due process rights at trial.
14.
The Court case of ________________ ruled that the level of evidence for the finding of juvenile delinquency is proof beyond a reasonable doubt.
15.
Held that the Fourth Amendment guarantee against unreasonable searches is not violated by drug testing all students who choose to participate in interscholastic athletics.
16.
In 1974, Congress passed the ______________________, which provides funds to states to bolster their services for maltreated children and their parents.
17.
According to the shifting philosophies of juvenile justice outlined in your text, the time from 1950-1970 recognized that:
18.
There are more than 450 juvenile ________________ who focus on providing treatment for youth accused of substance abuse offenses.
19.
A program developed in Arizona in an effort to reduce adolescent involvement in criminal behavior that has since been added to school curricula in all 50 states is known as:
20.
The Supreme Court held that the _______________ protections against unreasonable search and seizures apply to students but that the need to maintain an orderly educational environment modifies the needs for warrants and probable cause.
21.
Which of the following is not a Supreme Court case dealing with searching for drugs in associatio.
The late 1920s and 1930s were a time when many Americans endured the.docxjmindy
The late 1920s and 1930s were a time when many Americans endured the humiliation of rampant racism as well as crushing poverty. Yet most mainstream popular music (exemplified by the Tin Pan Alley style) avoided these issues and focused instead on escapist themes of privacy and romance.
Why might this have been the case? Do you feel that contemporary popular music also focuses on escapist themes like the 1920s and 1930s or do you feel that it tackles the relevant issues of the day? Do you feel that popular music works best as an escape from the problems of the world or as a forum to explore and engage in such issues? Please be as specific as possible in citing examples
.
The last term you attended at Waldorf you dropped a course while on .docxjmindy
The last term you attended at Waldorf you dropped a course while on Satisfactory Academic Progress Warning which caused your dismissal. If you would like to appeal this dismissal and reinstate yourself into the program you’ll need to complete the attached form and write a statement.
1. Provide a typed and signed statement describing the circumstances that led to your lack of academic progress while on Satisfactory Academic Progress. Be specific and concise in your explanation as to why you were unable to make successful progress.
(My mother became ill in July 2017, I had to care for her. She passed away in October 2017) .
2. Provide a plan of action that you will use to ensure your future academic success. Include information on how much time a day/week you will dedicate to your coursework.
3. Develop a plan with your advisor to repeat courses as needed and include this with your appeal.
In your appeal statement, you may include that we’ve discussed if your return is accepted you’ll retake your failed course and dropped course first. EDU 5102 Student-Centered Differentiated Learning and EDU 5100 Personal Leadership Skills and Team Building are the two you’ll need to have done.
.
The last topic to be covered in this course is Chapter 14, Social .docxjmindy
The last topic to be covered in this course is Chapter 14, Social Movements.
Choose to view one of the movies in this Unit, either
The Garden
(in English and somein Spanish with English subtitles) or
Holding Ground Parts 1 and 2.
Then consider the following social justice issues listed below that have impacted physiological, social, psychological and spiritual human behavior and development on the macro (societal) and mezzo (family and community) person and environmental dimensions of human functioning. These issues could serve as the foundation to the creation of a social movement in your local (city, small town), state, or federal level. Choose a topic that you have some passion for that you or others known to you have experienced. If you have your own topic, not on the list, check with the Instructor.
Some examples are:
Medical health care costs
Disability accessibility
Housing conditions (lack of or segregated sub-standard housing and rent)
Environmental air/ground conditions (e.g. sinkholes in a neighborhood, ground pollution causing birth defects, etc.)
Nutrition needs (e.g. hunger, poverty, etc.)
Political representation (e.g. lack of access to voter registration, municipal representation, or suppression)
Safety measures - (e.g. police profiling, lack of police patrols, neighborhood violence, racial violence)
Unemployment – e.g. layoffs, segregated workplaces by gender/race/age
Poverty – low income, lack of health insurance, lack of access to payment for medications.
High property taxes
Neglected or segregated schools
Banking and regulatory practices that may profile or discriminate against specified populations
Discriminatory practices involving vulnerable minority populations
Toxic air/water pollution
Conduct a literature review of 10 peer-reviewed sources to research the social justice aspects of your chosen issue and its consequences - e.g. physiological, political, social, psychological, and spiritual consequences on the macro (societal, community) and mezzo (family and community) personal and environmental dimensions. Integrate by way of in-text cited content the research findings into your paper’s content from the Hutchison text - e.g. Chapters 13 on Communities and Chapter 14 on Social Movement and from the supplemental sources. Instructions on how to write a literature review is posted under Assignments. (See above.)
Respond to the following:Explain historically how this issue came to be and the current conditions that are impacting on what specific population/s of people. Discuss the importance of your issue. “What are the two or three cultural frames that would motivate people to engage in collective action on this issue….How important do you think emotions are in motivating people to participate in [this] social movement activity (Hutchison, 2019, 450)?” Explain and support your rationale by way of in-text cited content.
What “Elite Allies” (p. 436) could be recruited as influential forces to a.
The last quarter of the 19th century saw a shift within the art worl.docxjmindy
The last quarter of the 19th century saw a shift within the art world from male-dominated history and genre scenes to female-dominated interiors and landscapes, along with a shift in artistic discourse from the theories of John Ruskin to those of James Abbott McNeill Whistler. Describe the theories of each of these figures and why this shift occurred. Then discuss the differences between the two types of art associated with these theories, using specific examples.
200-300 Words, work sited
.
The last answer didnt actually help, so I am reposting this.P.docxjmindy
*The last answer didn't actually help, so I am reposting this.*
Performance Management Process Phases
Using the internet
, research the employee performance management process. There is a wealth of articles and resources for each phase of the process
The phases:
Establishing Performance Goals
Developing Performance Plans
Giving and Receiving Feedback
Evaluating Performance
Identify and explain each phase, then discuss the best practice for that phase.
2-3 pages;
Double spaced, APA formatted.
Provide links to all resources used for this paper - no need to include citations or a full reference page just the links will do. Please use free web sources.
.
The Lab assignment will be graded out of 100 points. There are .docxjmindy
The Lab assignment will be graded out of 100 points. There are multiple parts or tasks that make up each Lab.
This document can be downloaded here :
Lab4CFall20v1.docx
The code you need to start with :
Lab4Part1.c
The data file you need :
Lab4giftList.txt
(Note that this file name doesn't match the code so you'll need to adjust that.)
Some tasks ask you to write code, and specify what name to use for the file in NetBeans. You need to use exactly the name that is given (do not change the case, or make any other modification). Remember, the name of the main class must match the filename.
There are further instructions at the bottom (after the questions) about how to save the file from NetBeans in order to be able to turn it in.
For every lab assignment you need to create an answers file. In this answers file you will put in answer any questions that are asked, you will show the output of code that you write and you will reference any code files that you create for a given question. See below for more details about what goes in the answers file.
Your answers document needs to be named with your initials and the last four digits of your ID number and then Lab#answers. So if my initials are JCMT and the last four digits of my ID are 1234, then the answers file for my Lab 4 would be
JCMT1234Lab3answers
.
The ONLY acceptable file formats are Word document, OpenOffice document, and PDF.
Put your last name, first name and UTA ID in the file on the first line.
[-5 deduction if not**]
Label the answers for each question with the number/letter of the question.
Separate each answer from the next answer by at least two blank lines
.
[-5 deduction if not**]
Include EVERY question number/letter combination from the assignment in your answers document. If the question is a coding question telling you to save a file, for example some question numbered 17.b), then in your answers document you should have a line like the following for question 17.b):
17.b) Please see file Lab1Part3.c for this question.”
Put all your question answers the answer document.
