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AHC Ethan Hawk Give Yourself Permission to Be Creative TED Talk Reflection Discussion

AHC Ethan Hawk Give Yourself Permission to Be Creative TED Talk Reflection Discussion.…(1)Introduce the writer and include a quotation from the chapter or essay you’re discussing thatspeaks to the craft element you want to explore. (2) Tell us what you think about the quote. (3) Ask an open-ended question that refers to it.You’ll need all three elements to get full credit. These prompts should be ideas that get us started thinking and discussing. They should not be questions that can be answered with a fact or with a yes or no. Make sure you read all the prompts that have been submitted before yours. Do not repeat a prompt that someone has already submitted. This would receive no credit.Prompt Example: In Crafting the Personal Essay, writerAnnie Dillard is quoted writing about the essay form: “There is nothing you cannot do with it; no subject matter is forbidden, no structure is proscribed. You get to make up your own structure every time, a structure that arises from the materials and best contains them. The material is the world itself, which, so far, keeps on keeping on.” All this freedom is exhilarating, but it can also be scary. Do you prefer more specific essay prompts or more open essay prompts and why?
AHC Ethan Hawk Give Yourself Permission to Be Creative TED Talk Reflection Discussion

Rasmussen College Leon Morbidly Obese Five Years Old Child Discussion.

Watch the following video from the perspective of a Human Services professional. Leon, 5 Years Old and Morbidly Obese – YouTubeAfter viewing the case study, complete the following analysis. For each section, give complete details related to what is being asked for using objective language. Each section should be a minimum of 2 paragraphs.Presenting InformationDiscuss the basic information on parties involved including ages, sex, living conditions, education level, health status, et cetera. This section can ONLY be factual information that can be gathered through viewing the case study and should not have opinions or possible deductions.State the ProblemDiscuss what is currently being presented, not what might happen.Possible Areas of ConcernWhat do you think are the main problems? Use the information presented to discuss some possible issues that might be occurring or could occur. Think of this as a brainstorming session by discussing a variety of ways this scenario might play out. Discuss in terms of physical, cognitive, emotional, and social development.Theoretical Foundation (Erikson, Piaget, Ecological Systems, etc)Apply developmental theory/theories that help relate a general path the client should be on, and discuss some common outcomes that should be occurring at this age/stage based on theory.Possible SolutionsWhat are some things that might help this client? Again, regardless of outcome, discuss a variety of ways the issue might be handled.Possible ResourcesWhat other types of Human Services organizations should be involved in this case? List the types of services needed.
Rasmussen College Leon Morbidly Obese Five Years Old Child Discussion

Table of Contents Introduction History of SUCCESS Issues Addressed by SUCCESS The Role of Adult Education in Social Change The Principles and Values of Community-Based Adult Education Analysis of Oppression Conclusion Works Cited Introduction Adult education encompasses the alternative educational curriculum designed for adults who, for one reason or another, dropped out of school before acquiring essential basic skills needed in life. Adult education has profound social benefits and as such, an agent for social change. Adult education is of significant value as a means of addressing social problems and providing solutions to issues affecting disadvantaged groups in society. It provides means of bridging the social inequalities that exist in contemporary societies with regard to reproductive health and social empowerment, especially in relation to economic, cultural and political engagement. Adult education, when considered according to the practices and principles of community-based education has the potential of reducing and even eliminating existing social inequalities. Community-based education for adults is based on the assumption that any community, urban or rural, has the capacity to generate solutions to its own problems. It serves as an instrument for promoting and strengthening social capacity to address various social challenges. The United Chinese Enrichment Services Society (SUCCESS) is one such a program that involves diverse community development initiatives to foster adult education for a Chinese immigrant community (Guo 107). The organization, based in Vancouver, Canada, provides accessible adult education and social services to new Chinese immigrants. Success has created a community of immigrants that plays multiple roles in relation to the provision of adult education. These include provision of adult education programs, facilitation of community development, and advocating on behalf of the Chinese immigrants in relation to citizenship. The ‘SUCCESS’ education programs and services addressed the needs of the adult immigrant community, and as such, facilitated social change. History of SUCCESS Immigrant communities in countries such as Canada face challenges such as the language barrier and social skills that deter them from fully participating in the society. Additionally, mainstream government agencies may not efficiently provide services that meet the social and cultural needs of immigrant communities. It is against this backdrop that SUCCESS was established. It saw its dawn in 1973 to enhance accessibility of adult education programs and other social services to new adult immigrants from China (Guo 111). Initially, SUCCESS started out as a Chinese Connection Project (1973-1979) funded