Teaching Adults: Is it different? :: Education School Essays

Teaching Adults: Is it different? The adult education literature generally supports the idea that teaching adults should be approached in a different way than teaching children and adolescents. The assumption that teachers of adults should use a different style of teaching is based on the widely espoused theory of andragogy, which suggests that "adults expect learner-centered settings where they can set their own goals and organize their own learning around their present life needs" (Donaldson, Flannery, and Ross-Gordon 1993, p. 148). However, even in the field of adult education, debate occurs about the efficacy of a separate approach for teaching adults. Some believe that adult education is essentially the same process as education generally (Garrison 1994) and therefore does not require a separate teaching approach: that is, all good teaching, whether for adults or children, should be responsive in nature. The question of whether teaching adults is different remains ambiguous. For example, research summarized in an ERIC Digest(Imel 1989) has shown that even those educators who say they believe in using an andragogical approach do not necessarily use a different style when teaching adults. Additional myths and realities related to teaching adults are explored in this publication. Two areas are examined: types of adult learning and what learners themselves want from teachers. Different Types of Adult Learning One way to approach the question of whether teaching adults is different is by examining the types of learning in which adults engage. Drawing upon the work of Habermas and Mezirow, Cranton (1994) classified adult learning into three categories: Subject-oriented adult learning-In adult learning contexts that are subject oriented, the primary goal is to acquire content. The educator "speaks of covering the material, and the learners see themselves as gaining knowledge or skills" (ibid., p. 10). Consumer-oriented adult learning-The goal of consumer-oriented learning is to fulfill the expressed needs of learners. Learners set their learning goals, identify objectives, select relevant resources, and so forth. The educator acts as a facilitator or resource person, "and does not engage in challenging or questioning what learners say about their needs" (ibid., p. 12). Emancipatory adult learning-The goal of emancipatory learning is to free learners from the forces that limit their options and control over their lives, forces that they have taken for granted or seen as beyond their control. Emancipatory learning results in transformations of learner perspectives through critical reflection (Mezirow 1991). The educator plays an active role in fostering critical reflection by challenging learners to consider why they hold certain assumptions, values, and beliefs (Cranton 1994).