If the lab question asks you to show the output of a doing some particular thing with the code, then you must also put a screenshot of the output in the answer document. For output that takes up more than one screen, make multiple pictures so that every screen is recorded. If you do not include the screenshots in your answer document, then the questions that should have had screenshots will be considered “Not answered” and will be awarded ZERO 0 points.
Each task below will instruct you where to put your answers. If the task says to “Save your program as file
XYZ1234Lab1Task1.c
” then this .c file should be turned in as part of the assignment along with the answers file.
Every lab assignment has a given due date. No late labs will be accepted. (Five minutes late is still late.) Lab assignments will be posted on Canvas. If you are unable to turn in your .
The knowledge of your Learning Patterns provides you with an .docxjmindy
“The knowledge of your Learning Patterns provides you with an explanation
of how you learn, not an excuse for failing to put forth the effort to learn.”
—Christine A. Johnston (2010, p. 107)
4Developing an Adept Mind
keithpix/iStock/Thinkstock
Learning Outcomes
After reading this chapter, you should be able to
• Define the term adept mind.
• Explain the role critical thinking plays in becoming a successful student.
• Demonstrate critical reading within the college learning context.
• Describe how your Patterns affect your critical-reading skills.
• Demonstrate critical writing within the college learning context.
• Describe how your Patterns affect your critical-writing skills.
• Explain how critical-thinking skills contribute to academic integrity.
“In order to thrive in the 21st Century, intentional learners should be
empowered through a mastery of intellectual and practical skills, informed
about forms of inquiry, and responsible for their personal actions.”
—J. Doherty and K. Ketchner (2005, p. 1)
Section 4.2Becoming a Critical Thinker
4.1 The Adept Mind
Chapter 3 was devoted to helping you understand how to use metacognition, the learning
techniques known as decoding and FITing, and personalized strategies to become a more
intentional learner. This chapter builds on that knowledge by framing how to use your Learn-
ing Patterns to develop an adept mind.
The adept mind helps you succeed in all areas of life. It is one that makes good decisions and
can discern the difference between fact and fiction. It studies a situation’s complexity, weighs
the facts, examines the logic behind a choice, and determines whether a choice is appropriate.
The adept mind is intentional, stable, and often methodical and always seeks to improve its
efficiency and effectiveness. The adept mind is vital not only to the work of a student, but also
to the experience of being a parent, employee, or volunteer. No matter what you are called
on to do in life, you will need an adept mind to navigate the change you encounter and the
growth you seek.
The adept mind uses the critical skills of thinking, reading, and writing—skills this chap-
ter explores in depth—and uses them with integrity. The word critical is not one students
embrace easily. It has a negative connotation and suggests that someone has found fault with
something you have done. It conjures up images of a scolding voice, red pen marks, or nega-
tive comments. When applied to thinking, reading, and writing, however, the word critical
takes on a different meaning. To be critical means to delve deeper into a topic to better under-
stand, evaluate, and take a position on it. As you will see at the end of the chapter, being criti-
cal also means becoming able to use your research with honesty and originality.
4.2 Becoming a Critical Thinker
When you engage in critical think-
ing, you embark on an ongoing quest
to improve how you think. Thinking
critically requires you to b.
The Kite Runner contains many families that suffer in their own uniq.docxjmindy
The Kite Runner contains many families that suffer in their own unique way. Two different fathers in the novel both are overbearing in their own way, which leads to their families falling apart. The author uses these families to dimistrait the theme of how overbearing parents will cause their kids to resent their family. The main character Amir's family's major source of unhappiness was Baba's decision to father an illegitimate child with the servant’s son. This created an unhealthy dynamic between The legitimate and illegitimate son where the legitimate son constantly had to fight for and earn his father's affection from the illegitimate son. It got so bad that Amir, the legitimate child, forced the two families to separate. Ironically, Baba showing his son too much affection is what separated them in the end. Amir’s wife Soraya has a broken family of her own. Her father was a famous General back in Afghanistan, but now does nothing but run a resale store as a hobby and cash in welfare checks. He sees himself as above the rest of his countrymen and too important to work labor. While he does nothing to improve his standard of living, he expects his daughter to not only be successful in school but pursue a high-paying job to his specification. This pressure makes Soray act out and rebel, leading her to compromise her Purity Within The Afghani community. This sacrifices her chance at marrying, one of the major ways his family could have moved up socially and economically. Both of these fathers put unrealistic expectations on their children leading to broken families in a different way. Baba’s unrealistic expectations led Amir into destroying the family he loved while Sayora’s father's overbearingness led her to ruin his family’s pride which he valued over everything.
.
The Key cross-cultural themes of the project are country values and .docxjmindy
The Key cross-cultural themes of the project are country values and hofstede dimensions. Projects should be 23 pages long.
Project framework: Title page, table of contents, introduction, various chapters, conclusion, bibliography, appendics
project guidelines
Example: different leadership styles - USA, Vietnam and Singapore compared
Format of the project:
1. Discuss and analyse the determinants of culture in the country chosed: History, Religion, Social Structure, Political Philosophy, Economy, Language and education
2. Look at Hofstede Dimensions and World Values Survey to find background info
3. Other theoretical Perspectives
4. Conclusion must be about the cultural environment for business in the given country
5. Project Resources:
a. Hofstede Home page: http://www.geert-hofstede.com
b. World Values Survey: http://www.worldvaluessurvey.com
c. CIA World Fact Book: http://www.cia.gov/library/publications/the-world-factbook/index.html
d. Background information: Country statistical organization, the wall street journal, business week, the economist
6. Key Outcomes:
a. The demonstration of an ability to discuss and analyse the contents of this module
b. The exploration of the different dimensions of the global cultural environment
c. The identification of the main issues and challenges relating to culture and its impact on facing businesses today
d. Comprehensive business report on the application of the course concept within your own work place or one which you are familiar with
7. Using Harvard Referencing
.
The kind of relationships that society expects from its citizens an.docxjmindy
“The kind of relationships that society expects from its citizens and the way it organizes its important institutions – the family, the system of governance and control – can either nurture or stunt people’s impulses to give help to relatives, friends, and needy strangers” (Mandell and Schram, 2012, p. 28).
After watching the
Meaning of Human Services
video, and reflecting on the quote above, use the outline below to describe the history of human services in western society.
History of Human Services
. Discuss the history of helping behavior and human services in western culture. What factors have influenced our ability and willingness to help society members?
Changing Nature of Helping
. Describe how societal circumstances shape helping behavior. Explain the principle of reciprocity and its relation to western cycles of giving and helping. Be sure to include such philosophies as means tested vs. universal programs, culture of poverty vs. opportunity theory, etc.
Cycles of Helping
. Discuss the cycles of helping in the American society as they relate to welfare, juvenile justice, mental illness, and criminal justice. In your opinion, are we doing enough in these areas? If not, why not?
Your assignment should be two- to three-pages in length (excluding title and reference pages), and must include a minimum of three scholarly sources to substantiate your argument. At least two of these must be scholarly, peer-reviewed sources that were published within the past five years. Your paper and all sources must be formatted according to the APA guidelines
.
THE KING COMPANY BACKGROUND The King Company experiences man.docxjmindy
THE KING COMPANY BACKGROUND The King Company experiences many of the difficulties common in today’s business climate. In response to declining sales, the company must transform itself from a strategy of expansion and high profit to one of cost containment and staff reductions.The case discusses the organization and provides details of the human resource department. Also presented are e-mails from various staff members. The e-mails identify specific problems that need to be addressed by the HR department and provides a look at King’s overall culture. You may find the tone of some e-mails to be unprofessional. This is a good lesson for us all--As much as we enjoy informality in the workplace, all documents and correspondence— including e-mails—can be retained and are discoverable in litigation. Managers must be cautious in their writing because inappropriate language may be impossible to defend in court.
Employees In the Case:
Amera, Argonta---Accounting employee
Andreas, Gary---employee on workers’ comp
Call, Jake---Compensation & Benefits Manager
Dean, Don---C.E.O.
