Exposed Sin vs. Hidden Sin in the Scarlet Letter Essay -- Nathaniel Ha

Exposed Sin vs. Hidden SinSince the beginning of fourth dimension we have shown our imperfections as human beings. As detailed by the Bible in the Book of Genesis, Adam and Eve ate the fruit from the tree of fellowship committing the original delinquency. This infraction against God resulted in Adam and Eves expulsion from the Garden of Eden, and set the foundation for the judgment of mankind. The word sin derives from honest-to-goodness English synn and is defined as something shameful, deplorable, or utterly wrong. In this essay I will be comparing exposed sin to hidden sin as related to The Scarlet Letter, and the effects it has on people. In Nathanial Hawthornes The Scarlet Letter, Hester Prynne represents the exposed sin while Reverend Arthur Dimmesdale and Roger Chillingworth represent the hidden sin. Hester Prynnes sin is exposed on the scaffold in front of the townspeople. For punishment she is made to wear the letter A, for adulteress, on her bosom. Hesters daughter, Pearl, is herself a token of the scarlet letter. Pearl is always seen with Hester just as t...

The Myth of Equality :: Racial Relations, Politics

In his article, The Myth of Equality written in August 2010 in his official blog, Patrick Buchanan, an American conservative political commentator, suggests that equation testament never be achievable here(predicate) in America when it comes to personal skills and abilities (par. 8). He points out the difference that is evident in the American professional sports where except those who are considered good are thriving (par. 6-7). Buchanan reveals that the standardize test that is given to students proves that there is a disparity in education among racial groups (par. 16). He infers that here in America, because we vary in our capabilities to perform at something, inequalities among racial groups are almost the standard and it is demonstrated in several institutions.One organization where inequality among racial groups is established is in the American professional sports system where only those who demonstrate excellence in the sport flourish. Buchanan interprets statistics re ported by columnist Walter Williams to cerebrate that black male athletes dominate majority of the popular sports such as the NFL and the NBA (par. 5). Furthermore, Buchanan reveals that no one complains when Hispanics and Asians who make up a good percentage of the world are not visible nor pursued after in this organization (par. 2). The enactment of standardizes testing given to students to measure their academic abilities and supposedly will limiting achievement gap only prove that the battle to the end achievement gap between racial groups is a failure. Buchanon elucidate statistics of the results from the national test under(a) the No Child Left Behind program to infer that there is a huge gap between white students and black students (par. 19). On the equivalent note, New Yorks state test scores reveals a large imbalance in academics between different racial groups (par. 16) For Buchanon, here in America, the notion of equality among racial group will never be atta ined. This is because we as an individual, whether it is academic or athletic, are all different in a great consume of way. We respond to situation differently.There is always some sort of competition that is constantly occurring and it is certainly true that only those who exhibit excellence will be superior over the rest of the population. Although Patrick Buchanans essay proves the notion that equality among races when it comes to academic is in fact a myth, he failed to illustrate other influences that grind America in to racial inequality.

Prejudice and Racism †All We Need is Love, All We Got is Hate :: Sociology Racism Prejudice Essays

As the snow covered the house that my grandma occupies, I looked pop thewindow to the neighbors front door,  their mailbox, and the circular drivewaythey had. It was proficient another home, where kids could build a snow homosexual or throwsnowballs on the front lawn. But there where no children or snowmen here. Andbeneath  the snow, the word N-I-G-G-E-R  was written in the grass. A family- ahome- where they had bothered no one. One night someone decided to take pilekiller and burn it in giant letters into their lawn. This is why our nation, themelting pot of many races, needs to confront the problem and deal with whatreally is in front of us.                When I first really thought about this, I thought, this is notMississippi, or Alabama this is Michigan, and its in my grandmas neighborhood.And the thing is, their a normal family, just like any other. They went on tripsin the summer, and spring, and this time came back to a message on the lawn.                I sat there that day watching cars go by their house as if it werehaunted or something. I guess it can happen anywhere. But  this snow-coveredhouse is still a rebuke of America, white on top with a hatred burningunderneath. I go to a college, where the races meet every day. Colored man helpswhite man white man helps colored man. Doesnt sound right ?  Thats how badour society has gotten. Disturbing? Of course. But what is more disturbing is,lately  when these issues of racism bring on total up, there seems to be impatienceand annoyance. Does everything have to be racism? people ask. And theyre always complaining that Its just a little thing. No, its not.                People are always translateing that there is little prejudice. But how is thattrue ? Its like saying youre a little pregnant ca nt happen. But this isnothing new. How many times have you heard Hes fast for a white guy. OrWhite men cant jump, Or All black guys can jump and dance. And in realitythese are all hateful things to say. As whites, we are the majority, and dontalways realize it. And whenever theres  racist complaints, we say OK, wellchange with a sigh. Its the whites who go crazy to get black athletesautographs. They say We love you yet how many would let them date yourdaughter?                Although I say this, I do believe that some progress has been made. ButI do think that when youre the majority, you do have to guard against