by Health and Welfare Canada to enhance accessibility of social services to new immigrants primarily from Hong Kong, China. The services provided during this period comprised of language skills, taught through the English Language as a Second Language (ESL) classes and settlement services. Get your 100% original paper on any topic done in as little as 3 hours Learn More Between 1979 and 1989, the immigrants from Hong Kong substantially increased following the Sino-British pact. This meant that SUCCESS had to increase the volume of its services to match the high number of immigrants. SUCCESS also had to expand its services to different locations as the immigrants continued to settle in different geographical locations beyond Chinatown region, Vancouver. From 1989 to 1998, SUCCESS expanded tremendously both in its program offerings and scope. It incorporated a number of services and programs for immigrant communities (Chinese and non-Chinese immigrants). The high numbers and the changing composition of the immigrant population forced SUCCESS to expand its program offerings to suit immigrants from other regions. Currently, SUCCESS offers a number of professional programs to immigrant communities mainly from China, enhancing community development and education for citizenship, and providing advocacy services for the immigrants. Issues Addressed by SUCCESS Since its inception, SUCCESS has played a pivotal role in promoting community development for the Chinese Community. In particular, the organization primarily addresses issues to do with citizenship and settlement procedures of new immigrants, adult education to enhance social participation, and advocacy services. With regard to citizenship, SUCCESS provides educational programs that enable new immigrants to acquire citizenship and settle in Canada. The organization also directs immigrants to the appropriate service providers, including translation services to overcome the language barrier and enable them to seek services from immigration agencies in Canada. The organization also advocates on behalf of immigrants in relation to public participation and discrimination. For instance, SUCCESS initiated a nationwide protest campaign against stereotypes broadcasted in Canadian mainstream media that satirized the accent of new Chinese immigrants. To address social exclusion, language barrier and facilitate participation of new immigrants in community development, SUCCESS programs cover six broad areas. These include language and settlement procedures training, reception of immigrants at airports, training on employment opportunities, counseling services, training on small business ventures, and community services. The stakeholders of this organization include various Chinese organizations, the media, volunteers involved in providing interpretation services and the federal government. The Chinese organizations such as the Chinese Benevolent Association, the Chinese Cultural Centre and the Chinese Merchants association provide social services, business training and language training services to new immigrants. Many mainstream organizations also provide a variety of services to immigrants under the auspices of SUCCESS. We will write a custom Essay on Adult Education for Social Change: The Role of a Grassroots Organization in Canada specifically for you! Get your first paper with 15% OFF Learn More These organizations include the law enforcement, the healthcare institutions, schools and the media. “The different classes of government in Canada (municipal, provincial and federal) are involved in funding of SUCCESS’s immigrant services” (Guo 109). In particular, the provincial governments fund educational and health services for immigrants. The Role of Adult Education in Social Change In the context of Chinese immigrant community, the lack of services that address the social needs had a significant impact on their social development. Thus, SUCCESS’s educational programs and services served to transform the social status of the immigrants by improving accessibility to economic opportunities in Canada. According to Derwing, adult education geared towards social change involves educational activities that transform the society within which they are implemented (194). As such, with an objective of transforming the society in which they operate, there should be an organization of educational activities. Adult education can serve as an instrument for transmitting new values with an aim of bringing about social change. CIT perceives adult education as a means of creating a renewed sense of motivation and transmitting fundamental values and attitudes that allow people to tackle new challenges in whichever social context they find themselves. SUCCESS educational programs instill new forms of perceptions that enable new immigrants cope with cultural change and participate in community development. The main purpose of adult education is to equip adults with necessary skills and knowledge that enables them to manipulate their social environment well and attain individual and community development. In this sense, adult education confers social freedom for the survival and development of individuals and by extension, the community. SUCCESS recognizes that adult education can serve to expedite social/community development, hence the provision of necessary skills to immigrants to enable them participate in community development. Grossi examines the lack of participation by the public in their community development (123). He argues that cultural stereotypes facilitate a sense of indifference in oppressed populations with regard to seeking solutions to their plight. This prevents them from actively seeking a solution to their own problems. Thus, participation is a crucial process that involves the masses in formulating their own goals and working together to achieve them. Among the stakeholders in SUCCESS’ educational