Criminal Justice in America: A Critical View Essay

Criminal justice Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Criminal justice is a system of government institutions, which are tasked with upholding social control, and directed at mitigating crimes as well as sanctioning   the law breakers with criminal penalties as and rehabilitation efforts as well.   Criminal justice covers a number of areas including; law enforcement, juvenile cases, correction and crime prevention. Criminal justice cases at level 200 cover a wide range of areas including policies on sentencing and practice, theories of policing and their effects criminal justice practice. As well as familiarizing with a wide range of police powers especially those involving searching and arrest powers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The central role of law in social processes is explored under criminal justice 200, with primary legal regimes of various types being examined and compared from different national contexts as well as across different international context. Legal and non-legal reforms, those of social ordering, are contrasted; investigating human rights law in its practice and structure. Level 200 also focuses on ‘Disability studies’. Theories on how the society interprets disability and consequences in social justice. Factors and determinants that frame disability are factored. These factors include social, political, biological, cultural and economical determinants (Sheldon et al; 455).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On this paper, I will feature a case that will seek to examine how the judicial system decided to take a shift in the way juveniles were treated at trial in cases of criminal nature. The system saw it necessary to put into consideration the psychological factors, on growth of adolescents’ brains especially, when determining these cases as the aim of the system is more of reforming than punishing. Over the years, most states have believed the Juvenile system in the Judicial system is set up for public protection by providing a mechanism to respond to children who are getting into crime as they mature into adulthood. The children who commit these crimes are believed to be less dangerous and blameworthy hence the need to differentiate them from adults doing the same. States have been responsive to these differences and have in turn established separate court systems to cater for the juveniles. They have also provided separate youth-bas ed systems on service delivery that are different from those of adults.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Juvenile systems have grown remarkably since their first introduction. The first juvenile court was established in 1899 in the state of Illinois. At the time, the process was rather informal, consisting of conversations between the judge and the youth- with no legal representation for the youth. The system was aimed at creating a different probation system and replacing confinement of these youths in jails alongside the adults. A different approach to their incarceration was adopted which allowed for provision of guidance, education and supervision. All states later embraced the juvenile system including the then district of Columbia. In the year 1967, the ‘Re Gault’ landmark ruling by the Supreme Court determined the requirement of attorneys for youths in the system as well as provision of other constitutional rights like accused adults including confrontation of a witness before them. The Supreme Court later gave more consti tutional rights including undergoing trials requiring proof beyond reasonable doubt and against double jeopardy. However, some states give youths the right to trial y a jury through statutes and court rulings although the Supreme Court discouraged this (Bremna 342). Case ‘Miller v Alabama’   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This case was a petition presented to the Supreme Court by the petitioner, Miller, against the state of Alabama. The case was argued on 20th March 2012 and was later decided on 25th June 2012. In this petition No. 10-9646, the petitioner by the name miller, with his friend beat up Miller’s friend seriously then continued to set his trailer on fire after a long evening of heavy drug abuse and drinking. The neighbor ended up dying. Initially, Miller had been charged by the court like juvenile, but when his case was later on removed and taken to an adult court, the court charged him with arson and murder. The jury found Miller guilty as charged and the trial court sentenced him to life without parole, which was a statutorily mandated punishment. The Alabama court dealing with appeals re-affirmed the ruling, arguing that Miller’s sentence was not even as harsh in comparison to the crime he had committed and the mandatory nature o f it was permissible according to the eighth amendment, which states that one should not be imprisoned for LWP for juvenile offenders that have committed homicide. The amendment forbids cruel and unusual punishments hence guaranteeing the defendant the right of refrain from being subjected to rather harsh sanctions. Punishment for a crime should be proportionate to both the crime and the offender. The amendment recognizes the lack of mental maturity n these youths, something that could lead to impulsiveness and recklessness as well as poor decision making (Adam 10).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This petitioned was argued and judgment given jointly with a case of the same nature, petition No. 10-9647 of ‘Jackson v Hobbs’ in which Jackson was charged with murder and thereafter sentenced to a life imprisonment with no parole. Jackson, a 14year old had taken part in a robbery where, unknown to him, one of his friends had carried a short gun with which he used to murder the clerk in the store. Jackson was charged by Arkansas as an adult with the crime of capital felony of murder alongside robbery. The jury found him guilty of both charges something that led to the sentence. The court likened life without parole to a death sentence (Adam 10).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On June 25 2012, the court gave a 5-4 ruling on the case, judging that a life imprisonment without parole was not constitutional if the accused is over the age of eighteen. The court was persistent on Graham’s foundational principle that states that the child status must be taken into account when passing such harsh judgments. Regardless of the crime committed, such severe penalties on juveniles cannot go on as if they were not children. The court also directed that sentences of life imprisonment without granting parole as such should be rare. The vulnerability of the children was taken into account as well as their high capability to change in the future and become better persons. The ruling would certainly have an after effect, especially on those whose sentencing did not take into account age and other mitigating factors (Adam 10).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This decision would see at least half of the states in America change their statutes on handling juvenile cases and sentences to life with no parole: including Alabama’s statute ‘code 13A’. Efforts to end harsh judgments and reduce solitary in confinement for juveniles were evident and efforts to close juvenile detention facilities as states started re-thinking of other ways on how to deal with juvenile offenders. Campaigns for youth reforms have been started with correctional facilities aimed at creating a view on young felons as victims of circumstances rather than felons who are irredeemable (Okonkwo 45). References Top of Form Shelden, Randall G, and William B. Brown. Criminal Justice in America: A Critical View. Boston: Allyn and Bacon, 2003. Print. Bottom of Form Daniel Okonkwo The New York Times- Applying The Miller v Alabama Ruling Retroactively Must Be Done, 2013 Adam Liptak, Ethan Bronnerthe New York Times- Justice Bar Mandatory Life Terms For Juveniles, 2012 Source document