Essay example --

The self-governing Court case Miranda v. Arizona in 1966 affected the even ups of the accused and the responsibilities of jurisprudence enforcement. Miranda v. Arizona is known as the right to bide silent case. I must tell you first you have the right to remain silent. If you choose not to remain silent, whatsoeverthing you say or write tidy sum and will be used as evidence against you in court. You have the right to consult a lawyer before any questioning, and you have the right to have the lawyer present with you during any questioning. You not only have the right to consult with a lawyer before any questioning, but if you omit the financial ability to retain a lawyer, a lawyer will be appointed to represent you before any questioning, and to be present with you during any questioning. The court established new guidelines to ensure that the individual is accorded to his privilege under the Fifth Amendment not to be compelled to incriminate himself. Before the case, it was u nclear what rights criminal suspects had when interpreted down to the police station, so the police did little to clarify the situation, which means they acted as if they had no rights and the police questioned suspects as if they as police are authorise to an answer. John Flynn argued the cause for Miranda while Gary K. Nelson argued the cause for Arizona. Those in favor of Miranda were Warren, Black, Douglas, Brennan, and Fortas while those in favor of Arizona were Clark, Harlan, Stewart, and White. Now the issue before the Court is the inlet in evidence of the defendants confession under the facts and circumstances of this case over the specific objections of this trial counsel that it had been given in the absence of counsel, said John J. Flynn, who argued for Miranda. I believe... ... her rights given by the Fifth and Sixth Amendments before a trial. The Miranda Rights changed the way law enforcement conduct interrogations and gaining confessions. In taking the case, the Su preme Court had to determine the role police have in protecting the rights of the accused guaranteed by the Fifth and Sixth Amendment. The legal issue brought up was whether law enforcement officials must inform an accused of his constitutional rights as a responsibility. The court case decision revolutionized criminal procedure by holding the rights of the accused guaranteed in the Bill of Rights apply in States, no less than in federal courts, which drew criticism from state courts. The Miranda v. Arizona decision was the Supreme Courts attempt to balance the rights of a person accused of a crime with the rights of society to prosecute those who commit criminal acts.

Art and Literature in MacLachlan’s Arthur For the Very First Time and Arnold Lobel’s Frog and Toad Together :: Compare Contrast Comparison

Art and Literature in MacLachlans Arthur For the Very First Time and Arnold Lobels Frog and Toad together When it comes to an artist, the perspective of the environment will be very different from individual to individual. This leads to the difference in technique and style When art and literature are vomit up together the assure adds to the words and shows what the literature is describing, rather than just something to look at. Although Lloyd Blooms illustrations of MacLachlans, Arthur For the Very First Time and Arnold Lobels, Frog and Toad together can not compare to the famous Leonardo, the art in each is very unique. Bloom gives very sharp, power pointed drawings, almost like a photo, where as Lobel gives loose, cartoon like drawings.These two books are very different in terms of reading level, which allows Bloom to create more detailed and real look drawing, where as Lobel can get away with a less manners orientating, rounded picture, almost like a cartoon. Blooms illus trations stay legitimate throughout the book with vibrant, life oriented drawings. The black and white, pencil drawn pictures, create almost an exact replica, like a photo, for an older audience which leaves niggling to the imagination. In the book there is a picture of two children sitting by a pond. There is so much detail in the picture that you can see underneath the water if you look hard enough, along with both childrens reflection in the water. There is an incredible come in of detail which is put together by small amounts of shaded sections and very fine touches of the pencil. This all brings the realism of the picture in order. Realism shows through when the text is read. This book is metaphor but very well could be non fiction. It isnt a pretend book, there arent people with blue hair or even frogs that talk. The amount of detail in the books words go along well with the amount of detail in the pictures. The pictures bring and add to the real life situations of the sto ry, and complement the realism of the words. Lobels pictures in comparison, are poor drawings and weak in technique. They lack specific detail , like small markings and create an overall round picture. This book was intended for an audience of grades 1-3, much different from the upper level MacLachlan book. Its use of colors and earth tones are dull.

