Ecuador Essay Example for Free

Ecuador Essay Ecuador is a very fascinating country. Scientists can use the past information about the geography to figure out the future. For instance, learning how the land has transformed over time in Ecuador may lead to a continuous pattern. Other things that scientists use are tools and techniques. Identifying various rocks and minerals, discovering how the land has been changed, and observing mountain formations and fossils also help to figure out patterns. All of these things allow scientists predict, accurately, what the Earth’s crust will do in the future. Many things about Ecuador’s future landscape can be told through what has happened in the past. When volcanoes are active they erupt and produce lava (called magma when inside the volcano). The lava eventually cools off and leaves a thick layer of igneous rock on the surface. The numerous volcanoes in Ecuador means the soil is very fertile, because the ashes from eruptions act like fertilizer. Therefore it has produced the Amazon Rainforest. Also, volcano lava can create islands. Islands made of lava can be found in Ecuador. Another way Ecuador’s terrain has been transformed through earthquakes. This is because earthquakes cause the Earth’s tectonic plates to crack. Cracks can either create valleys or mountains. These patterns can lead to different kinds of terrain in Ecuador (in the future). Different types of minerals can be used to tell what will happen to the Earth’s crust in the future. By investigating different minerals in your area, you can understand how they were formed. Knowing when and how they, for instance volcanic minerals, were formed, like by a volcano, scientists can tell when the next â€Å"event† will occur. The Moh’s Hardness Scale can help you tell what types of minerals there exist, based on how hard it is to break them. This scale goes from one to ten (one being the softest, ten the hardest). Minerals can also be differentiated by their shape. Some of the shapes are cubic, tetragonal, hexagonal, orthorhombic, monoclinic, and triclinic. Another type of identification is called lustre (shininess). Lustre has two categories. They are metallic lustre (shiny) and non- metallic lustre (dull). The first identification people think of is color. However, this method can be hard to use because there are so many minerals. Streak tests can also be used. This method is when you test the color of the mineral’s powder on unglazed porcelain tiles. Last but not least is figuring out cleavage and fracture. Cleavage and fracture lets you test how something breaks. If it’s cleavage, the break is smooth. If it’s fracture the break has jagged edges. All of these identifications help the scientists figure out what the Earth’s crust will do next. Types of rocks can also help to discover the future land in Ecuador. One type of rock is an igneous rock. Igneous rocks are extrusive rocks. They are made of lava (called magma inside a volcano-magma is intrusive) once it cools down on top of the Earth’s crust. Mountains are most likely to be sedimentary rock because of all of the things that help to build it up. The last type of rock is metamorphic rock. Metamorphic rocks are made when one rock’s form is changed by immense heat and pressure. Evidence of these things is the rock’s appearance, combinations of minerals, and how it looks under a microscope. When figuring out the types of rocks, a pattern may immerge in and on the Earth’s crust. Observations on how Ecuador looked, in the past, and where it was can help scientists to know where it will be and what it will look like in the future. One thousand years ago this region would have been beside Africa. If you look closely you can see where South America of the past was. Like puzzle pieces, many of the continents can be fit together with another continent. Ecuador would also have no islands. There would be very few mountains or volcanoes, a lot bigger plants and more forests, and the temperature would be a little bit warmer than Alberta’s. Then, one hundred years ago, Ecuador was in the same place as it is today. Most likely, there would be a little bit less mountains and volcanoes then there are today. The islands would be about half there size, the temperature would be about the same as now, but there would still be a little bit more forestry. Since the continent moved then, it is hypothesized that it will almost absolutely move more in the future. Ecuador has some very interesting mountain formation patterns and some fossils have been found that are in other continents. When you look at a terrain map, you can see that almost all mountains are near the shoreline. Also most of the mountains are formed in a line or in small groups. Some of the mountain formations in different places even fit together! Scientists are able to figure out, that more mountain formations will be created on other shorelines. Eventually mountains may fill up some regions. The fossils there can also be found in Africa. For instance, if they were filming a Jurassic Park 14 in Ecuador, they could use the dinosaurs’ Kannemeyerid, Lystrosaurus, and Mesosaurus. They could also add the plant glossopteris. All of these plants and dinosaurs are also found in Africa (none of these dinosaurs could swim!!! ). These things let scientists predict even more about the future. The previous information helps scientists with their research. Without these things, people would have a really  Ã‚  hard time trying to figuring out what will happen in the future. All of these methods let professionals predict what the Earth’s crust will do next.