Biography of Ferdinand Marcos, Philippines Dictator

Biography of Ferdinand Marcos, Philippines' Dictator Ferdinand Marcos (September 11, 1917–September 28, 1989) ruled the Philippines with an iron fist from 1966 to 1986. Critics charged Marcos and his regime with crimes like corruption and nepotism. Marcos himself is said to have exaggerated his role in World War II. He also murdered a family political rival. Marcos created an elaborate cult of personality. When that state-mandated adulation proved insufficient for him to maintain control, President Marcos declared martial law. Fast Facts: Ferdinand Marcos Known For: Philippines dictatorAlso Known As: Ferdinand Emmanuel Edralin Marcos Sr.Born: September 11, 1917  in Sarrat, PhilippinesParents: Mariano Marcos,  Josefa EdralinDied: September 28, 1989  in Honolulu, HawaiiEducation: University of the Philippines, College of LawAwards and Honors: Distinguished Service Cross, Medal of HonorSpouse: Imelda Marcos  (m. 1954–1989)Children: Imee,  Bongbong,  Irene, Aimee (adopted)Notable Quote: I often wonder what I will be remembered in history for. Scholar? Military hero? Builder? Early Life Ferdinand Edralin Marcos was born on Sept. 11, 1917, to Mariano and Josefa Marcos in the village of Sarrat, on the island of Luzon, the Philippines. Persistent rumors say that Ferdinands biological father was a man named Ferdinand Chua, who served as his godfather. Officially, however, Josefas husband Mariano Marcos was the childs father. Young Ferdinand Marcos grew up in a privileged milieu. He excelled at school and took an eager interest in things like boxing and shooting. Education Marcos attended school in Manila. His godfather Ferdinand Chua may have helped pay for his educational expenses. During the 1930s, the young man studied law at the University of the Philippines, outside of Manila. This legal training would come in handy when Marcos was arrested and tried for a 1935 political murder. In fact, he continued his studies while in prison and even passed the bar exam with flying colors from his cell. Meanwhile, Mariano Marcos ran for a seat on the National Assembly in 1935 but was defeated for a second time by Julio Nalundasan. Assassinates Nalundasan On Sept. 20, 1935, as he was celebrating his victory over Marcos, Nalundasan was shot dead at his home. Ferdinand, then 18, had used his shooting skills to kill Nalundasan with a .22-caliber rifle. Marcos was indicted for the killing and convicted by a district court in November of 1939. He appealed to the Supreme Court of the Philippines in 1940. Representing himself, Marcos managed to get his conviction overturned despite strong evidence of his guilt. Mariano Marcos and (by now) Judge Chua may have used their political power to influence the outcome of the case. World War II At the outbreak of World War II, Marcos was practicing law in Manila. He soon joined the Filipino Army and fought against the Japanese invasion as a combat intelligence officer in the 21st Infantry Division. Marcos saw action in the three-month-long Battle of Bataan, in which the Allied forces lost Luzon to the Japanese. He survived the Bataan Death March, a week-long ordeal that killed about a quarter of Japans American and Filipino POWs on Luzon. Marcos escaped the prison camp and joined the resistance. He later claimed to have been a guerrilla leader, but that claim has been disputed. Post-War Era Detractors say that Marcos spent the early post-war period filing false compensation claims for wartime damages with the United States government, such as a claim for almost $600,000 for 2,000 imaginary cattle of Mariano Marcos. Marcos also served as a special assistant to the first president of the newly independent Republic of the Philippines, Manuel Roxas, from 1946 to 1947. Marcos served in the Philippines House of Representatives from 1949 to 1959 and the Senate from 1963 to 1965 as a member of Roxas Liberal Party. Rise to Power In 1965, Marcos hoped to secure the Liberal Party nomination for the presidency. The sitting president, Diosdado Macapagal (father of current president Gloria Macapagal-Arroyo), had promised to step aside, but he reneged and ran again. Marcos resigned from the Liberal Party and joined the Nationalists. He won the election and was sworn in on December 30, 1965. President Marcos promised economic development, improved infrastructure, and good government to the people of the Philippines. He also pledged help to South Vietnam and the U.S. in the Vietnam War, sending more than 10,000 Filipino soldiers to fight. Cult of Personality Ferdinand Marcos was the first president to be reelected to a