Dugas, Karla---Benefits Coordinator
Folkner, Meg---Supervisor, CAD Design
Grant, Alan---Current HR Director
Honduras, Margo---Previous HR Director
Jones, Lyle---Production Employee
Madison, Charles---Senior V.P.
Petersen, Matt---Production Supervisor, Team 3
Planky, Burt---fishing buddy
Putt, Tonia---CAD Designer
Rey, Dave---Production Foreman
Sanders, Tomas---Design Manager
Scholl, Karmen---HRD Manager
Simms, Bertie---Designer
Smith, Mike---V.P.
Songun, Amy---Accounting Supervisor
Stone, Guy---Production Supervisor
Tu, Kevin---Staffing Manager
Varn, Juan---Safety & Security Manager
Warner, Salty---union promoter
White, Shaun---Employee Relations Manager
COMPANY BACKGROUND:
The King Company is a small manufacturing company located in a mid-sized city in the upper Midwest. King manufactures high-quality specialty components for the computer industry. The company was founded in 1994 by current CEO, Don Dean. Dean was a talented young engineer in Silicon Valley. When the industry hit the skids in the early 1990s, he found himself out the door with little more than an entrepreneurial spirit and a small severance. Dean left California, moved back to his home state and used his severance to finance The King Company, starting the company in small rented quarters in a nearly vacant strip mall. He brought in Cliff Madison early on as chief financial officer. Dean was smart enough to know that he had no head for figures, but Madison did. Madison was an old college buddy, a super accounting wiz, and somebody Dean could trust to squeeze as much mileage as possible out of his severance money. It was a good match. Madison managed the business, and Dean was the idea man and designer of the specialty components, patents of which were the backbone of King’s success. Today, the low-rent strip mall is a part of company history, and King employs 835 full-time workers.
The Kind of leader I want to beAbout 1 pageTell the type.docxjmindy
The Kind of leader I want to be
About 1 page
Tell the type of leader you want to be while at Tuskegee University and after graduation. Tell the type of leadership characteristics you want to possess and why Tell what type of leadership style you would use and why you would use it
.
The key issue is why its challenging to implement transformational .docxjmindy
The key issue is why it's challenging to implement transformational change to the organization and why the organizations resist change.
Transformational changes are the most difficult since they require radical and significant changes to organizational structures, strategies, culture, and ethics.
Describe how organizations develop strategies, routines and processes that make them reliable and accountable to transformational change.
Describe bureaucracies, institutionalization, cognitive scripts as factors making organizations more resistant to change.
.
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
The Law of Healthcare AdministrationAuthorsShowalter,.docxjmindy
The Law of Healthcare Administration
Authors:
Showalter, J. Stuart
Publication Information:
Ed.:
Eighth edition. Chicago, Illinois : Health Administration Press. 2017
Resource Type:
eBook.
Description:
The Law of Healthcare Administration offers a thorough examination of health law in the United States from a management perspective. Using plain language accessible to nonlawyers, the book moves from broadbrush treatments of the US legal system and the history of medicine to specific issues that affect healthcare leaders daily, including contracts, torts, taxation, antitrust laws, regulatory compliance, and, most pressing, health insurance reform and the important changes that have taken place since the Affordable Care Act (ACA) became law in 2010. The legal concepts discussed in the book are amply supported by reallife examples, detailed explanations, and excerpts from decisions of federal and state courts.
Subjects:
Medical laws and legislation--United States
Medical care--Law and legislation--United States
Hospitals--Law and legislation--United States
we reviewed informed consent in the case of competent adults. There are many “gray” areas of consent in cases of children or incompetent adults; however, the law has sought to provide clear guidance for health care providers and legal guardians.
Review pages 393-411 in the Showalter textbook and choose at least one of the subtopics in this section regarding consent. Provide an explanation of the “gray area” of your choosing, including any relevant legal cases discussed, and how this is handled under the law.
Showalter, J. S. (2017) Consent. In
The Law of Healthcare Administration
(pp. 393-411). Chicago, IL: Health Administration Press. Retrieved from the Trident Online Library.
Related
rrent User Level:
Unlimited User
Hide Table of ContentsTable of Contents
Brief Contents
·
Detailed Contents
·
Preface
·
Chapter 1 The Anglo-American Legal System
·
Chapter 2 A Brief History of Medicine
·
Chapter 3 Health Reform, Access to Care, and Admission and Discharge
·
Chapter 4 Contracts and Intentional Torts
·
Chapter 5 Negligence
·
Chapter 6 The Organization and Management of a Corporate Healthcare Institution
·
Chapter 7 Liability of the Healthcare Institution
·
Chapter 8 Medical Staff Privileges and Peer Review
·
Chapter 9 Health Information Management
·
Chapter 10 Emergency Care
·
Chapter 11 Consent for Treatment and Withholding Consent
·
Chapter 12 Taxation of Healthcare Institutions
·
Chapter 13 Competition and Antitrust Law
·
Chapter 14 Issues of Reproduction and Birth
·
Chapter 15 Fraud Laws and Corporate Compliance
·
Glossary
·
Case Index
·
Index
·
About the Author
.
The law that legalized medical marijuana in Florida in 2016Wri.docxjmindy
The law that legalized medical marijuana in Florida in 2016
Write TWO paragraphs describing the law or policy
First paragraph: clearly define the law or policy, date when it took effect, and identify what problem it is trying to solve (why was it enacted?)
Second paragraph: identify the agency or organization responsible for its implementation or oversight and explain whether or not the law or policy seems to be effective in its implementation.
Sources: 2-4 sources are required for the proposal. A reference page with proper Chicago Style format required.
.
The latter half of the twentieth century witnessed the rise of the i.docxjmindy
The latter half of the twentieth century witnessed the rise of the international development sector, bringing with it new government agencies and international organizations (see Appendix – International Education and Development Timeline). Education played a pivotal role in the new development sector: Rostow’s (1960) modernization theory stipulated that investments in education would put Third World countries on the path to development, eventually transforming them into industrialized societies similar to those in Western Europe and North America.
However, the experiences of Zambia and Nepal show that the relationship between education and development is not straightforward or deterministic. Zambia initially concentrated on secondary and technical education, but was later hard-hit by structural adjustment programmes and burdened with debt. Nepal’s history shows not only that primary education can be rapidly expanded in just a few generations, but also that this expansion can marginalize many groups within a society.
The most important outcome of the post-war period was a set of ideas about what development is and what it means to be developed. These were articulated by development theorists such as Rostow (1960) as well as through international development organizations (e.g. UNDP, World Bank, USAID). The notions that former colonies should develop into industrial nations, that international aid could facilitate the economic growth required, and that investments in education were one way they could do so, all emerged during this period. More than 60 years later, these ideas still underlie much of the work within the field of international development as well as the ways in which development is constructed in popular media and the press. However, the next chapter examines how challenges to these underlying ideas have redefined development work and the role of education within it.
In your own words, define development. What does it mean for a society to be developed? Is education necessary for development, and is it sufficient to ensure development?
.
The larger the mass of a star, the higher the internal pressures. Hi.docxjmindy
The larger the mass of a star, the higher the internal pressures. Higher internal pressures causes higher temperatures and it is temperature that determines the types of fusion that can occur deep in a stars interior. Discuss all of the types of fusion that can occur in stars, the temperatures at which each begins, and the mass required to produce each temperature.
we need two different versions of the discussion posts. 200 words each one.
.
The Latin term meaning father of his country” which is implied as m.docxjmindy
The Latin term meaning “father of his country” which is implied as meaning the government is the true guardian of the needy and infirmed children.
2.
__________________ were a sixteenth century English set of laws which vagrants and abandoned and neglected children were bound to masters as indentured servants.
3.
Early English courts established to protect the property rights and welfare of the minor children of affluent families.