initiatives are Chinese organizations such as the Chinese Benevolent Association and the Chinese Cultural Center, which understand the needs of the immigrant community. This means that the educational programs and development projects undertaken by SUCCESS reflect the social needs of the Chinese community. Not sure if you can write a paper on Adult Education for Social Change: The Role of a Grassroots Organization in Canada by yourself? We can help you for only $16.05 $11/page Learn More Derwing argues that the planning and implementation of the adult educational initiatives should not rely entirely on expert opinion; rather it should involve a needs assessment that involves the participation of the individual members (201). The challenges faced by new Chinese immigrants, including language barrier, and citizenship and settlement difficulties were identified by the Chinese organizations that form the principal stakeholders of SUCCESS. The idea is to enable the new immigrants to participate in their own development and as such, be agents of social change. Through SUCCESS’s adult education programs and services, the immigrants are able to inquire and obtain necessary information that enables them to address their problems in the context of the larger Canadian society. Since adult education facilitates the development of the community within the larger society, it is, therefore, an instrument for social change as community development reflects social mobility and transformation. In the context of Vancouver, the immigrants have less skills and knowledge resources to participate in the development. Thus, being a minority, they are prone to challenges such as unemployment, lack of opportunities and social alienation from the mainstream society. Social change means changed perceptions and lifestyle patterns with regard to providing solutions to problems and making life better for the entire community. According to Derwing, the role of social change is to transform attitudes, values, knowledge and skills (192). Accordingly, the purpose of SUCCESS concurs with Derwing’s assertion. It facilitates the acquisition of language skills and knowledge by immigrants that enable them to operate in Canadian society. Additionally, SUCCESS advocates on behalf of immigrants to eliminate social exclusion and foster their participation in the larger community development. The Principles and Values of Community-Based Adult Education Friere suggests that education for the oppressed or minority in the society helps them to become conscious of the social determinants in their lives (93). He argues that social change only occurs “when each individual becomes aware of the social determinants in his/her life and undertakes to transform them for the common expedient”. In other words, to effect social change, it requires both the learner and the instructor to engage in the process of reflection, dialogue and action, i.e. praxis. Friere defines praxis as “a reflection on a particular action that translates into an improved action” (94). In this regard, the social stereotypes and the lack of skills such as language skills can impair the minority individuals’ reflection on an action often because of lack of motivation to pursue social justice in the context of mainstream society. In Vancouver, prior to the inception of the SUCCESS program, the lack educational programs and services to cater for the needs of the immigrants, means that they were socially disadvantaged. The SUCCESS programs equipped the immigrants with fundamental skills and advocated for a social environment conducive for their development to improve the quality of their life. Therefore, praxis is an essential principle for adult learning. It entails stimulating individuals’ inbuilt reflection to bring about an appropriate action. Praxis can serve much in transmitting skills, knowledge and attitudes to adult learners and as they put the new attitudes and skills into practice, they reflect on their actions (Derwing 202). Central to the theory of adult education is the vital role played by reflection on subsequent actions. Adult learning process involves four cardinal stages; firstly, the individuals encounter with a particular experience, which in this context was a language barrier, limited opportunities, citizenship, and settlement difficulties experienced by early Chinese immigrants into Canada. The second stage involves reflection and analysis of the experience; this influenced the early Chinese immigrants to establish SUCCESS to assist other immigrants to cope with new challenges. The third stage involves seeking action in response to the experience. Hence, SUCCESS’s provision of programs and services tailored to meet the diverse needs of the new immigrants. The last stage involves the use of a new approach to tackling issues; SUCCESS’s programs enabled the new immigrants to integrate in the community and seek solutions to challenges they faced in the wider Canadian community. The principle of praxis enables adult learners to develop their learning plans in such a way that participants are able to apply what they learn. In this way, the members are able to reflect their actions both as the decision-makers and as subjects in their cultural contexts. SUCCESS involved Chinese organizations and individuals in the development of the training programs. Thus, in this case, the educators and the learners interacted directly in any of SUCCESS’s programs. Additionally, the staff comprised of immigrants settled in Canada, who understand the native languages and culture of the new immigrants. This ensured the meeting of the diverse needs of new immigrants, especially with regard to settlement procedures. The development of the counseling services had the cultural and linguistic aspects of immigrants in mind. A multilingual staff English, Cantonese and Chinese Mandarin) offered the counseling services to the clients’ native