second term in the Philippines. Whether his reelection was rigged is a subject of debate. In any case, he consolidated his hold on power by developing a cult of personality, like those of Joseph Stalin or Mao Zedong. Marcos required every business and classroom in the country to display his official presidential portrait. He also posted giant billboards bearing propagandistic messages across the country. A handsome man, Marcos had married former beauty queen Imelda Romualdez in 1954. Her glamour added to his popularity. Martial Law Within weeks of his reelection, Marcos faced violent public protests against his rule by students and other citizens. Students demanded educational reforms; they even commandeered a fire truck and crashed it into the Presidential Palace in 1970. The Filipino Communist Party reemerged as a threat. Meanwhile, a Muslim separatist movement in the south urged succession. President Marcos responded to all of these threats by declaring martial law on September 21, 1972. He suspended habeas corpus, imposed a curfew, and jailed opponents like Benigno Ninoy Aquino. This period of martial law lasted until January 1981. Dictatorship Under martial law, Marcos took extraordinary powers for himself. He used the countrys military as a weapon against his political enemies, displaying a typically ruthless approach to opposition. Marcos also awarded a huge number of government posts to his and Imeldas relatives. Imelda herself was a member of Parliament (1978-84); Governor of Manila (1976-86); and Minister of Human Settlements (1978-86). Marcos called parliamentary elections on April 7, 1978. None of the members of jailed former Senator Benigno Aquinos LABAN party won their races. Election monitors cited widespread vote-buying by Marcos loyalists. In preparation for Pope John Paul IIs visit, Marcos lifted martial law on Jan. 17, 1981. Nonetheless, Marcos pushed through legislative and Constitutional reforms to ensure that he would retain all of his extended powers. It was purely a cosmetic change. Presidential Election of 1981 For the first time in 12 years, the Philippines held a presidential election on June 16, 1981. Marcos ran against two opponents: Alejo Santos of the Nacionalista Party and Bartolome Cabangbang of the Federal Party. LABAN and Unido both boycotted the election. Marcos received 88% of the vote. He took the opportunity in his inauguration ceremony to note that he would like the job of Eternal President. Death of Aquino Opposition leader Benigno Aquino was released in 1980 after spending nearly eight years in prison. He went into exile in the United States. In August 1983, Aquino returned to the Philippines. Upon arrival, he was hustled off the plane and shot dead on the runway at the Manila Airport by a man in a military uniform. The government claimed that Rolando Galman was the assassin; Galman was immediately killed by airport security. Marcos was ill at the time, recovering from a kidney transplant. Imelda may have ordered Aquinos killing, which sparked massive protests. Later Years and Death Aug. 13, 1985, was the beginning of the end for Marcos. Fifty-six members of Parliament called for his impeachment for graft, corruption, and other high crimes. Marcos called a new election for 1986. His opponent was Corazon Aquino, the widow of Benigno. Marcos claimed a 1.6 million vote victory, but observers found an 800,000-vote win by Aquino. A People Power movement quickly developed, driving the Marcoses into exile in Hawaii, and affirming Aquinos election. The Marcoses had embezzled billions of dollars from the Philippines. Imelda famously left more than 2,500 pairs of shoes in her closet when she fled Manila. Marcos died of multiple organ failure in Honolulu on Sept. 28, 1989. Legacy Marcos left behind a reputation as one of the most corrupt and ruthless leaders in modern Asia. The Marcoses had taken with them more than $28 million in cash in Philippine currency. President Corazon Aquinos administration said this was only a small part of the Marcoses illegally gained wealth. Marcos excesses are perhaps best exemplified by his wifes extensive shoe collection. Imelda Marcos is reported to have gone on shopping sprees using state money to buy jewelry and shoes. She amassed a collection of more than 1,000 pairs of luxury shoes, which earned her the nickname, Marie Antoinette, with shoes. Sources Britannica, The Editors of Encyclopaedia. â€Å"Ferdinand Marcos.†Ã‚  Encyclopà ¦dia Britannica, 8 Mar. 2019..Ferdinand E. Marcos Republic of the Philippines-Department of National Defense.â€Å"Ferdinand Marcos Biography.†Ã‚  Encyclopedia of World Biography.