4.
Civic leaders who focused their attention on the misdeeds of poor children to control their behavior were called:
5.
In 1816, The Society for the Prevention of Pauperism was established to:
6.
When the first House of Refuge opened in New York the Society for the Prevention of Pauperism and the __________________ were influential in establishing such positive steps for juveniles.
7.
In 1853, New York philanthropist Charles Loring Brace helped developed the _______________________ as an alternative for dealing with neglected and delinquent youths.
8.
The first juvenile court was established in this state in 1899.
9.
The Juvenile Court Act of 1899 set up an independent court to handle criminal law violations by children under 16 years of age as well as created:
10.
The case of the
Kent v. United States (1966)
ruled that:
11.
The ___________________________ established the a federal office on delinquency prevention and was enacted to identify the needs of youth and to fund programs aimed at deterring juvenile crime.
12.
A noncriminal youth who falls under the jurisdiction of the courts by reason of having engaged in behavior prohibited to minors, such as truancy.
13.
The Court case of ________________ ruled that a minor has basic due process rights at trial.
14.
The Court case of ________________ ruled that the level of evidence for the finding of juvenile delinquency is proof beyond a reasonable doubt.
15.
Held that the Fourth Amendment guarantee against unreasonable searches is not violated by drug testing all students who choose to participate in interscholastic athletics.
16.
In 1974, Congress passed the ______________________, which provides funds to states to bolster their services for maltreated children and their parents.
17.
According to the shifting philosophies of juvenile justice outlined in your text, the time from 1950-1970 recognized that:
18.
There are more than 450 juvenile ________________ who focus on providing treatment for youth accused of substance abuse offenses.
19.
A program developed in Arizona in an effort to reduce adolescent involvement in criminal behavior that has since been added to school curricula in all 50 states is known as:
20.
The Supreme Court held that the _______________ protections against unreasonable search and seizures apply to students but that the need to maintain an orderly educational environment modifies the needs for warrants and probable cause.
21.
Which of the following is not a Supreme Court case dealing with searching for drugs in associatio.
The late 1920s and 1930s were a time when many Americans endured the.docxjmindy
The late 1920s and 1930s were a time when many Americans endured the humiliation of rampant racism as well as crushing poverty. Yet most mainstream popular music (exemplified by the Tin Pan Alley style) avoided these issues and focused instead on escapist themes of privacy and romance.
Why might this have been the case? Do you feel that contemporary popular music also focuses on escapist themes like the 1920s and 1930s or do you feel that it tackles the relevant issues of the day? Do you feel that popular music works best as an escape from the problems of the world or as a forum to explore and engage in such issues? Please be as specific as possible in citing examples
.
The last term you attended at Waldorf you dropped a course while on .docxjmindy
The last term you attended at Waldorf you dropped a course while on Satisfactory Academic Progress Warning which caused your dismissal. If you would like to appeal this dismissal and reinstate yourself into the program you’ll need to complete the attached form and write a statement.
1. Provide a typed and signed statement describing the circumstances that led to your lack of academic progress while on Satisfactory Academic Progress. Be specific and concise in your explanation as to why you were unable to make successful progress.
(My mother became ill in July 2017, I had to care for her. She passed away in October 2017) .
2. Provide a plan of action that you will use to ensure your future academic success. Include information on how much time a day/week you will dedicate to your coursework.
3. Develop a plan with your advisor to repeat courses as needed and include this with your appeal.
In your appeal statement, you may include that we’ve discussed if your return is accepted you’ll retake your failed course and dropped course first. EDU 5102 Student-Centered Differentiated Learning and EDU 5100 Personal Leadership Skills and Team Building are the two you’ll need to have done.
.
The last topic to be covered in this course is Chapter 14, Social .docxjmindy
The last topic to be covered in this course is Chapter 14, Social Movements.
Choose to view one of the movies in this Unit, either
The Garden
(in English and somein Spanish with English subtitles) or
Holding Ground Parts 1 and 2.
Then consider the following social justice issues listed below that have impacted physiological, social, psychological and spiritual human behavior and development on the macro (societal) and mezzo (family and community) person and environmental dimensions of human functioning. These issues could serve as the foundation to the creation of a social movement in your local (city, small town), state, or federal level. Choose a topic that you have some passion for that you or others known to you have experienced. If you have your own topic, not on the list, check with the Instructor.
Some examples are:
Medical health care costs
Disability accessibility
Housing conditions (lack of or segregated sub-standard housing and rent)
Environmental air/ground conditions (e.g. sinkholes in a neighborhood, ground pollution causing birth defects, etc.)
Nutrition needs (e.g. hunger, poverty, etc.)
Political representation (e.g. lack of access to voter registration, municipal representation, or suppression)
Safety measures - (e.g. police profiling, lack of police patrols, neighborhood violence, racial violence)
Unemployment – e.g. layoffs, segregated workplaces by gender/race/age
Poverty – low income, lack of health insurance, lack of access to payment for medications.
High property taxes
Neglected or segregated schools
Banking and regulatory practices that may profile or discriminate against specified populations
Discriminatory practices involving vulnerable minority populations
Toxic air/water pollution
Conduct a literature review of 10 peer-reviewed sources to research the social justice aspects of your chosen issue and its consequences - e.g. physiological, political, social, psychological, and spiritual consequences on the macro (societal, community) and mezzo (family and community) personal and environmental dimensions. Integrate by way of in-text cited content the research findings into your paper’s content from the Hutchison text - e.g. Chapters 13 on Communities and Chapter 14 on Social Movement and from the supplemental sources. Instructions on how to write a literature review is posted under Assignments. (See above.)
Respond to the following:Explain historically how this issue came to be and the current conditions that are impacting on what specific population/s of people. Discuss the importance of your issue. “What are the two or three cultural frames that would motivate people to engage in collective action on this issue….How important do you think emotions are in motivating people to participate in [this] social movement activity (Hutchison, 2019, 450)?” Explain and support your rationale by way of in-text cited content.
What “Elite Allies” (p. 436) could be recruited as influential forces to a.
The last quarter of the 19th century saw a shift within the art worl.docxjmindy
The last quarter of the 19th century saw a shift within the art world from male-dominated history and genre scenes to female-dominated interiors and landscapes, along with a shift in artistic discourse from the theories of John Ruskin to those of James Abbott McNeill Whistler. Describe the theories of each of these figures and why this shift occurred. Then discuss the differences between the two types of art associated with these theories, using specific examples.
200-300 Words, work sited
.
The last answer didnt actually help, so I am reposting this.P.docxjmindy
*The last answer didn't actually help, so I am reposting this.*
Performance Management Process Phases
Using the internet
, research the employee performance management process. There is a wealth of articles and resources for each phase of the process
The phases:
Establishing Performance Goals
Developing Performance Plans
Giving and Receiving Feedback
Evaluating Performance
Identify and explain each phase, then discuss the best practice for that phase.
2-3 pages;
Double spaced, APA formatted.
Provide links to all resources used for this paper - no need to include citations or a full reference page just the links will do. Please use free web sources.
.
The Lab assignment will be graded out of 100 points. There are .docxjmindy
The Lab assignment will be graded out of 100 points. There are multiple parts or tasks that make up each Lab.
This document can be downloaded here :
Lab4CFall20v1.docx
The code you need to start with :
Lab4Part1.c
The data file you need :
Lab4giftList.txt
(Note that this file name doesn't match the code so you'll need to adjust that.)
Some tasks ask you to write code, and specify what name to use for the file in NetBeans. You need to use exactly the name that is given (do not change the case, or make any other modification). Remember, the name of the main class must match the filename.
There are further instructions at the bottom (after the questions) about how to save the file from NetBeans in order to be able to turn it in.