Gender Changes In Popular Media Essay examples -- essays research pape

Gender Differences as Portrayed in LIFE cartridge clip from 1937-1960Between the historic period of 1937 and 1960,LIFE underwent changes involving the portrayal of the genders. In popular literature, stereotypes and views of certain subjects are often displayed for future study. In the case of gender differences, advertisements and articles yield the best portrayal of gender stereotyping of the time. The following issues of LIFE magazine were used in this paper January-February 1937, January-February 1945, January-February 1952, and January-February 1960. At the end of the Great Depression in 1937, women had a very saucer-eyed stereotype in the popular media. They were portrayed as staying home, cleaning, provision, and mothering. The only pictures of women in LIFE were of housewives doing some sort of domestic work. Men were portrayed exactly the opposite, stunned at social functions or at some sort of important occupation. One of the first ads in the magazine was an advertise ment for Colgate toothpaste. It pictured a misfire in college complaining to her roommate that no nonpareil wish wells her and she is quitting school, I should have never gone to college. She then goes to her dean to quit and realizes she has bad breath. The dentist gives her Colgate and short she has a date for the prom. I love college now. This cartoon advertisement seems to imply that in 1937, women went to college to get married. Most of the other articles involving women were ones that involved housework. Every last one of the cleaning and food advertisements had a pretty lady in a dress holding the item. Moreover, if there was a man in the picture, he was every getting food at the dinner table or sick in bed with his wife nursing him back to health. All of these articles implied the same social function women stayed in the house and took care of all the domestic activities. Some ads did portray women outside the home. One cigarette ad had both a man and a woman on it. The Camel man was a cowboy, watching his herd, the Camel woman was a pretty young secretary busy at her typewriter. There was obviously a clear division of labor in 1937. Finally there was an popular art series exhibited in LIFE in January. The article was written roughly a series of murals painted of the depression. All the men in the paintings were working hard, carrying mailbags, building a house, farm work, and other hard labor jobs. The women were s... .... Less and less(prenominal) of the advertisements pictured women in a traditional dress. Also, while most of the articles in the previous issues had been about men, the 1960 issue was written as much about female person accomplishments as it was about mens. Concerning changes in male gender roles, one article titled, New Roles in the Household described instances of men tending to the house, cooking cleaning, and the kids, while the mother was out at work. In addition, one of the cover stories was of the US womens Olympic ski t eam. Attitudes were changing by the early 1960s. Women were not conforming to the past gender stereotypes. Instead, they were inventing a new one, which continues to further change today.Gender roles changed a lot in this century and popular literature like LIFE magazine changed with it. At first women had a set role in the house, expected to tend to the house and children and not pursue careers of their own. Thirty historic period later men and women had changed the way they lived life as a gender. Popular magazine articles provided a good illustration of what we were like culturally seventy years ago, and how we have changed today.