buy custom Hamlet essay

buy custom Hamlet essay Hamlet, Prince of Denmark is a play written by Shakespeare and majorly characterized by tragedies. It is all about a son who seeks revenge for the death of his father who was a king. In most plays, it is always fulfilling when the main character is a strong and noble person. A person who is tactfully and skillfully goes about his mission. He employs good measures to achieve his mission without failure. These culminate into a great success to the main character who becomes a hero for the achievements. This play however, is about Hamlet who is the son of a murdered Danish King Hamlet. This death had seriously affected his emotional balance. His ghost appears to Horatio, Hamlets best friend. He informs Hamlet of this but he refuses to accept until he sees it himself. The ghost of his father later appears to him and claims that he was murdered by his brother, the new King Claudius. He is Hamlet's uncle. He later married Hamlet's mother, Gertrude. The ghost tells him to revenge his death. Hamlet has a mission to accomplish. He sets himself to actually achieve this but does not know how to do this. King Claudius also appears guilty of the murder and feels threatened by Hamlets presence. He plans to get rid of him. Hamlet's mission has to be well organized before for its success. He therefore embarks on a mission to establish Claudius guilt. He therefore prepares a play in which they act about the slain father. He makes King Claudius watch to establish his reaction. Hamlet represents his father in the play. Then he becomes furious and storms out of the room as they play proceeds. This establishes Hamlet's suspicion that he indeed killed his father in order to take over the thrown. He even goes further to marry his mother. He remains with no doubt in his mind that his uncle is the suspect He delays in effecting his mission due religion. The environment seems Christian and this makes him think that revenge is not good for his faith. He thinks that it is the work of God. He even got the right opportunity to kill him in scene 3 but thinks that Claudius would go to heaven if killed while praying. He draws his sword and returns it back after much thought. He postpones his mission again to a much later date. Polonius is Hamlet's chief trusted counselor. He has a son called Laertes who returns to France and a daughter called Ophelia. She is courted by Hamlet This relationship runs into problems after Ophelia's father and brother warn her that Hamlet is not serious about their relationship. Soon after Ophelia realizes that his behavior has drastically changed. Her father gets concerned of this and reports to the King, who orders an investigation. Hamlet's constant mourning of the late father becomes the concern of the mother. He confronts the mother and a quarrel elapses between them. Apparently, Polonius hides within the vicinity to spy. He becomes convinced that Hamlet is indeed mad and worries that he may harm Gertrude. This prompts him to scream for help. Hamlet identifies Gertrudes father where he hides and stabs him to death. He is however not remorseful that he has killed his lover's father. He calls him, 'Thou wretched, rash, intruding fool'. Gertrude also gets convinced of Hamlets madness after the ghost to him telling him to be gentle to his mother but to kill King Claudius. The King sends Hamlet to England for a diplomatic mission. He does this due to fears for his life. He realizes that Hamlet may harm him. He sends Rosencrantz and Guildenstern to accompany the princes to England after disclosing to them that he is doing this to send the princes to his death trap. Hamlet's revenge is being delayed again as he cannot gain access to Claudius. While away, his quest to avenge his father's death intensifies. He meets a bloody fight that results in many deaths on his way. Another revenge tragedy happens when Ophelia gets mad due to her fathers death. She begins to walk around singing to herself. Her brother Laertes comes back from France and gets shocked by the father's death and the sister's madness. He is convinced by King Claudius that Hamlet is responsible for all the tragedies in his family. He tells him that the prince is alive in England. This besets him on a revenge mission against Hamlet. King Claudius unsuccessfully tries different strategy to kill Hamlet in his ship and to make it appear like an accident on his way back from England . He escapes unhurt but Rosencrantz and Guildenstern die in the process. The King then resolves to capitalize on Laertes hatred by organizes a fight between him and Hamlet with the knowledge that Laertes is good with swords. Laertes further promises to poison the head of his sword to kill the prince at the slightest scratch. The king on part goes ahhead to plan to poison him with wine if the first attempt fails. Ophelia commits suicide and her death is reported. At the funeral, Laertes blames Hamlet and curses him. Hamlet appears at this time and confesses his love for Ophelia. A fight breaks between them but they are separated by Claudius and Gertrude. Hamlet is then informed by Claudius of the fight with Laertes to mend fences. He readily accepts this fight against his friend Horatio's warning. The fighting day comes and all are set. They have several rounds without success in any of the sides. Gertrude then unknowingly toasts Hamlet using the poisoned wine. She drinks it. Attempts by the King to block her not to drink are too late. At this time, Laertes finds an opportunity and stabs Hamlet with his poisoned sword. The fight continues and Hamlet manages to use Laertes sword against him. Gertrude then announces her poisoning as she dies. Laertes reveals King Claudius plot to kill Hamlet as he dies. This prompts Hamlet to stab the king using Laertes sword. He goes further to force him to drinking his own poisoned wine to kill him. Hamlet then announces Prince Fortinbras of Norway as the probable king as he takes his last breath. Horatio remains to recount the whole story to Prince Fortinbras who comes in only to be met by a deadly scene of bodies. The theme of revenge in this play has been met by a number of tragedies. Many deaths have come about the same thing. The delay of Hamlet's revenge is the main cause of many deaths seen at the end of the play. One thing leads to the other as more and more people are sucked into the saga. It seems that could Hamlet have gone ahead with his mission earlier enough, then many deaths at the end could have been avoided. The delay has also worked well for the continuation of the play. It brought the flow of the play. This is Shakespeare's longest play ever. The delay of Hamlet's revenge has thus aided in the flow of the play. Hamlets emotional life has also been built by this delay. At first he is not sure of going ahead with the or not. This changes as time goes. The experiences he undergoes harden him to and make him believe of the reason to revenge. At the end everybody with revenge mission dies. This tells us of the inability of revenge to solve problems but to lead to more corruption. People should instead work on themselves. Buy custom Hamlet essay