languages. Additionally, the Chinese organizations, in partnership with SUCCESS, offered the advocacy and community development services. Immigrants, who once participated in SUCCESS’s programs offered support for this cause in the grassroots. Thus, the principle of praxis results to a designed approach with set objectives such that the content taught reflects these objectives. In other words, the members of the community have to take an active role in tackling the social problems that they face. The expansion of SUCCESS to incorporate non-Chinese immigrants reflects a multi-sectoral approach to community development. Grossi describes the best practice principles for adult education organizations (124). He contends that the organization must formulate multiple goals and actively involve most participants in community development. SUCCESS involved multiple Chinese organizations, former participants as volunteers, mainstream organizations and the government to achieve its three-pronged goals; providing adult education programs, advocacy and liaison services and facilitation of citizenship and settlement for immigrants. Additionally, Rose suggests a multiple approach to adult education in order to have maximum impact on the community. This is the contingency approach, which requires the analysis of the cultural values, the community characteristics and the nature of the social problem in order to design appropriate educational programs. SUCCESS’s programs and services address the challenges that face new immigrants to Canada. Analysis of Oppression Oppression in the context of the immigrants involved cultural stereotypes and social inequalities arising from limited opportunities and necessary skills by immigrants relative to the rest of the population in Vancouver. This form of oppression is known as marginalization, where individuals especially minority population are excluded from the mainstream social and economic activities. In Canada, the 13.4% of the general population are minority groups (Derwing 197), with the majority born and raised in foreign countries. Their language skills and knowledge do not match those required in a contemporary Canadian society owing to the cultural differences. As such, the minorities cannot participate fully in their community development. Derwing contends that marginalization is the worst form of oppression as it excludes individual from social life (198). This has the potential of resulting to material deprivation, especially when the ‘oppression’ extends to the economic sector. Additionally, Grossi identifies two injustices that arise from material deprivation in contemporary Western societies. The first injustice relates to the provision of social welfare services (121). In Canada, prior to the establishment of SUCCESS, government-funded welfare services, e.g., language training programs to enable new Chinese immigrants integrate into the society were lacking. This amounted to oppression; a practice SUCCESS sought to combat through various adult education initiatives that impart necessary skills to immigrants to enable them participate in their own development. The second injustice regards the exclusion of particular individuals or groups from full citizenship rights. This makes these groups to depend on bureaucratic institutions for social support services, and as a result, they are subject to punitive treatment by policies imposed by these institutions. Additionally, this denies the marginalized group the right to satisfy their social and health needs in a culturally appropriate way. SUCCESS combats this directly through its advocacy and liaison services and programs, job training and culturally appropriate counseling services. Social exclusion is oppressive in the sense that it prevents individuals from participating in social cooperation and community development. It denies the oppressed group access to social and health services of high quality as those for the mainstream society. In this way, social exclusion creates social inequalities with regard to the provision of services. Derwing contends that with or without social support, marginalization breeds a sense of uselessness and disrespect for the marginalized groups (201). Thus, while marginalization primarily encompasses injustices in resource distribution, it extends to cultural and social deprivation by limiting social interaction and cooperation. SUCCESS’s programs and services aimed to bridge the social gap between the immigrant community and the mainstream society. It also gave the Chinese immigrants an opportunity to interact in economic and social contexts in order to foster their development as a community. Conclusion Adult education is a vital instrument for addressing social problems affecting disadvantaged groups. SUCCESS’s programs and services aimed at providing necessary skills and knowledge to new immigrants primarily from Hong Kong, China, who faced difficulties integrating in the mainstream society. The immigrants faced language barrier and lack of welfare services, which amounted to oppression. SUCCESS’s service offerings were three-pronged; language training, facilitation of citizenship and settlement procedures and enhancing community development. SUCCESS’s approaches concur with Friere’s praxis principle that regards community-based education as an agent for social change. Works Cited Derwing, Tomy. Instilling a passive voice: citizenship instruction in Canada. Toronto: The Ontario Institute for Studies in Education, 1997. Print. Friere, Petr. The Politics of Education. Massachusetts: Bervin and Gravey, 1985. Print. Grossi, Foster. Adult Education and Rural Development. Convergence 13.3 (2004): 121-125 Guo, Shibao. Adult Education for Social Change: The Role of a Grassroots Organization in Canada. Convergence 10.4 (1999): 107-119.

SJSU Michel De Montaigne Barbarism Concept Questions

SJSU Michel De Montaigne Barbarism Concept Questions.