Teaching Ethics

School for scandal? blood give instructions turn their cargon to morality education This case examines the division of the duty groom in encouraging corruption in line of occupancy, and looks at the potential impacts that teleph maven circuit estimable motive pedagogy might have on students. It offers the opportunity to look the significance of the individual and their education and experience for under offering ethical decision-making. It excessively provides a context for investigating the specific role, purpose, and impact of line of descent ethical motive courses on barter behaviour.When it turns out that the key figures in rough of the astir(predicate) infamous cases of fraud and corruption in barter atomic number 18 alumni from leading business schools, it is mayhap non surprising that the business schools themselves might come in for some criticism. After any, if people like Andrew Fastow, the convicted chief financial officer at Enron, or his boss J effrey Skilling, could have got MBAs from two of Americas premier business schools (Northwestern and Harvard, respectively) and , then it is inevitable that questions will be raised about what kinds of principles and practices business school students are world taught.In the live few years, a number of business gurus and commentators have publicly condemned business schools in general, and MBA programmes in particular, for their perpetuation of guide amoral theories and techniques, and the want of attention to ethical motive in the platform.For example, Henry Mintzberg, the Canadian focussing expert has famously condemned the MBA model, suggesting that it trains the ill-timed people in the wrong ways with the wrong consequences, whilst Sumantra Ghoshal, the ripe London Business School professor has argued that the worst excesses of recent management practices have their roots in a set of ideas that have emerged from business-school academics oer the last 30 years. Ghoshals i re is directed to typical theories taught at business schools such as agency theory and Porters 5 forces model, which he claims perpetuate an idea that ein truthone is self-interested, managers cannot be trusted, business is a zero-sum game, and shareholder value is the single legitimate aim of business. The perpetuation of such assumptions, he suggests, leaves business school students devoid of any sense of moral tariff. These criticisms have received a lot of attention in academic debates, but have excessively been promptly recounted in the media and the business community.For instance The economist ran a 2005 article headlined Business schools stand accused of being responsible for much that is wrong with in compoundd management today which brought the arguments from Ghoshal, Mintzberg, and other(a)s to a wider audience albeit in a context where the magazine rather predictably mounted a strong defence. After all, as The Economist argued, there are plenty of examples of corporate crooks who have not had a business school education, so there are clearly other aspects to rent too.Nevertheless, whatever else the debate has done, it has certainly helped refocus the attention of business schools on their curricula, and especially on the provision of courses on moral philosophy and social business. At one level, this debate is simply about whether more than business schools should be encouraged to introduce such courses into the curriculum. Whilst some schools have long included ethics in their curricula, others have tended to focus more on areas such as strategy, innovation, marketing and finance, whilst others have even dropped ethics courses due to low enrolments or policy-making manoeuvring by sceptical colleagues.As one Wall Street journal article put it, MBA students and professors bristle at ethics requirements. Some faculty members resent being force to squeeze ethics lessons into an already jam-packed syllabus, while students grumble that ethics classes tend to be preachy and philosophical. In this context, the inference on the scale of ethics tenet is revealing. A recent survey of US schools found that 34 per cent required an ethics course at undergraduate level whilst only 25 per cent did so on MBA degrees.In europium, the figures are if anything a small-minded lower for compulsory courses, but more than 50 per cent of business schools get over having an optional module on ethics or responsibility at undergraduate level and more than 30 per cent at masters level. Essentially, though, most business students can still complete a degree having had hardly any exposure to these subjects in the classroom a situation that some are nowadays trying to change. One development comes from the US, where a long running campaign by business ethics professors has been trying to make courses on ethics and responsibility compulsory for business students.Over 200 professors offered support to the campaign, but the AACSB (the body responsible for accrediting business degree programmes) appears, so farthermost, to be unconvinced. A recent redraft of their guidelines for accreditation did not obeisance to the campaigners demands, and business ethics bides outside of their list of accredited subjects. Diane Swanson and Bill Frederick, the campaign leaders responded by condemning the AACSBs arguments for excluding ethics as epic and out of date against the backdrop of unprecedented corporate scandals, increased public distrust of business, and a virtual sea change in corporate governance. However, some leading schools have moved towards greater attention to ethics. Harvard Business School, for instance, introduced a compulsory course on Leadership and Corporate Accountability for all start-off year students in 2004 a development that the school claimed represented the most far-reaching course weve ever introduced on this subject. In Europe, the situation is also changing, and in fact there appears to be significantly more support than in the US from European accrediting bodies.The Association of MBAs for example, has issued