A Soldier's Story Essay Example | Topics and Well Written Essays - 1000 words

A Soldier's Story - Essay Example The story revolves around the lives of four Chinese women who were born in America while their own respective mothers had been born in feudal China. These women go on a quest to explore their past and try to understand it better and make their lives more meaningful and happy. "Saving Face" is a popular movie written and directed by Alice Wu. The genre of the movie revolves around romance and drama interspersed with comedy and has a very interesting tagline that says, "A romantic comedy about right, wrong and everything in between." It is a different kind of movie and not the run of the mill kind. The story is based upon lesbianism of Asian women who speak in Chinese language occasionally. It is a touching story that plays upon the emotions and feelings of its audience. 'A Soldier's Story' deals with ethical issues of race and class that existed in the USA over sixty years ago. The murdered victim was a Black and this case is investigated by another Black military lawyer who was sent from Washington. Captain Davenport Battles amidst prejudice and deceit while in charge of uncooperative Black troops. Investigations proved that the dead soldier was very unpopular. There are a lot of ups and downs in the movie involving issues of color, caste and background which adds spice to the situation, but inspite of the many negative forces acting against him, Captain Davenport pursues his mission of finding out the exact murderer of Sergeant Waters. The Joy Luck Club (1993) is a film that is deeply immersed in ethical issues of caste and class of the important characters that is shown against an American background. Four young Chinese women born in America face racial discrimination and therefore embark on an important search of their identity in order to give them a better understanding to analyze the strained and difficult relationships shared presently between the respective mothers and their daughters. The movie is infused with a lot of pain and emotion as the characters try to grapple with the own feelings by making sense of it. The eventful search that they undertake helps to guide these feelings and solve the many mysteries they had faced. The film is considered to be a Classic because the stories of each of these women are not only heartwarming but would also make the audience cry and laugh. "Saving Face" is a very popular film that reached a wider audience and even though the movie dealt with such an ethical and sensitive issue such as 'lesbianism' involving Asian women, yet it was very well appreciated by its audience. The story revolves around a brilliant surgeon Wil who is a Chinese American lesbian based in Manhattan. Wil is surprised by Ma who is a widow of 48 years, who gets banished from Flushing, Queens when her father found out that she was pregnant. The story of Ma touches the heart and personal life of Wil, who goes out of her way to get a suitable Chinese bachelor to marry Ma since only then she could return to her own country Flushing because of the promise made by her grandfather. According to me, the film that deals the best with ethical issues of race and segregation is "A Soldier's Story." The story that is narrated through