For every lab assignment you need to create an answers file. In this answers file you will put in answer any questions that are asked, you will show the output of code that you write and you will reference any code files that you create for a given question. See below for more details about what goes in the answers file.
Your answers document needs to be named with your initials and the last four digits of your ID number and then Lab#answers. So if my initials are JCMT and the last four digits of my ID are 1234, then the answers file for my Lab 4 would be
JCMT1234Lab3answers
.
The ONLY acceptable file formats are Word document, OpenOffice document, and PDF.
Put your last name, first name and UTA ID in the file on the first line.
[-5 deduction if not**]
Label the answers for each question with the number/letter of the question.
Separate each answer from the next answer by at least two blank lines
.
[-5 deduction if not**]
Include EVERY question number/letter combination from the assignment in your answers document. If the question is a coding question telling you to save a file, for example some question numbered 17.b), then in your answers document you should have a line like the following for question 17.b):
17.b) Please see file Lab1Part3.c for this question.”
Put all your question answers the answer document.
If the lab question asks you to show the output of a doing some particular thing with the code, then you must also put a screenshot of the output in the answer document. For output that takes up more than one screen, make multiple pictures so that every screen is recorded. If you do not include the screenshots in your answer document, then the questions that should have had screenshots will be considered “Not answered” and will be awarded ZERO 0 points.
Each task below will instruct you where to put your answers. If the task says to “Save your program as file
XYZ1234Lab1Task1.c
” then this .c file should be turned in as part of the assignment along with the answers file.
Every lab assignment has a given due date. No late labs will be accepted. (Five minutes late is still late.) Lab assignments will be posted on Canvas. If you are unable to turn in your .
The knowledge of your Learning Patterns provides you with an .docxjmindy
“The knowledge of your Learning Patterns provides you with an explanation
of how you learn, not an excuse for failing to put forth the effort to learn.”
—Christine A. Johnston (2010, p. 107)
4Developing an Adept Mind
keithpix/iStock/Thinkstock
Learning Outcomes
After reading this chapter, you should be able to
• Define the term adept mind.
• Explain the role critical thinking plays in becoming a successful student.
• Demonstrate critical reading within the college learning context.
• Describe how your Patterns affect your critical-reading skills.
• Demonstrate critical writing within the college learning context.
• Describe how your Patterns affect your critical-writing skills.
• Explain how critical-thinking skills contribute to academic integrity.
“In order to thrive in the 21st Century, intentional learners should be
empowered through a mastery of intellectual and practical skills, informed
about forms of inquiry, and responsible for their personal actions.”
—J. Doherty and K. Ketchner (2005, p. 1)
Section 4.2Becoming a Critical Thinker
4.1 The Adept Mind
Chapter 3 was devoted to helping you understand how to use metacognition, the learning
techniques known as decoding and FITing, and personalized strategies to become a more
intentional learner. This chapter builds on that knowledge by framing how to use your Learn-
ing Patterns to develop an adept mind.
The adept mind helps you succeed in all areas of life. It is one that makes good decisions and
can discern the difference between fact and fiction. It studies a situation’s complexity, weighs
the facts, examines the logic behind a choice, and determines whether a choice is appropriate.
The adept mind is intentional, stable, and often methodical and always seeks to improve its
efficiency and effectiveness. The adept mind is vital not only to the work of a student, but also
to the experience of being a parent, employee, or volunteer. No matter what you are called
on to do in life, you will need an adept mind to navigate the change you encounter and the
growth you seek.
The adept mind uses the critical skills of thinking, reading, and writing—skills this chap-
ter explores in depth—and uses them with integrity. The word critical is not one students
embrace easily. It has a negative connotation and suggests that someone has found fault with
something you have done. It conjures up images of a scolding voice, red pen marks, or nega-
tive comments. When applied to thinking, reading, and writing, however, the word critical
takes on a different meaning. To be critical means to delve deeper into a topic to better under-
stand, evaluate, and take a position on it. As you will see at the end of the chapter, being criti-
cal also means becoming able to use your research with honesty and originality.
4.2 Becoming a Critical Thinker
When you engage in critical think-
ing, you embark on an ongoing quest
to improve how you think. Thinking
critically requires you to b.
The Kite Runner contains many families that suffer in their own uniq.docxjmindy
The Kite Runner contains many families that suffer in their own unique way. Two different fathers in the novel both are overbearing in their own way, which leads to their families falling apart. The author uses these families to dimistrait the theme of how overbearing parents will cause their kids to resent their family. The main character Amir's family's major source of unhappiness was Baba's decision to father an illegitimate child with the servant’s son. This created an unhealthy dynamic between The legitimate and illegitimate son where the legitimate son constantly had to fight for and earn his father's affection from the illegitimate son. It got so bad that Amir, the legitimate child, forced the two families to separate. Ironically, Baba showing his son too much affection is what separated them in the end. Amir’s wife Soraya has a broken family of her own. Her father was a famous General back in Afghanistan, but now does nothing but run a resale store as a hobby and cash in welfare checks. He sees himself as above the rest of his countrymen and too important to work labor. While he does nothing to improve his standard of living, he expects his daughter to not only be successful in school but pursue a high-paying job to his specification. This pressure makes Soray act out and rebel, leading her to compromise her Purity Within The Afghani community. This sacrifices her chance at marrying, one of the major ways his family could have moved up socially and economically. Both of these fathers put unrealistic expectations on their children leading to broken families in a different way. Baba’s unrealistic expectations led Amir into destroying the family he loved while Sayora’s father's overbearingness led her to ruin his family’s pride which he valued over everything.
.
The Key cross-cultural themes of the project are country values and .docxjmindy
The Key cross-cultural themes of the project are country values and hofstede dimensions. Projects should be 23 pages long.
Project framework: Title page, table of contents, introduction, various chapters, conclusion, bibliography, appendics
project guidelines
Example: different leadership styles - USA, Vietnam and Singapore compared
Format of the project:
1. Discuss and analyse the determinants of culture in the country chosed: History, Religion, Social Structure, Political Philosophy, Economy, Language and education
2. Look at Hofstede Dimensions and World Values Survey to find background info
3. Other theoretical Perspectives
4. Conclusion must be about the cultural environment for business in the given country
5. Project Resources:
a. Hofstede Home page: http://www.geert-hofstede.com
b. World Values Survey: http://www.worldvaluessurvey.com
c. CIA World Fact Book: http://www.cia.gov/library/publications/the-world-factbook/index.html
d. Background information: Country statistical organization, the wall street journal, business week, the economist
6. Key Outcomes:
a. The demonstration of an ability to discuss and analyse the contents of this module
b. The exploration of the different dimensions of the global cultural environment
c. The identification of the main issues and challenges relating to culture and its impact on facing businesses today
d. Comprehensive business report on the application of the course concept within your own work place or one which you are familiar with
7. Using Harvard Referencing
.
The kind of relationships that society expects from its citizens an.docxjmindy
“The kind of relationships that society expects from its citizens and the way it organizes its important institutions – the family, the system of governance and control – can either nurture or stunt people’s impulses to give help to relatives, friends, and needy strangers” (Mandell and Schram, 2012, p. 28).
After watching the
Meaning of Human Services
video, and reflecting on the quote above, use the outline below to describe the history of human services in western society.
History of Human Services
. Discuss the history of helping behavior and human services in western culture. What factors have influenced our ability and willingness to help society members?
Changing Nature of Helping
. Describe how societal circumstances shape helping behavior. Explain the principle of reciprocity and its relation to western cycles of giving and helping. Be sure to include such philosophies as means tested vs. universal programs, culture of poverty vs. opportunity theory, etc.
Cycles of Helping
. Discuss the cycles of helping in the American society as they relate to welfare, juvenile justice, mental illness, and criminal justice. In your opinion, are we doing enough in these areas? If not, why not?