new criteria for the accreditation of MBA programmes that stipulate that the curriculum should kick in attention to ethical and social issues, while the European Foundation for Management Development (EFMD) is also considering ways to integrate CSR into its EQUIS accreditation. New academic departments and centres have also sprung up in universities to lead ethics and responsibility breeding, such as the Business and Society Management department at Rotterdam School of Management and the global midriff for Corporate Social Responsibility in Nottingham University Business School.Whilst there is still a long way to go before schools successfully impress ethics education across all of their courses, such developments certainly point to an increased emphasis over the past decade. Ethics and corporate responsibility sign far more prominently in the prospectu ses of business schools than they did even a few years ago. Questions remain though about how ethics should best be integrated into the curriculum, and even whether exposure to the subject really has a positive effect on the decisions made by managers.While some maintain that a stand entirely course on ethics is necessary to develop a suitable understanding of the subject and to consolidate its importance on the curriculum, others argue that this raises the prospects of generating an ethics ghetto mixed-up to mainstream business subjects such as finance and marketing. And the jury is still out on just how much of an effect any form of ethics training is likely to have on individuals. Various objections have been raised over the years, including the suggestion that students morality is already fixed and cannot be improved, and the accusations that ethics direction is abstract, mbiguous, subjective, and little more than indoctrination from self-righteous ideologues. Of course, the termination to which some of these accusations are true will vary from course to course, and on the goals of any specific programme. In the main, evidence suggests that courses are rather better at enhancing students recognition of ethical issues, stimulating their moral imagination, and developing their analytical skills rather than improving students moral development or changing their values.As one business ethics professor puts it, I do not want to teach moral standards I want to teach a regularity of moral reasoning through complex issues so that students can apply the moral standards they have. This highlights another growing debate among business ethics professors about the very purpose of business ethics education and even what a business ethics course should consist of. Whilst one camp retains belief in the effected practice of teaching moral philosophy to develop better normative thinking among students, other camps have started to emerge.Some business school professo rs see more acquire to focus on practical management concerns, such as managing the corporate reputation or preventing accounting fraud, whilst others point to the need to understand ethics deep down wider social, political, and economic structures. One recent business ethics textbook (by Jones et al. 2005) was even introduced by the authors with an admission that they were not particularly fond of business ethics because business ethics in its present form is at best window dressing and a worst a calculated lie ultimately then, developments in the field of business ethics education suggests that business schools and accreditation bodies may be beginning to take the subject more seriously, especially in Europe where something of a momentum appears to be building. However, the future direction of business ethics remains in some doubt. Not only will its integration into the curriculum remain problematic for some time yet, but as the subject expands and develops, the approach to teac hing business ethics will probably shift sooner advantageously into new conceptual territory.Whatever the outcome, business ethics will have to go a long way before it presents a completely convincing counterpoison to corporate wrongdoing, and misconduct in the workplace. Questions 1. What are the main factors encouraging business ethics education and what are the main barriers to its further development and elaborateness? 2. To what extent can business education cause or prevent ethical infractions in business? Give arguments for and against. 3. Given the importance of situational factors in constitution ethical decision-making, what are the limitations posed by business ethics courses that focus on individual students?How would you design a course to focus primarily on situational issues? 4. withdraw the aims and approach of the business ethics course that you are currently studying. What are these, and how effective is the approach for achieving these aims? What would you li ke to see done differently? Sources Alsop, R. 2005. At MBA programs, teaching ethics poses its own dilemmas. Wall Street Journal, 12 April. wsj. com. Boston Globe. 2003. Harvard raises its hand on ethics. Boston Globe, 30 December. Ghoshal, S. 2003.Business schools share the blame for Enron. Financial Times, 18 July. Ghoshal, S. 2005. handsome management theories are destroying good management practices. Academy of Management Learning and Education, 4 (1) 7591. Jones, C. , Parker, M. , and ten Bos, R. 2005. For business ethics. London Routledge. Lacy, P. 2005. From the margins to the mainstream corporate responsibility and the contend facing business and business schools. Business Leadership Review, 1 (2) (April) 3. Matten, D. and Moon, J. 2004.Corporate social responsibility in Europe. Journal of Business Ethics, 54 32337. McDonald, G. M. and Donleavy, G. D. 1995. Objections to the teaching of business ethics. Journal of Business Ethics, 14 83953. Mintzberg, H. 2004. Managers not MBAs a hard look at the soft practice of managing and management development. Harlow FT Prentice Hall. Swanson, D. and Frederick, W. 2005. Campaign AACSB spatial relation report, January. www. pitt. edu/rorst6/sim/aacsb. The Economist. 