Individual Assignment 10 Article Example | Topics and Well Written Essays - 250 words

Individual Assignment 10 - Article Example In addition, the malware will insert unwanted advertisements in the non-affiliated websites like spawn pop-ups that require the internet user to click the advertisement message (Solomon and Tuten 18). Another unethical practice in generating and nurturing sales leads is semantic marketing and behavioral targeting. Semantic advertising on the social media involves semantic analytics that can interpret the meaning and the main topic in a subject thus populating such visited websites with targeted advertisements even though not requested by the users. Behavioral targeting involves monitoring the behavior of the internet users especially the websites visited and hours spend on different websites. These practices are unethical since they interfere with the autonomy of the user and lead to other unethical practices such as spamming and violation of privacy and confidentiality of the internet users (Solomon and Tuten 24). Behavioral tracking is a practice whereby the advertisers monitor the electronic shopping patterns of the internet users together with the sites visited. In 2011, the Federal Trade Commission announced plans to require the advertisers to permit ‘do not track’ or ‘turn off the tracking switch’ and even disclose their monitoring activities (Solomon and Tuten 33). From the ethical perspective, advertisers should disclose their intentions or permit the internet users to turn off tracking. According to the rights perspective of ethics, internet and social media users have the right to privacy thus advertisers must disclose their intentions or permit the switch off tracking option. It is the right of internet users to control their activities on the internet, their images and information that is shared over the internet. According to the egalitarianism or fairness approach to ethics, disclosing the tracking intentions or permitting the switch off button is fair to users of the

Critical Writing (debating cultural idea) Essay

Critical Writing (debating cultural idea) - Essay Example Most traditional cultures have strong attachments to certain beliefs that define accepted moral conduct and virtues. For instance, the case of the Chinese culture under consideration, the author of â€Å"No Name Woman†, Maxine Hong Kingston discloses that a number of customs seem impossible in the United States remain sound and commonly acceptable in China (Kingston, 1976). The traditional China regarded women as low-level residents in the society. The women had no chance of making an opinion that can define either social-economical or political fate of a society. The women were required to follow and value the doubt of the customs. In the case under consideration, the Chinese woman who committed suicide was never counted as one of the children. The culture did not allow even mentioning that, the victim was part of the bereaved family. This is an assurance that had no place in democracies such as the US, which appreciated a better culture (Kingston, 1976). The author Chinese-A merican immigrant finds it difficult to accommodate the US culture, with her Chinese mind. Equally, the case indicates that, the author’s aunt, committed adultery when her husband had travelled to America. According to the Chinese culture, the woman acted against the Chinese norms on social and family life, which called for stoning, but instead she was sent back to her parents. This indicates the strength of the Chinese customs, which makes the author difficult to take in the American culture (Kingston, 1976). These acts created a cultural conflict between members of the family who believed that a taboo should not be broken. This resulted to the woman considered an outsider, who could not be allowed to be one of the family members. The author of the case study expresses a cultural conflict on these acts. The author feels that the Chinese culture is too ancient in comparison with the American one. The sees the acts of the villagers on the home house as