Here is the name of the book with author’s name but we only focus on book I: 31 “On the Cannibals” (pdf file)==> Michel de Montaigne, The Essays: A Selection, trans. M.A. Screech (Penguin Classics)<== Please using the quotes to support your answer, quotes do not count into the lengthIn his essay I:31 “On the Cannibals,” Michel de Montaigne writes about a number of things pertaining to a group of indigenous people on the coasts of Brazil. Look at pages 133, specifically the paragraph that starts with “Now to get back to the subject…” to the paragraph that starts with “Those peoples, then…”, and answer the following questions in a single paragraph of about 300 words total.a) According to Montaigne, what is barbarism? Do you agree or disagree with this conception of barbarism?b) Montaigne seems to prefer many things about the indigenous people over his own Frenchmen. Why? According to Montaigne, what are the indigenous people governed by and why is it beneficial?c) Notice Montaigne’s rich description and assessments of the indigenous peoples’ lifestyle, their social relations, customs, and practices. Based on all this, can you infer his moral or political views? d) Would you judge Montaigne’s description of these people respectful by today’s standards? Why or why not?
SJSU Michel De Montaigne Barbarism Concept Questions

Ethical and Social Obligations Research Paper

research paper help Table of Contents Abstract Practicing ethical integrity Work based ethics Personal ethics Familial ethics Ethical and social obligations Optimal ethical Decision making processes Conclusion References Abstract Ethical integrity means possessing principled character like empathy, honesty and loyalty. Each person possesses ethical character that he or she exudes on a regular basis. They can be personal ethics, work based ethics or familial ethics. Ethical integrity is when people implement these ethics and stick by them regardless of the consequences. Individuals with apt ethical integrity will always stick with their preferred choice of action consequently taking responsibility for such actions. Ethical integrity is a vital quality that individuals should possess. Ethics is also called moral philosophy as it describes what is morally apt or inapt. Whether an individual considers him righteous or not does not pass. This is so because, at any particular time, everyone must think in ethical ways. We all think about what is good or bad, what being fair means and justice accorded to everyone. Practicing ethical integrity Ethical integrity is an essential quality in everyone’s life. Thus, it must be practiced in everything we do. Ethical integrity is practiced at every aspect of life. This includes at home, at work and in personal life. Work based ethics Ethical integrity is important at work as it results in many actions that enable an individual to perform, and relate well with their colleagues and clients. Ethical integrity is not about what we tell others or what we want to do. It is what we do, or the actions we perform. The best way to show integrity at the work place is to be consistent in ethical principles and practice. Some scholars refer to ethical integrity as a measure of character. In any organization, there must be a set of ethical values that the employees understand and adhere to, in accordance to their responsibility, in that organization. Ethical integrity at work mainly refers to the loyalty and commitment of employees and clients. In my view for employees and clients, to be completely loyal and committed they must be contented that their organization has ethical practices. The employers have the responsibility of presenting employees and clients with labor practices, policies, fairness, integrity and values. They also have to ensure that all employees are contented with the presented moral practices, and follow up their implementation. The organizations should always put the client interest at heart. For instance, James Burke who is the previous CEO of Johnson and Johnson displayed his moral integrity when he addressed consumers’ interest before the company’s objective. He recalled all Tylenol, which was manufactured by the company. Get your 100% original paper on any topic done in as little as 3 hours Learn More The initiation charge of these drugs was $ 100 million, but to James Burke the consumers’ health was paramount (Guy, 1990). Currently Johnson and Johnson has benefited from an apt reputation arising from application of ethical integrity thus, earning public trust. It is not forgotten that in any business organization, nothing is preferred more than an apt reputation. The long-term trust between the organization and clients is vital to profitable business in the future (Guy, 1990). Personal ethics Personal ethics refer to how an individual wants to live his life thus; it constitutes self regarding and other regarding ethical practices. Self regarding includes immorality and grounds of survival, self concern and rational anticipation. Other regarding includes mainly interpersonal-moral relations. Some scholars refer to personal relations as morality. They argue that it represents the expectation of an individual in a society. The main concern, in personal ethics, is the way an individual conducts his life. Those ethical integrity values that an individual possesses constitute the personal ethics. Personal ethics are the moral commitment to do the correct thing, and it might include financial, emotional and social cost. It is noteworthy that ethical principals be used as the foundations in decision making. There are various principles of personal ethics which an individual must posses. One principle is an individual’s interest in the well being of others. One must make decisions in life while considering the well being of others. Another principle is the respect for others freedom. An individual must revere the independence of others by not interfering or