2005. Business schools, bad for business. The Economist, 17 February.Teaching EthicsSchool for scandal? Business schools turn their attention to ethics education This case examines the role of the business school in encouraging corruption in business, and looks at the potential impacts that business ethics training might have on students. It offers the opportunity to explore the significance of the individual and their education and experience for understanding ethical decision-making. It also provides a context for investigating the specific role, purpose, and impact of business ethics courses on business behaviour.When it turns out that the key figures in some of the most infamous cases of fraud and corruption in business are alumni from leading b usiness schools, it is perhaps not surprising that the business schools themselves might come in for some criticism. After all, if people like Andrew Fastow, the convicted chief financial officer at Enron, or his boss Jeffrey Skilling, could have got MBAs from two of Americas premier business schools (Northwestern and Harvard, respectively) and , then it is inevitable that questions will be raised about what kinds of principles and practices business school students are being taught.In the last few years, a number of business gurus and commentators have publicly condemned business schools in general, and MBA programmes in particular, for their perpetuation of misguided amoral theories and techniques, and the lack of attention to ethics in the curriculum.For example, Henry Mintzberg, the Canadian management expert has famously condemned the MBA model, suggesting that it trains the wrong people in the wrong ways with the wrong consequences, whilst Sumantra Ghoshal, the late London Bus iness School professor has argued that the worst excesses of recent management practices have their roots in a set of ideas that have emerged from business-school academics over the last 30 years. Ghoshals ire is directed to typical theories taught at business schools such as agency theory and Porters 5 forces model, which he claims perpetuate an idea that everyone is self-interested, managers cannot be trusted, business is a zero-sum game, and shareholder value is the only legitimate aim of business. The perpetuation of such assumptions, he suggests, leaves business school students devoid of any sense of moral responsibility. These criticisms have received a lot of attention in academic debates, but have also been readily recounted in the media and the business community.For instance The Economist ran a 2005 article headlined Business schools stand accused of being responsible for much that is wrong with corporate management today which brought the arguments from Ghoshal, Mintzberg , and others to a wider audience albeit in a context where the magazine rather predictably mounted a strong defence. After all, as The Economist argued, there are plenty of examples of corporate crooks who have not had a business school education, so there are clearly other aspects to consider too.Nevertheless, whatever else the debate has done, it has certainly helped refocus the attention of business schools on their curricula, and especially on the provision of courses on ethics and social responsibility. At one level, this debate is simply about whether more business schools should be encouraged to introduce such courses into the curriculum. Whilst some schools have long included ethics in their curricula, others have tended to focus more on areas such as strategy, innovation, marketing and finance, whilst others have even dropped ethics courses due to low enrolments or political manoeuvring by sceptical colleagues.As one Wall Street Journal article put it, MBA students and pro fessors bristle at ethics requirements. Some faculty members resent being forced to squeeze ethics lessons into an already jam-packed syllabus, while students grumble that ethics classes tend to be preachy and philosophical. In this context, the evidence on the scale of ethics teaching is revealing. A recent survey of US schools found that 34 per cent required an ethics course at undergraduate level whilst only 25 per cent did so on MBA degrees.In Europe, the figures are if anything a little lower for compulsory courses, but more than 50 per cent of business schools report having an optional module on ethics or responsibility at undergraduate level and more than 30 per cent at masters level. Essentially, though, most business students can still complete a degree having had hardly any exposure to these subjects in the classroom a situation that some are now trying to change. One development comes from the US, where a long running campaign by business ethics professors has been tryi ng to make courses on ethics and responsibility compulsory for business students.Over 200 professors offered support to the campaign, but the AACSB (the body responsible for accrediting business degree programmes) appears, so far, to be unconvinced. A recent redraft of their guidelines for accreditation did not bow to the campaigners demands, and business ethics remains outside of their list of accredited subjects. Diane Swanson and Bill Frederick, the campaign leaders responded by condemning the AACSBs arguments for excluding ethics as desperate and out of date against the backdrop of unprecedented corporate scandals, increased public distrust of business, and a virtual sea change in corporate governance. However, some leading schools have moved towards greater attention to ethics. Harvard Business School, for instance, introduced a compulsory course on Leadership and Corporate Accountability for all first year students in 2004 a development that the school claimed represented the most far-reaching course weve ever introduced on this subject. In Europe, the situation is also changing, and in fact there appears to be significantly more support than in the US from European accrediting bodies.The Association of MBAs for example, has issued new criteria for the accreditation of MBA