Your assignment should be two- to three-pages in length (excluding title and reference pages), and must include a minimum of three scholarly sources to substantiate your argument. At least two of these must be scholarly, peer-reviewed sources that were published within the past five years. Your paper and all sources must be formatted according to the APA guidelines
.
THE KING COMPANY BACKGROUND The King Company experiences man.docxjmindy
THE KING COMPANY BACKGROUND The King Company experiences many of the difficulties common in today’s business climate. In response to declining sales, the company must transform itself from a strategy of expansion and high profit to one of cost containment and staff reductions.The case discusses the organization and provides details of the human resource department. Also presented are e-mails from various staff members. The e-mails identify specific problems that need to be addressed by the HR department and provides a look at King’s overall culture. You may find the tone of some e-mails to be unprofessional. This is a good lesson for us all--As much as we enjoy informality in the workplace, all documents and correspondence— including e-mails—can be retained and are discoverable in litigation. Managers must be cautious in their writing because inappropriate language may be impossible to defend in court.
Employees In the Case:
Amera, Argonta---Accounting employee
Andreas, Gary---employee on workers’ comp
Call, Jake---Compensation & Benefits Manager
Dean, Don---C.E.O.
Dugas, Karla---Benefits Coordinator
Folkner, Meg---Supervisor, CAD Design
Grant, Alan---Current HR Director
Honduras, Margo---Previous HR Director
Jones, Lyle---Production Employee
Madison, Charles---Senior V.P.
Petersen, Matt---Production Supervisor, Team 3
Planky, Burt---fishing buddy
Putt, Tonia---CAD Designer
Rey, Dave---Production Foreman
Sanders, Tomas---Design Manager
Scholl, Karmen---HRD Manager
Simms, Bertie---Designer
Smith, Mike---V.P.
Songun, Amy---Accounting Supervisor
Stone, Guy---Production Supervisor
Tu, Kevin---Staffing Manager
Varn, Juan---Safety & Security Manager
Warner, Salty---union promoter
White, Shaun---Employee Relations Manager
COMPANY BACKGROUND:
The King Company is a small manufacturing company located in a mid-sized city in the upper Midwest. King manufactures high-quality specialty components for the computer industry. The company was founded in 1994 by current CEO, Don Dean. Dean was a talented young engineer in Silicon Valley. When the industry hit the skids in the early 1990s, he found himself out the door with little more than an entrepreneurial spirit and a small severance. Dean left California, moved back to his home state and used his severance to finance The King Company, starting the company in small rented quarters in a nearly vacant strip mall. He brought in Cliff Madison early on as chief financial officer. Dean was smart enough to know that he had no head for figures, but Madison did. Madison was an old college buddy, a super accounting wiz, and somebody Dean could trust to squeeze as much mileage as possible out of his severance money. It was a good match. Madison managed the business, and Dean was the idea man and designer of the specialty components, patents of which were the backbone of King’s success. Today, the low-rent strip mall is a part of company history, and King employs 835 full-time workers.
The Kind of leader I want to beAbout 1 pageTell the type.docxjmindy
The Kind of leader I want to be
About 1 page
Tell the type of leader you want to be while at Tuskegee University and after graduation. Tell the type of leadership characteristics you want to possess and why Tell what type of leadership style you would use and why you would use it
.
The key issue is why its challenging to implement transformational .docxjmindy
The key issue is why it's challenging to implement transformational change to the organization and why the organizations resist change.
Transformational changes are the most difficult since they require radical and significant changes to organizational structures, strategies, culture, and ethics.
Describe how organizations develop strategies, routines and processes that make them reliable and accountable to transformational change.
Describe bureaucracies, institutionalization, cognitive scripts as factors making organizations more resistant to change.
.
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
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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
The Insufficiency of Honesty From a bookbyStephen .docx
1. The Insufficiency of Honesty
From a book
by
Stephen L. Carter
A couple of years ago I began a university commencement
address by telling the audience that I was going to talk about
integrity .The crowd broke into applause. Applause! Just
because they had heard the word "integrity": that's how starved
for it they were. They had no idea how I was using the word, or
what I was going to say about integrity, or, indeed, whether I
was for it or against it. But they knew they liked the idea of
talking about it.
Very well, let us consider this word "integrity." Integrity is like
the weather: everybody talks about it but nobody knows what to
do about it. Integrity is that stuff that we always want more of.
Some say that we need to return to the good old days when we
had a lot more of it. Others say that we as a nation have never
really had enough of it. Hardly anybody stops to explain exactly
what we mean by it, or how we know it is a good thing, or why
everybody needs to have the same amount of it. Indeed, the only
trouble with integrity is that everybody who uses the word
seems to mean something slightly different.
For instance, when I refer to integrity, do I mean simply
2. "honesty"? the answer is no; although honesty is a virtue of
importance, it is a different virtue from integrity .Let us, for
simplicity, think of honesty as not lying; and let us further
accept Sissela Bok's definition of a lie: "any intentionally
deceptive message which is stated." Plainly, one cannot have
integrity without being honest (although we shall see, the matter
gets complicated), but one can certainly be honest and yet have
little integrity.
When I refer to integrity, I have something very specific in
mind. Integrity, as I will use the term requires three steps:
discerning what is right and what is wrong; acting on what you
have discerned, even at personal cost; and saying openly that
you are acting on your understanding of right and wrong. The
first criterion captures the idea that integrity requires a degree
of moral reflectiveness. The second brings in the ideal of a
person of integrity as steadfast, a quality that includes keeping
one's commitments. The third reminds us that a person of
integrity can be trusted.
The first point to understand about the difference between
honesty and integrity is that a person may be entirely honest
without ever engaging in the hard work of discernment that
integrity requires.; she may tell us quite truthfully what she
believes without ever taking the time to figure out whether what
she believes is good and right and true. The problem may be as
simple as someone's foolishly saying something that hurts a
friend's feelings; a few moments of thought would have
revealed the1ikelihood of the hurt and the lack of necessity for
the comment. Or the problem may be more complex, as when a
man who was raised from birth in a society that preaches racism
states his belief in one race's inferiority as a fact, without ever
really considering that perhaps this deeply held view is wrong.
Certainly the racist is being honest-he is telling us what he
actually thinks- but his honesty does not add up to integrity.
TELLING EVERYTHING YOU KNOW
A wonderful epigram sometimes attributed to the filmmaker
Sam Goldwyn goes like this: "The most important thing in
3. acting is honesty; once you learn to fake that, you're in." The
point is that honesty can be something one seems to have.
Without integrity, what passes for honesty often is nothing of
the kind; it is fake honesty-- or it is honest but irrelevant and
perhaps even immoral.
Consider an example. A man who has been married for fifty
years confesses to his wife on his deathbed that he was
unfaithful thirty-five years earlier. The dishonesty was killing
his spirit, he says. Now he has cleared his conscience and is
able to die in peace.
The husband has been honest-sort of. He has certainly
unburdened himself. And he has probably made his wife (soon
to be his widow) quite miserable in the process, because even if
she forgives him, she will not be able to remember him with
quite the vivid image of love and loyalty that she had hoped for.
Arranging his own emotional affairs to ease his transition to
death, he has shifted to his wife the burden of confusion and
pain, perhaps for the rest of her life. Moreover, he has
attempted his honesty at the one time in his life when it carries
no risk; acting in accordance with what you think is right and
risking no loss in the process is a rather thin and unadmirable
form of honesty.
Besides, even though the husband has been honest in a sense, he
has now twice been unfaithful to his wife: once thirty-five years
ago, when he had his affair and again when, nearing death, he
decided that his own (peace of mind as more important an hers.
In trying to be honest he has violated his marriage vow by
acting tow d his wife not with love but with naked and perhaps
even cruel self-interest.