Physiological Effects of Pressure on Man and Cetaceans

Physiological Effects of Pressure on Man and Cetaceans Air and water are always exerting pressure on every object or organism on Earth. Pressure is the force or weight exerted on an object per unit area in order to move it (Anderson, 2011). It is measured in bar or atmosphere (ata as an abbreviation) and changes depending on the place on Earth affecting organisms in different ways.   Ã‚   Despite that all three groups within this study belong to the class Mammalia, they all evolved in different ways adapting them to their environment. Being cetaceans the group who is entirely aquatic including whales, dolphins and porpoises (The Editors of Encyclopà ¦dia Britannica and G. Mead, 2014). Pinnipeds are the group of fin-footed mammals who spend most of their time in the water, however, coming to shore to rest or mate and it includes seals, sea lions and walrus (NOAA, 2014). Therefore, it is aimed to analyse and compare the effects of pressure in humans, cetaceans and pinnipeds as well as comparing possible adaptions of each one. At sea level, despite being imperceptible any object or being is subject to the pressure exerted by the air defined as one bar/ata. When going underwater to the pressure exerted by the water the pressure of air at sea level has to be added. When the altitude drops every 10 meters below sea level the pressure increases by 1 bar/ata plus the one at the surface (PADI, 1996). Resulting in 2 bar/ata and so the pressure underwater can change as demonstrated in figure 1. Figure 1. The relation between Depth and Pressure. (PADI, 1996) However, if the dive is made in a submarine to a depth of 120m/396 feet the crew inside will still be subject to 1 bar of the pressure of the air and the submarine would be the one subjected to the pressure of 24bar/ata from the water and air combined (Martin, 1997). Gas Exchanges All mammals have a bidirectional respiratory system that isnt prepared for living permanently underwater like fish are. In a respiratory system like this, gas exchanges occur by using the same airways. They start to inhale oxygen (O2) at the surface before diving and at some point, all must return to release carbon dioxide (CO2) and inhale again (Martin, 1997). The exchange itself occurs in the alveoli within the lungs, being the O2 transported to different parts of the body by the circulatory system and the CO2 expelled back through the nose or mouth in humans and pinnipeds and through the blowhole in cetaceans according to WhaleFacts.org and NOAA. Cetaceans and pinnipeds being well adapted to a marine life they can hold longer underwater between dives comparing to humans who need scuba gear to dive deeper and for longer. At first, could be assumed that in the case of cetaceans the reason for longer dive time or deeper dives is lung size. However, according to Whale and Dolphin Conservation (WDC) comparing whale average body and lung size to the one of a human, a whales lungs take 4% less space in their bodies than a humans. Therefore, the key isnt in the lungs but in the blood and haemoglobin concertation which in a whales is 30% higher than in a human. This helps the whale to storage more O2 in their bloodstream and muscle tissues instead of inside their lungs and this way avoid depth related complications. And the same can be verified in some deep diver pinnipeds (Kooyman and Ponganis, 1998).   The effects of pressure on body cavities As these three groups belong the Class Mammalia they all share three main body cavities which are normally filled with air, ears, sinuses and lungs. With air being a gas it changes volume along with pressure changes, so when pressure increases air get compressed and tends to decrease in volume. On one hand in humans this results in feeling an unconformable squeeze in the ear sinus and mask when using scuba gear. If these areas arent regularly equalised by adding air to them during a dive can end up in an eardrum rupture or a large headache (PADI, 1996). On the other hand, in cetaceans, evolutionary adaptations occurred within the hearing mechanism and sinus to be suited for water-borne sounds. Adaptations such as the fusion