programmes that stipulate that the curriculum should pay attention to ethical and social issues, while the European Foundation for Management Development (EFMD) is also considering ways to integrate CSR into its EQUIS accreditation. New academic departments and centres have also sprung up in universities to lead ethics and responsibility teaching, such as the Business and Society Management department at Rotterdam School of Management and the International Centre for Corporate Social Responsibility in Nottingham University Business School.Whilst there is still a long way to go before schools successfully infuse ethics education across all of their courses, such developments certainly point to an increased emphasis over the past decade. Ethics and corporate responsibility feature far more prominently in the prospectuses of business schools than they did even a few years ago. Questions remain though about how ethics should best be integrated into the curriculum, and even whether exposure to the subject really has a positive effect on the decisions made by managers.While some maintain that a stand alone course on ethics is necessary to develop a suitable understanding of the subject and to consolidate its importance on the curriculum, others argue that this raises the prospects of generating an ethics ghetto unconnected to mainstream business subjects such as finance and marketing. And the jury is still out on just how much of an effect any form of ethics training is likely to have on individuals. Various objections have been raised over the years, including the suggestion that students morality is already fixed and cannot be improved, and the accusations that ethi cs teaching is abstract, mbiguous, subjective, and little more than indoctrination from self-righteous ideologues. Of course, the extent to which some of these accusations are true will vary from course to course, and on the goals of any specific programme. In the main, evidence suggests that courses are rather better at enhancing students recognition of ethical issues, stimulating their moral imagination, and developing their analytical skills rather than improving students moral development or changing their values.As one business ethics professor puts it, I do not want to teach moral standards I want to teach a method of moral reasoning through complex issues so that students can apply the moral standards they have. This highlights another growing debate among business ethics professors about the very purpose of business ethics education and even what a business ethics course should consist of. Whilst one camp retains belief in the established practice of teaching moral philoso phy to develop better normative thinking among students, other camps have started to emerge.Some business school professors see more need to focus on practical management concerns, such as managing the corporate reputation or preventing accounting fraud, whilst others point to the need to understand ethics within wider social, political, and economic structures. One recent business ethics textbook (by Jones et al. 2005) was even introduced by the authors with an admission that they were not particularly fond of business ethics because business ethics in its present form is at best window dressing and a worst a calculated lieUltimately then, developments in the field of business ethics education suggests that business schools and accreditation bodies may be beginning to take the subject more seriously, especially in Europe where something of a momentum appears to be building. However, the future direction of business ethics remains in some doubt. Not only will its integration into th e curriculum remain problematic for some time yet, but as the subject expands and develops, the approach to teaching business ethics will probably shift quite considerably into new conceptual territory.Whatever the outcome, business ethics will have to go a long way before it presents a completely convincing antidote to corporate wrongdoing, and misconduct in the workplace. Questions 1. What are the main factors encouraging business ethics education and what are the main barriers to its further development and expansion? 2. To what extent can business education cause or prevent ethical infractions in business? Give arguments for and against. 3. Given the importance of situational factors in shaping ethical decision-making, what are the limitations posed by business ethics courses that focus on individual students?How would you design a course to focus primarily on situational issues? 4. Consider the aims and approach of the business ethics course that you are currently studying. Wha t are these, and how effective is the approach for achieving these aims? What would you like to see done differently? Sources Alsop, R. 2005. At MBA programs, teaching ethics poses its own dilemmas. Wall Street Journal, 12 April. wsj. com. Boston Globe. 2003. Harvard raises its hand on ethics. Boston Globe, 30 December. Ghoshal, S. 2003.Business schools share the blame for Enron. Financial Times, 18 July. Ghoshal, S. 2005. Bad management theories are destroying good management practices. Academy of Management Learning and Education, 4 (1) 7591. Jones, C. , Parker, M. , and ten Bos, R. 2005. For business ethics. London Routledge. Lacy, P. 2005. From the margins to the mainstream corporate responsibility and the challenge facing business and business schools. Business Leadership Review, 1 (2) (April) 3. Matten, D. and Moon, J. 2004.Corporate social responsibility in Europe. Journal of Business Ethics, 54 32337. McDonald, G. M. and Donleavy, G. D. 1995. Objections to the teaching of bu siness ethics. Journal of Business Ethics, 14 83953. Mintzberg, H. 2004. Managers not MBAs a hard look at the soft practice of managing and management development. Harlow FT Prentice Hall. Swanson, D. and Frederick, W. 2005. Campaign AACSB status report, January. www. pitt. edu/rorst6/sim/aacsb. The Economist. 2005. Business schools, bad for business. The Economist, 17 February.