As my mother used to say, you don't have to tell people
everything you know. Lying and nondisclosure, as the law often
recognizes, are not the same thing. Sometimes it is actually
illegal to tell what you know, as, for example, in the disclosure
of certain financial information by market insiders. Or it may be
unethical, as when a lawyer reveals a confidence entrusted to
her by a client. It may be simple bad manners, as in the case of
4. a gratuitous comment to a colleague on his or her attire. And it
may be subject to religious punishment, as when a Roman
Catholic priest breaks the seal of the confessional-an offense
that carries automatic ex- communication.
In all the cases just mentioned, the problem with telling
everything you know is that somebody else is harmed. Harm
may not be the intention, but it is certainly the effect. Honesty
is most laudable when we risk ourselves; it becomes a good deal
less so if we instead risk harm to others when there is no gain to
anyone other than ourselves. Integrity may counsel keeping our
secrets in order to spare the feelings of others. Sometimes, as in
the example of the wayward husband, the reason we want to tell
what we know is precisely to shift our pain onto somebody else-
a course of action dictated less by integrity than by self-
interest. Fortunately, integrity and self-interest often coincide,
as when a politician of integrity is rewarded with our votes. But
often they do not, and it is at those moments that our integrity is
truly tested.
Another reason that honesty alone is no substitute for integrity
is that if forthrightness is not preceded by discernment, it may
result in the expression of an incorrect moral judgment. In other
words, I may be honest about what I believe, but if I have never
tested my beliefs, I may be wrong. And here I mean "wrong" in
a particular sense: the proposition in question is wrong if I
would change my mind about it after hard moral reflection.
Consider this example. Having been taught all his life that
women are not as smart as men, a manager gives the women on
his staff less- challenging assignments than he gives the men.
He does this, he believes, for their own benefit: he does not
want them to fail, and he believes that they will if he gives them
tougher assignments. Moreover, when one of the women on his
staff does poor work, he does not berate her as harshly as he
would a man, because he expects nothing more. And he claims
to be acting with integrity because he is acting according to his
own deepest beliefs.
5. The manager fails the most basic test of integrity. The question
is not whether his actions are consistent with what he most
deeply believes but whether he has done the hard work of
discerning whether what he most deeply believes is right. The
manager has not taken this harder step.
Moreover, even within the universe that the manager has
constructed 1 for himself, he is not acting with integrity.
Although he is obviously wrong to think that the women on his
staff are not as good as the men, even were he right, that would
not justify applying different standards to their work. By so
doing he betrays both his obligation to the institution that
employs him and his duty as a manger to evaluate his
employees.
The problem that the manager faces is an enormous one in our
practical politics, where having the dialogue that makes
democracy work can seem impossible because of our tendency
to cling to our views even when we have not examined them. As
Jean Bethke Elshtain has said, borrowing from John Courtney
Murray, our politics are so fractured and contentious that we
often cannot reach disagreement. Our refusal to look closely at
our own most cherished principles is surely a large part of the
reason. Socrates thought the unexamined life not worth living.
But the unhappy truth is that few of us actually have the time or
cons ant reflection on our views-on public or private morality.
Examine them we must, however, or we will never know
whether we might be wrong.
None of this should be taken to mean that integrity as I have de-
scribed it presupposes a single correct truth. If, for example,
your integrity-guided search tells you that affirmative action is
wrong, and my integrity-guided search tells me that affirmative
action is right, we need not conclude that one of us lacks
integrity. As it happens, I believe--both as a Christian and as a
secular citizen who struggles toward moral understanding--that
we can find true and sound answers to our moral questions. But
I do not pretend to have found very many of them, nor is an
exposition of them my purpose here.
6. It is the case not that there aren't any right answers but that,
given human fallibility, we need to be careful in assuming that
we have found them. However, today's political talk about how
it is wrong for the government to impose one person's morality
on somebody else is just mind- less chatter. Every law imposes
one person's morality on somebody else, because law has only
two functions: to tell people to do what they would rather not or
to forbid them to do what they would.
And if the surveys can be believed, there is far more moral
agreement in America than we sometimes allow ourselves to
think. One of the reasons that character education for young
people makes so much sense to so many people is precisely that
there seems to be a core set of moral understandings-we might
call them the American Core-that most of us accept. Some of
the virtues in this American Core are, one hopes, relatively
noncontroversial. About 500 American communities have signed
on to Michael Josephson's program to emphasize the "six
pillars" of good character: trustworthiness, respect,
responsibility, caring, fairness, and citizenship. These virtues
might lead to a similarly noncontroversial set of political
values: having an honest regard for ourselves and others,
protecting freedom of thought and religious belief, and refusing
to steal or murder.
Honesty AND COMPETING RESPONSIBILITIES
A further problem with too great an exaltation of honesty is that
it may allow us to escape responsibilities that morality bids us
bear. If honesty is substituted for integrity, one might think that
if I say I am not planning to fulfill a duty, I need not fulfill it.
But it would be a peculiar morality indeed that granted us the
right to avoid our moral responsibilities simply by stating our
intention to ignore them. Integrity does not permit such an easy
escape.
Consider an example. Before engaging in sex with a woman, her
lover tells her that if she gets pregnant, it is her problem, not
his. She says that she understands. In due course she does wind
up pregnant. If we believe, as I hope we do, that the man would
7. ordinarily have a moral responsibility toward both the child he
will have helped to bring into the world and the child's mother,
then his honest statement of what he in- tends does not spare
him that responsibility.
This vision of responsibility assumes that not all moral
obligations stem from consent or from a stated intention. The
linking of obligations to promises is a rather modern and
perhaps uniquely Western way of looking at life, and perhaps a
luxury that the well-to-do can afford. As Fred and Shulamit
Korn (a philosopher and an anthropologist) have pointed out, "If
one looks at ethnographic accounts of other societies, one finds
that, while obligations everywhere playa crucial role in social
life, promising is not preeminent among the sources of
obligation and is not even mentioned by most anthropologists."
The Korns have made a study of Tonga, where promises are
virtually unknown but the social order is remarkably stable. If
life without any promises seems extreme, we Americans
sometimes go too far the other way, parsing not only our
contracts but even out marriage vows in order to discover the
absolute; minimum obligation that we have to others as a result
of our promises.
That some societies in the world have worked out evidently
functional structures of obligation without the need for promise
or consent does not tell us what we should do. But it serves as a
reminder of the basic proposition that our existence in civil
society creates a set of mutual responsibilities that philosophers
used to capture in the fiction of the social contract. Nowadays,
here in America, people seem to spend their time thinking of
even cleverer ways to avoid their obligations, instead of doing
what integrity commands and fulfilling them. And all too often
honesty is their excuse.
________________
*See brief bio of Stephen Carter
Home
8. The Parable of the Sadhu
On a mountain climbing expedition to the Himalayas, Bowen
McCoy, a managing director of the Morgan Stanley Company,
and his party found a pilgrim, or Sadhu, dying of cold.
Although the climbers helped the holy man, Mr. McCoy and his
team ultimately pressed on with their trek, determined to reach
the summit. This unexpected ethical dilemma left them
questioning their values--and the values of business, which
often places goal achievement ahead of other considerations. In
this moving article, which received the Harvard Business
Review’s Ethics Prize in 1983, Mr. McCoy relates his
experience in the distant mountain of Nepal to the short and
long-term goals of American business.
Last year, as the first participant of in the new six-month
sabbatical program that Morgan Stanley has adopted, I enjoyed
a rare opportunity to collect my thoughts as well as do some
traveling. I spent the first three months in Nepal, walking 600
miles through 200 villages in the Himalayas and climbing some
120,000 vertical feet. On the trip my sole Western companion
was an anthropologist who shed light on the cultural patterns of
the villages we passed through.
During the Nepal hike, something occurred that has had a
powerful impact on my thinking about corporate ethics.
Although some might argue that the experience has no relevance
to business, it was a situation in which a basic ethical dilemma
suddenly intruded into the lives of a group of individuals. How
the group responded I think holds a lesson for all organizations
no matter how defined.