obstructing. One must also be honest and trustworthy. An individual must always say the truth; furthermore, it is vital to comply with the law and be fair in his judgment. One must refuse to take unfair advantage over others. Personal ethics also constitutes the ability of an individual to prevent harm. Individuals, who never want to accept a loss, must engage in strategies that foster success (Schminke, 1998). Familial ethics Family affairs are recorded as ethically momentous. This ethical character spawns familial compulsion. In view of the fact that, the family is considered a social unit that involves a passionate, long-term, supportive, cooperative and protective relationship among its members. We usually think of family affairs as necessarily including some basic mutual sharing, company, aid and care. This scenery of family affairs obliges one to make suitable retort to family members’ interests, problems or needs. Familial integrity involves the developing of family traditions that are translated to the other family members. Familial ethics majorly involves the relationship within a family. It highlights how the family members relate with one another. A family with good familial ethics encourages well and better living conditions. In such a family, there is always tranquility and affluence. We will write a custom Research Paper on Ethical and Social Obligations specifically for you! Get your first paper with 15% OFF Learn More In a family, ethical decision making always take the center stage for the development of a good family relationship. The conduct, especially that of the head of the family serves as a model to the family. Decisions must be made by the implementation of ethical integrity (Schminke, 1998). For example, the sex scandals about Tiger woods that were recently in the media were against familial ethics. However, he applied ethical integrity when he apologized to his family and fans and accepted his mistakes. The implementation of familial values is the most outstanding way to nature ethical integrity within the family. The ethical principles in a family will help nature the family off springs in to responsible adults. The family is the bed rock for the foundation of all the other forms of ethics. The way one relates to the family will affect that person’s relation at work and any other place (Schminke, 1998). Ethical and social obligations There is the need for ethical and social obligations in the society which result in good moral and interpersonal relationship. It has been evident that it is always difficult for an organization to put in place ethical standards and then comply with them. Whether the ethical principles of an organization are set or not, employees should stand by their personal ethics. This helps in bringing about unity and understanding in the organization. It requires consciousness and audacity to take action in that instant thus clasping out for a preference. This is in configuration with the affirmed ethics of the organization and the integrity of those involved. Ethical Integrity provides the motivation to translate awareness into action. There is fundamental fulfillment in accessing courage at times when ethical integrity is tested (Wolfe, 1989). Ethical and social obligations examine the need for appropriate action. There are various factors that bring about the need for appropriate action. The chief motive is to bring about steadiness within a society. There are various ways that result in the satisfaction of ethical and social obligation. When one is, open to feed back, he will interact well with the society as he will provide opportunities for others to comment on his deeds thus accepting criticism. This will bring out the need for appropriate action. In order to examine, the need for appropriate action an individual should accept personal responsibility. This helps in the establishment of fine interpersonal relations. Essence of appropriate action is also portrayed when one balances his needs with the needs of others. Here, the individual considers others in his actions. This brings understanding and apt relations. Need for appropriate action comes out when one practices understanding and compassion. When one posses this ethical integrity trait he avoids conflict with colleagues who have divergent views as evident at work or home. This brings unity among individuals working together or living together as a family thus, the need for appropriate action. Seeking advice from others enhances the need for appropriate action (Wolfe, 1989). Since, consultation strengthens relations as people are free with one another. This portrays the need for appropriate action as it results in better understanding and communication. Being respectful of views that are different is a clear indication of the need for appropriate action. It streamlines the relationship among individuals and encourages prosperity especially at work and at school. This shows that appropriate action brings prosperity at the different levels of life (Wolfe, 1989). Not sure if you can write a paper on Ethical and Social Obligations by yourself? We can help you for only $16.05 $11/page Learn More So as, to reflect the need for appropriate action an individual must act with integrity even when it is inconvenient. This shows the care one has for his colleagues or family. This builds strong familial units or an excellent reciprocated relationship at work. The need for appropriate action is portrayed when an individual keeps agreements he has made with other people. This establishes trust between individuals in an organization or at home. Establishment of trust amongst individuals reflects the importance of appropriate actions. The essence of appropriate action comes out when one knows the difference between humor and hostility. This enables and individual avoid offensive statements and actions that may necessitate appropriate action. Optimal ethical Decision