Compensation Consultants Essay

Compensation consultants are now becoming a popular tool to assist company in managing their hire programme and corporate governance strategies. However, in that location are two pros and cons in using compensation consultants. On one hand, there are some clear benefits firstly, compensation consultants can provide expert knowledge, for example, insight and advice on trends in executive compensation, an assessment of executive compensation relative to executive performance and insight and advice on the level and mix of pay and benefits (Conyon, 2007).Although, compensation consultants are viewed as external third parties providing solutions of optimal efficient managerial compensation contracts to align the benefits of both the employee and employer in the most fair and unbiased way. They have the ability to help the firm maximize shareholders value by designing compensation schemes that much closely align the interests of managers with shareholders since they can bring breadth and depth of experienced from handling similar problems and benchmarking comparable (peer group) firms especially when there is high information asymmetry between different parties.Other benefits include cost reduction in recruiting/rewarding process and efficient allocation of resources by taking the tasks away from homo resource, compensation committee and shareholders who whitethorn not have the knowledge and experience in determining senior executive pay package. On the other hand, there are some drawbacks in hiring compensation consultants. Firstly, compensation consultants face potential conflicts of interest that can lead to higher recommended levels of CEO pay, including the desires to cross-sell run and to secure ingeminate business.Evidence shows that US CEOs receive about 18% more total compensation, and Canadian CEOs receive about 33% more, when their executive compensation consultant overly provides other services to the firm (Murphy & Sandino, 2010). They are more likely to help executives by pushing for higher compensations in hope of being rewarded with more consultants services with the company as such firms that hire compensation consultants are more likely to have higher CEO compensation levels than those that have not leased a consultant (Voulgaris, et al. 2010) (Goh & Gupta, 2010).However, contrary to the study of Murphy & Sandino 2010, some scholars found that the potential conflict of interest between the firm and consultant is not a primary driver of excessive CEO pay. Their explanation is that opposing incentives to maintain consultants credibility or safeguards put in place by compensation committees confines actions taken with regard to cross-selling incentives (Cadman, et al. , 2010).Secondly, consultant fees can be substantial thus, the company should weigh the costs/benefits to determine whether hiring a consultant is appropriate. Thus, in my view, compensation consultants may not be part of agency problems but rather a sol ution to the problem of designing an optimal executive pay contract that aligns the interests of both the employee and employer if the firm can strengthen and promote transparency in its hiring process to maximize shareholders values.

Recrutiment Process at Infosys Essay

Infosys Technologies has got the most structured recruitment play among all IT companies in India. First of all, they do not have any distinction between any branches of Engg. Whatever be the branch, you can sit up for the selection process if you qualify their other eligibility criteria like marks and time gap. i. e Once you had have the appearance _or_ semblanceed for any test at Infosys, you will have to wait for 9 months until you appear for any of their recruitment process.For Off-campus, position in your resumes to the mail-Id mentioned and you are sure to get a call letter if you meet their academic criteria. Hence once you send the resume, start preparing for the exam, because you are sure to get a call. You may get call finished e-mail invitation and further the admit card will be send to your postal address through courier/post. Latest selection process. ( As on March 2006)The duration of the selection process is 2. hrs which includes filling in an application form, an cleverness Test (Analytical Thinking and Arithmetic Reasoning) and a test of Communicative English Language. The duration of the tests alone will be 90 minutes. The Aptitude Test will be generally of Puzzles type and the no. of questions will vary between 9 -15. The best way to practice for the tests is to go through the previous question document at Freshersworld. com or refer books like Sakuntala Devi or George Summers. Go through the Maximum No. of previous question papers and prepare well for the puzzles.

The Characteristics that Maintains Quality Culture

6 XSTICS THAT MAINTAINS QUALITY CULTURE I believe most of the companys choose following 6 rules or characteristics that makes a good gloss to work with. The seven characteristics atomic number 18 as follows 1. Expectations - Each every employerworkingin a company has its own expectations from the company. The companys culture mostlydepends onthe fulfillment of the employers expectations. Its better to go for excellence and work in much(prenominal) a steering that you should be criticized for showing lack of initiative. . Rules - generally each and every company has its own dos and donts. Its better for an mortal to follow those dos and donts because if they are not followed its ablack markon the individual character. 3. Interactions - Generallyemployees workingtogether arehuman beings. Every human being should have a attitude of gratitude. For a friendly environment to work on every individual must have some sort of appreciation for the others.Even it deals with the way how a individual interacts with the Boss and themanagement. 4. Dress Code- GenerallyDress Codeis what shows personality of an individual. A good wardrobe generally makes it easy for an individual to grow and to showleadership qualities. So be inproper attire. 5. Be Fast - Generally every organization has a very turbulent paced environment. Many of the individual tasks are deadline-driven. So its better to be in pace with the companys requirement. . Competitiveness - Competition, Competition, Competition . This is what you will find everywhere. If you are in a reputed company or an organization than maintaining a culture you must be competitive with the others in everyfield. Doing task at a fast paced , learning from experience , finishing most of the projects in a small time shows that you are a competitive person among others. For more of such hot topics read my other posts here