Sadhus, or holy men, roam the countryside of India and Nepal,
begging for food
The Sadhu
Nepal experience was more rugged and adventuresome than I
had anticipated. Most commercial treks last two or three weeks
and cover a quarter of the distance we traveled.
9. My friend Stephen, the anthropologist, and I were halfway
through the 60-day Himalayan part of the trip when we reached
the high point, an 18,000-foot pass over a crest that we'd have
to traverse to reach the village of Muktinath, an ancient holy
place for pilgrims.
Six years earlier I had suffered pulmonary edema, an acute form
of altitude sickness, at 16,500 feet in the vicinity of Everest
base camp, so we were understandably concerned about what
would happen at 18,000 feet. Moreover, the Himalayas were
having their wettest spring in 20 years; hip-deep powder and ice
had already driven us off one ridge. If we failed to cross the
pass, I feared that the last half of our "once in a lifetime" trip
would be ruined.
During the late afternoon, four backpackers from New Zealand
joined us, and we spent most of the night awake anticipating the
climb. Below we could see the fires of two other parties, which
turned out to be two Swiss couples and a Japanese hiking club.
To get over the steep part of the climb before the sun melted the
steps cut in the ice, we departed at 3:30 a.m. The New
Zealanders left first, followed by Stephen and myself, our ports
and Sherpas, and then the Swiss. The Japanese lingered in their
camp. The sky was clear, and we were confident that no spring
storm would erupt the day to close the pass.
At 15,500 feet, it looked to me as if Stephen were shuffling and
staggering a bit, which are symptoms of altitude sickness. (The
initial stage of altitude sickness brings a headache and nausea.
As the condition worsens, a climber may encounter difficult
breathing, disorientation, aphasia, and paralysis.) I felt strong,
my adrenaline was flowing, but I was very concerned about my
ultimate ability to get across. A couple of our porters were also
suffering from the height and Pasang, our Sherpa sirdar
(leader), was worried.
Just after daybreak, while we rested at 15,000 feet, one of the
New Zealanders, who had gone ahead, came staggering down
toward us with a body slung across his shoulders. He dumped
the almost naked, barefoot body of an Indian holy man--a
10. Sadhu-- at my feet. He had found the pilgrim lying on the ice,
shivering and suffering from hypothermia. I cradled the Sadhu’s
head and laid him out on the rocks. The New Zealander was
angry. He wanted to get across the pass before the bright sun
melted the snow. He said "Look I’ve done what I can. You have
porters and Sherpa guides. You care for him. We’re going on!"
He turned and went back up the mountain to join his friends.
I took a carotid pulse and found that the Sadhu was still alive.
We figured he had probably visited the holy shrines at
Muktinath and was on his way home. It was fruitless to question
why he had chosen this desperately high route instead of the
safe, heavily traveled caravan route through the Kali Gandaki
gorge. Or why he was almost naked and with no shoes, or how
long he had been lying in the pass. The answers weren’t going
to solve our problem.
Stephan and the four Swiss began stripping off outer clothing
and opening their packs. The Sadhu was soon clothed from head
to foot. He was not able to walk, but he was very much alive. I
looked down the mountain and spotted below the Japanese
climbers marching up with a horse.
Without a great deal of thought, I told Stephen and Pasang that I
was concerned about withstanding the heights to come and
wanted to get over the pass. I took off after several of our
porters who had gone ahead.
On the steep part of the ascent where, if the ice steps had given
way, I would have slid down about 3,000 feet, I felt vertigo. I
stopped for a breather, allowing the Swiss to catch up with me.
I inquired about the Sadhu and Stephen. They said the Sadhu
was fine and that Stephen was just behind. I set off again for the
summit.
Stephen arrived at the summit an hour after I did. Still
exhilarated by victory, I ran down the snow slope to
congratulate him. He was suffering from altitude sickness,
walking 15 steps, then stopping, walking 15 steps, then
stopping. Pasang accompanied him all the way up. When I
reached them, Stephen glared at me and said: "How do you feel
11. about contributing to the death of a fellow man?" I did not fully
comprehend what he meant. "Is the Sadhu dead?" I inquired.
"No, replied Stephen, "but he surely will be!" After I had gone,
and the Swiss had departed not long after, Stephen had
remained with the Sadhu. When the Japanese had arrived,
Stephen asked to use their horse to transport the Sadhu down to
the hut. They had refused. He had then asked Pasang to have a
group of our porters carry the Sadhu. Pasang had resisted the
idea, saying that the porters would have to exert all their energy
to get themselves over the pass. He had thought they could not
carry a man down 1,000 feet to the hut, reclimb the slope, and
get across safely before the snow melted. Pasang had pressed
Stephen not to delay any longer.
The Sherpas had carried the Sadhu down to a rock in the sun at
about 15,00 feet and had pointed out the hut another 500 feet
below. The Japanese had given him food and drink. When they
had last seen him he was listlessly throwing rocks at the
Japanese party’s dog, which had frightened him.
We do not know if the Sadhu lived or died. For many of the
following days and evenings Stephen and I discussed and
debated our behavior toward the Sadhu. Stephen is a committed
Quaker with deep moral vision. He said "I feel that what
happened with the Sadhu is a good example of the breakdown
between the individual ethic and the corporate ethic. No one
person was willing to assume ultimate responsibility for the
Sadhu. Each was willing to do his bit just so long as it was not
too inconvenient. When it got to be a bother, everyone just
passed the buck to someone else and took off."
I defended the larger group saying "Look, we all cared. We all
stopped and gave aid and comfort. Everyone did hit bit. "The
New Zealander carried him down below the snow line. I took
his pulse and suggested we treat him for hypothermia. You and
the Swiss gave him clothing and got him warmed up. The
Japanese gave him food and water. The Sherpas carried him
down to the sun and pointed out the easy trail toward the hut.
He was well enough to throw rocks at a dog. What more could
12. we do?" "You have just described the typical affluent
Westerner's response to a problem. Throwing money--in this
case food and sweaters--at it, but not solving the fundamentals!"
Stephen retorted.
"What would satisfy you?" I said. "Here we are, a group of New
Zealanders, Swiss, Americans, and Japanese who have never
met before and who are at the apex of one of the most powerful
experiences of our lives. Some years the pass is so bad no one
gets over it. What right does an almost naked pilgrim who
chooses the wrong trail have to disrupt our lives? Even the
Sherpas had no interest in risking the trip to help him beyond a
certain point."
Stephen calmly rebutted, "I wonder what the Sherpas would
have done if the Sadhu had been a well-dressed Nepali, or what
the Japanese would have done if the Sadhu had been a well-
dressed Asian, or what you would have done, Buzz, if the Sadhu
had been a well-dressed Western woman?" "Where, in your
opinion," I asked instead, "is the limit of our responsibility in a
situation like this? We had own well-being to worry about. Our
Sherpa guides were unwilling to jeopardize us or the porters for
the Sadhu. No one else on the mountain was willing to commit
himself beyond certain self-imposed limits." Stephen said, "As
people with a Western ethical tradition, we can fulfill our
obligations in such a situation only if (1) the Sadhu dies in our
care, (2) the Sadhu demonstrates to us that he could undertake
the two-day walk down to the village, or (3) we carry the Sadhu
for two days down to the village and convince someone there to
care for him." "Leaving the Sadhu in the sun with food and
clothing, while he demonstrated hand-eye coordination by
throwing a rock at a dog, comes close to fulfilling items one and
two," I answered. "And it wouldn't have made sense to take him
to the village where the people appeared to be far less caring
than the Sherpas, so the third condition is impractical. Are you
really saying that, no matter what the implications, we should,
at the drop of a hat, have changed our entire plan?"
From Western State University – Ogden, Utah