of the middle and inner ear capsules allowed cetaceans to better interpret sounds underwater however without being able to do the same to air-borne sounds (Au, Fay, and Popper, 2000). Similarly, to humans hearing pinnipeds ears more adapted to interpret air-borne sounds as most of the communication between individuals occurs above water. Although they do hear sufficiently well underwater (Riedman, 1990). Finally, the lungs commonly to all three groups the main rule is not holding your breath completely while diving. During ascends as pressure decreases air volume increases and not realising it can cause lung rupture (PADI, 1996).   Among other major depth related consequences are barotrauma, decompression sickness or the bends and nitrogen narcosis. Decompression Sickness (DCS) While underwater the organism accumulates nitrogen and due to not being used, it must be expelled which normally happens with each exhalation. If the amount of excess nitrogen is too high when ascending the nitrogen leaving the tissue, forms large bubbles that can cause symptoms from dizziness, tingling and numbness to in severe cases unconsciousness and death. It is commonly called by divers as the bends due to the nitrogen bubbles being trapped in the joint open area and not allowing them to bend their joints without pain. With a wide range of noticeable signs and varying from mild to moderate it is difficult to diagnose DCS in humans. In the case of cetaceans despite study made by Jepson et al. showing a lot of individuals with bubble lesions, it cannot be assumed that all cetaceans mass stranding are related to severe cases of DCS when actually it was not possible to determine the origin of those bubbles. Nitrogen Narcosis This symptom is a result of a direct toxic effect of high nitrogen pressure in the body and it is similar to being under the effect of alcohol. May affect human divers at different depths but once it starts only gets worse has the depth increases and can be deadly as divers under this effect will commit dangerous actions while diving (Martin, 1997). It can also be associated with cases of DCS as it usually happens before DCS.   Regardless of being completely aquatic, semi-aquatic or terrestrial, all three groups may suffer from the effects of pressure like DCS and nitrogen narcosis. Being completely terrestrial humans are the most affected ones. Cetaceans are the most adapted group to life underwater, however, it is not safe to assume yet that this means that they are less affected or even immune to DCS nitrogen narcosis as the origin of the bubbles, that at first would be characteristic of DCS, was not determined by Jepson et al. studies. Nonetheless it is possible to say both cetaceans and pinnipeds retrieve and storage oxygen a lot more efficiently than human beings thus more efficiently avoiding DCS (Kooyman and Ponganis, 1998). Text: Anderson, M. (2011) The Physics of Scuba Diving. Available at: https://www.dawsonera.com/abstract/9781908062512 (Accessed: 19 February 2017). Au, W.W.L., Fay, R.R. and Popper, A.N. (2000) Hearing by whales and dolphins. (12 Vols). New York, NY: Springer New York. Chapter 2 Martin, L. (1997) Scuba diving explained: Questions and answers on physiology and medical aspects of scuba diving. Flagstaff, AZ: Best Publishing Company. PADI (1996) PADI open water diver manual. Santa Ana, CA: Atlantic Books. Ponganis, P.J. (2015) Diving physiology of marine mammals and Seabirds. United Kingdom: Cambridge University Press. National Oceanic Atmospheric Administration (NOAA) (2014) Whats the difference between seals and sea lions? Available at: http://oceanservice.noaa.gov/facts/seal-sealion.html (Accessed: 24 February 2017). Riedman, M. (1990) The pinnipeds: Seals, sea lions, and walruses. Berkeley: University of California Press. Whale and Dolphin Conservation (WDC) (no date) How do whales breathe? Available at: http://uk.whales.org/blog/2012/10/how-do-whales-breathe (Accessed: 24 February 2017). WhaleFacts.org (ed.) (2017) Whale Anatomy. Available at: http://www.whalefacts.org/whale-anatomy/ (Accessed: 24 February 2017). Images:   Ã‚   Figure 1: PADI (1996) PADI open water diver manual. Santa Ana, CA: Atlantic Books.