making processes There are three main ethical decision making processes. These include dictatorship, democracy and consensus decision making. In dictatorship, only one individual is involved in decision making as no one’s view is considered. In most occasions, those individuals are normally the head of such organizations or departments. This ethical decision making process has merits and demerits that come with its implementation. One major merit is that the decisions are made quickly and in time. A major demerit is that a wrong decision may be unnoticed which hurts the organization or family in days to come (Brown, 2005). The other decision-making process is democracy. In a democracy, the stakeholder’s views are considered before a decision is made. This involves a wide range of consultation that comes with the decision made. Everyone is given the chance to air their views before the people present (cannon, 2003). It suits a situation where many people are involved. Its merit is that a consultative and appropriate decision is made about an issue. Its demerit is that it takes a long time to arrive at a decision that suits the entire stakeholder. It is one of the processes preferred by many individuals and organizations. The last decision making process entails consensus. This is a process that involves few people. Here, the individuals indulge in a round –table-discussions (cannon, 2003). Each presents his decisions and discussion begins thus assessing the tabled ideas. A decision is reached when all the ideas are merged to form one decision that suits all the parties involved. The demerit of this process is that it takes time before a pronouncement is reached. It has a merit which is, it results in a consultative-effective and appropriate decision (cannon, 2003). These decision-making processes have to be improved so as to suit every one involved. My first suggestion is the abolishment of the dictatorship process. This is so because it mostly results in wrong decisions, as they only suit the decision maker. This decision-making process also brings conflict whenever a wrong decision is made. My other suggestion is the improvement of the consensus process since the parties involved should strictly constitute of experts and not people interested in the decision. This will enable the process to take a shorter period, and the decision will be comprehensive. Decision-making and deeds among the customer and the professional are altered by the influence of the organization. Each organization has a diverse way of managing the decision-making process; furthermore, organizations decide the way it will work with reference to the ethical behavior. An individual’s principles and morals are dissimilar to others thus the way they interpret social regulations or expectations is different. Professional restrictions and behavior plays a major role during decision making. These factors might influence someone to act dissimilar to others if put in the same situation. In actuality, all of these factors and others not stated are factors that affect daily professional work. The present economic and political situation contributes to the complexity of this concept. It is hard to make excellent decisions without being questioned as a result of ethical positions or suitability (cannon, 2003). Professionals at work must do their best in making apt decisions. If an individual encounters ethical dilemmas, decision-making steps are used i.e. concerns explanation, principles acknowledgment, addressing opposition, issue resolution, stakeholder investigation and decision accomplishment. Many ethical decision making methods exist; most of the methods constitute comparable steps in unraveling ethical dilemmas (cannon, 2003). Conclusion Ethical integrity is essential in one’s life. It constitutes how one conducts himself and makes a decision. Work based ethics are the ethical behaviors at the work place thus bring efficiency and productivity at the work place. Familial ethics are ethical integrity principles in the family; they mainly enhance unity and understanding. Personal ethics pertain to the manner in which an individual wants to live his life. It constitutes self regarding and other regarding processes. Ethical and social obligation helps realize the need for appropriate action by viewing the results of an individual’s positive, ethical integrity behavior. There are three main ethical decision making processes thus totalitarianism, democracy and consensus decision making. References Cannon, B. (2003). One Sigma Decision in a Six Sigma World. The Cannon Advantage. Web. Brown, M. (2005). Corporate integrity: rethinking organizational ethics, and leadership. New York. Cambridge University Press. Dorrien, G. (2008). Social ethics in the making: interpreting an American tradition. Oxford. Wiley-Blackwell. Guy, M. (1990). Ethical decision making in everyday work situations. New York. Greenwood Publishing Group. Schminke, M. (1998). Managerial ethics: moral management of people and processes. New Jersey. Lawrence Erlbaum associates Inc. Wolfe, A. (1989). Whose keeper? Social science and moral obligation. California. University of California Press Wesley Cragg. (2005). Ethics codes, corporations, and the challenge of globalization. Massachusetts. Edward Elgar Publishing

St Thomas University Change Management Models by John Kotter Discussion

St Thomas University Change Management Models by John Kotter Discussion.

Change Management ModelsSelect one of the change management models you reviewed. How can you apply the model to your practice? Include an example using the model.Submission Instructions:Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.) All replies must be constructive and use literature where possible.Please post your initial response by 11:59 PM ET Thursday, and comment on the posts of two classmates by 11:59 PM ET Sunday.You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.