Analysis of School Policies

Analysis of School Policies Introduction Assignment one is to review several policies in an existing school policy manual and to analyze each evaluating its efficacy. The school chosen for this assignment is Miami Shores Presbyterian Church School (MSPCS) located in Miami Shores, Florida. MSPCS is a small religious based school for students age eight weeks to fifth grade and provides families an affordable option for an outstanding academic and social-emotional program. Created in 1966 as a parents morning out program, MSPCS was, and is, well known for its small community and loving environment. The parents morning out program transitioned into a preschool program during the 1970s. In 1999 the church added a kindergarten class to their preschool program. Beginning in 2003 the school began to add one grade each year until finishing with the 5th-grade. In 2008 MSPCS had its first 5th-grade commencement. In July 2013 the school hired a new Headmaster, and a year later he hired a new preschool director. The school began developing a rigorous academic program. With an increased effort on providing students with a quality school experience and the hiring of new teachers with proper certification/credentials, the school is now seeing the benefits of the transformation. Policy Making Procedures The Miami Shores Presbyterian Church School Commission, appointed by the Miami Shores Presbyterian Church Session members, governs MSPCS. The School Commission has a set of specific by-laws, which clearly outline the role of the commission versus the school (Wirth). The policy manual is intended to provide guidelines and directives from the School Commission to the Headmaster regarding general policies, processes, and guiding beliefs of the School. As such, the document contains critical information for executing management plans and processes necessary to meeting and maintaining the school purposes stated in the Miami Shores Presbyterian Church School Bylaws. Policies outlined in the MSPCS Policy Manual may be altered, amended, newly established, or repealed by a two-thirds majority vote of the Commission at any regular or special meeting, providing that such changes be proposed and presented to the Commission in writing at a previously scheduled commission meeting at least two weeks prior. The Headmaster may create interim policies when necessary, and the policy will remain in effect until which time the Commission acts to establish permanent policy on the given matter. There are six overarching sections in the MSPCS Policy Manual. They are academic and educational, finance, health and safety, parents, personal and School Commission, and students. For the purpose of this assignment, analyzing one policy in each section would prove to be beneficial to gathering full insight into the creation, purpose, and efficacy of the schools manual. Challenge of Materials Policy Academic and Education Section Objectives: To establish a policy that helps Miami Shores Presbyterian Church School to respect the convictions of parents and teachers in various academic subject areas, while at the same time maintaining our goal of teaching all subjects in the light of a comprehensive Christian worldview. Scope: This policy applies to all literary materials used at Miami Shores Presbyterian Church School. Definitions: Objective Materials: A subject which Christian families and churches commonly consider divisive, whether or not the introduction of the topic was planned by the teacher or brought up by a student. Examples include: Environmentalism, the War Between the States, old earth/young earth, partisan politics, etc. Guidelines: The MSPC School Commission has the final authority in retaining or excluding a book from the collection. Any definition of objectionable material needs to keep our target readers in mind. The library exists to meet the needs of Elementary students. Materials that might be deemed inappropriate for younger readers will not be omitted on that basis. Parents/Guardians that feel a book contains offensive material should follow the following steps to address the issue: Bring the book in question to a Teacher, Media Specialist or Administrator. The Administrator or Media Specialist will review the book and determine if the offensive material is egregiously and indefensibly objectionable. If the material is not found to be egregiously and indefensibly objectionable, the book shall be returned to the collection. If the material is found to be objectionable, the book will be taken out of circulation. The Challenge of Materials Policy is an original policy from the prior administration, there is no reference number, and the creation date and author are unknown. The policy is designed to address a parent who questions a book or material that the school and the Commission deem to be appropriate. In 1986, in reply to questions from librarians facing book or material challenges, the Intellectual Freedom Committee (IFC) established a list of definitions to explain vocabulary related to challenges (Merola). The charge for the IFC was to recommend such steps as may be necessary to safeguard the rights of library users, libraries, and librarians, in accordance with the first amendment to the United States Constitution and the Library Bill of Rights as adopted by the ALA Council (Klipsch). The significant step of defining terms that are universal provides library staff with an appropriate and consistent terminology when responding to a complaint. With this understanding, to date, the MSPCS Challenge Material Policy has not been confronted or questioned. Therefore, no revision is necessary to this policy. Although the policy addresses adult concerns, it ultimately affects the students due to the potential of removing reading material and media from their library choices. Volunteer Hours Policy Finance Section Objective: To set guidelines for volunteering requirements of families with children who attend the elementary school of Miami Shores Presbyterian Church School. Scope: This policy applies to all families with children who participate in the elementary school of Miami Shores Presbyterian Church School. Guidelines: Parents or guardians of elementary school students must complete a minimum of 20 family hours of volunteer service per year. It is the sole responsibility of parents to sign-in and out on the volunteer card/sheet and to verify the card/sheet is validated by an MSPC or MSPCS staff representative. Volunteer hours that are not completed by April 30th will