St Thomas University Change Management Models by John Kotter Discussion

Business Essays – Entrepreneurs Business Knowledge

Business Essays – Entrepreneurs Business Knowledge. Entrepreneurs Business Knowledge Literature Review Several studies have shown that entrepreneurial ventures are one of the main contributors of new firms (Storey 1994). An increasing number of people in the UK are starting or are considering starting up their own business. These individuals are commonly known as ‘entrepreneurs’. The word entrepreneur was of French origin which evolved into meanings such as people who take risks, and founders of businesses (Hennessy 1980). They have evolved from simple merchants to more sophisticated corporate men. Entrepreneurs can also be defined as ‘people who organise and manage a business undertaking, assuming the risk for the sake of profit’ ( 2008), however there is much more to entrepreneurship than a simple definition. There are different types of entrepreneurs who possess certain traits that make them successful in business. Research carried out by Kortschak (2008) discusses five traits that successful entrepreneur’s small and medium-sized companies share: Making strategic decisions based on limited data – good entrepreneurs tend to make decisions based on 80% of the data they have to hand, as they understand that waiting to learn more could mean a missed opportunity. Learning from mistakes – this trait is often seen in serial entrepreneurs who have experienced one or more business failures, which they often learn more from that mistake than the success. Understanding their own weaknesses – the best entrepreneurs understand their area of expertise, strengths, and weaknesses. Even though they have a general understanding of other disciplines they realise they lack knowledge in other areas for example, technical. In this case the successful entrepreneur would hire experts who can complement their skills. Spot patterns and key data – Kortschak (2008) identifies that the common environment in which an entrepreneur enters is dynamic where the structure of the industry, the nature of the customer base, or they overall way of doing business has not yet been determined. Successful entrepreneurs who run their companies are generally confident in building structure where none is in place; in addition to identifying patterns they are able to separate relevant information from irrelevant data. Partnering successfully with others – success in business is mainly about partnership. It is important for an entrepreneur to communicate well with others to work with fellow partners in agreeing business decisions and to communicate well with their team in accomplishing business objectives. Poor communication and being unable to work with others results in an unsuccessful business. It has been said many times that there is an entrepreneur behind every successful business. This can be due to a number of reasons but the one that many tend to overlook is personalities. One of the reasons for most successes is that the entrepreneur with the right personality and attitude was right for that particular business, for example, Bill Gates was seen as ‘The Visionary’ for his innovative ideas, and Anita Roddick, founder of Body Shop was seen as ‘The Improver’ as she wanted to improve the environment using natural ingredients in her products and ridding harsh chemicals and animal testing of cosmetics. Zahorsky (2008) identifies that there are nine personality types of entrepreneurs: The Improver – with this personality type the entrepreneur is more focused on using their company as a means to improve the world / environment. They have an ability to run their business with high integrity and ethics. Example of an entrepreneur, Anita Roddick, founder of The Body Shop. The Advisor – this business personality types provides a high level of assistance and advice to customers. The motto with this personality type is the customer is right and everything must be done to please them. This personality types build their companies to become customer focused. Example of an entrepreneur, John Nordstrom, Founder of Nordstrom. The Superstar – with this personality type the business is normally centred around the charisma and high energy of the superstar CEO and more than often the business is built around the entrepreneurs own personal brand. Example of an entrepreneur, Donald Trump, CEO of Trump Hotels and Casino Resorts. The Artist – with this personality type the entrepreneur will tend to build their business around the unique talents and creativities they posses for other businesses demanding creativity such as web design. Example of entrepreneur, Scott Adams, creator of Dilbert. The Visionary – an entrepreneur with the visionary personality type will most likely be based on the future vision and thoughts of the founder. This personality type will have a high degree of curiosity to understand the world around you and set up plans to avoid the problems. Example of entrepreneur, Bill Gates, Founder of Microsoft Inc. The Analyst – this personality type is often the basis for science, engineering, or computing firms that are well known for problem solving. The entrepreneur possessing this personality type will run their business as an analyst and always focus on fixing problems in a logical way. Example of entrepreneur, Gordon Moore, Intel Founder. The Fireball – the entrepreneur with this personality type will be full of life, energy, and optimism. Their company would make customers feel the firm has a ‘get it done’ attitude in a fun way. Example of entrepreneur, Malcolm Forbes, Publisher, Forbes Magazine. The Hero – the business run by the hero personality type would have an incredible will and ability to lead their company through any challenge and can assemble great companies. Example of entrepreneur, Jack Welch, CEO GE. The Healer – the healer personality provides nurturing and harmony to their business and an ability to survive with an inner calm. Example of entrepreneur, Ben Cohen, Co-Founder of BenBusiness Essays – Entrepreneurs Business Knowledge