be charged the rate of $25.00 per hour to the familys account. The Volunteer Hours Policy is an original policy from the prior administration, there is no reference number, and the creation date and author are unknown. Establishing a policy for mandatory volunteerism theoretically helps support the school and their initiatives to meet the mission. This policy addresses apparent shortcomings or lack of desire for families to become involved with their childs education and other school matters. There is currently legislation in California and Pennsylvania in regards to parent volunteerism. In both instances, the legislation protects families that are required to volunteer at their childs school from their employer who may not allow the time off. As recently as January 01, 2016, California expanded upon the Family School Partnership Act allowing, employees to take job-protected time off to find, enroll, or re-enroll their children in a school or with a licensed child care provider (Corcoran, 2017). The volunteer policy at MSPCS requires families to serve a minimum of twenty volunteer hours per year or pay $25 for each hour under the required minimum. A volunteer is defined by Merriam-Webster (1960) as, a person who voluntarily (proceeding from the will or from ones own choice or consent) undertakes or expresses a willingness to undertake a service. By definition, requiring volunteer hours is an oxymoron and furthermore, charging individuals for not completing the requirement could be justification for litigation. The policy is in need of elimination more than a revision. When parents understand and appreciate the significance of their support, a punitive Ifà ¢Ã¢â€š ¬Ã‚ ¦ then policy is not necessary. When prospective parents come to school, they receive the mission statement and discuss its importance with an administrator.   The first part of the schools mission statement is A Christ-inspired experience. Being Christ-inspired means for an individual to broaden their se nse of giving to others. As long as parents understand the importance of their participation in their childs education, there is no need of a policy requiring their presence. Evacuation, Reverse Evacuation, and Safety Drills Policy Health and Safety Section Objective: To set guidelines for Miami Shores Presbyterian Church School stakeholders in being prepared for an event when they may be in potential danger. Scope: This policy applies to all Miami Shores Presbyterian Church School stakeholders. Definitions: Evacuation: The immediate and urgent movement of people out of a building from the threat or actual occurrence of a hazard. Reverse Evacuation: The immediate and urgent movement of people inside the building from the threat or actual occurrence of a hazard. Lockdown: A confinement of all individuals to a secure location due to a perceived or real threat. Guidelines: All drills (evacuation, reverse evacuation, and lockdown) will be held on a monthly basis. During the first week of school, staff members shall take their class for a practice fire drill. Follow the evacuation map in the room using the primary route. The secondary route is also noted, and there will be one fire drill a year when the secondary route will be utilized. The school is equipped with an intercom, fire alarm system and sprinkler system. The Evacuation, Reverse Evacuation, and Safety Drills Policy is an original policy from the prior administration with two key additions from the current administration in 2013. There is no reference number, and the creation date and author are unknown. Before 2013, the policy only addressed evacuation drills. The drill is typical in all United States schools and is mandated by federal law. The federal Occupational Safety and Health Act (OSH Act), which oversees Floridas business safety and health structure, requires that companies with ten or more employees have written fire prevention and emergency exit plans, as well as practices for such an emergency for each workplace. During 2013, the new MSPCS administration included the reverse evacuation and lockdown safety drills to the policy in reaction to the climate of todays society of schools under attack by unstable or angry people. The first known instance of a reverse evacuation drill policy was after the state of Kentucky put out a school crisis planning guide, and then FEMA included the policy in their guide (Dorn). Additionally, in 2013, a lockdown drill was instituted at MSPCS. On December 14, 2012, a tragedy occurred at Sandy Hook Elementary School in Newtown, Connecticut, when a disturbed man went into the school and shot many students and several teachers. The administration recognized the potential of this occurring anywhere and why it is important to establish a policy for children and educators to understand and know what to do in this type of emergency. The Federal Government does not mandate lockdown drills. However, several states have legislation in place requiring schools practice lockd owns as frequently as they practice evacuation drills. Each of the safety drills and their continued practices is essential to keeping students and educators prepared for an emergency situation. No one can tell how someone may react in an actual emergency, but having the knowledge of what to do, may decrease further stresses or even casualties. There are no plans to revise this policy, because of the eminent danger that society faces. Parental Non-Compliance Policy Parent Section Objective: To establish a set procedure for Miami Shores Presbyterian Church School administrators when parents are not in compliance with school policy or procedures. Scope: This policy applies to any time administration believes parents are not in compliance with school policy or procedures. Definitions: Non-Compliance: Failure to act in accordance with a wish or command or inability to conform to rules or standards. Guidelines: When an incident is considered serious enough according to the schools parameters, all family members will be asked to withdraw from the school regardless of previous incidents. In most instances, the following will take place: FIRST INCIDENT: Written notification regarding the incident or offense will be sent to the family and placed in the families file. A parent or guardian may be required to attend a meeting, at school, with the Administration. SECOND INCIDENT: Written notification regarding the incident or offense will be sent to the family and placed in the families file. The parent, parents, or guardian will be required to attend a meeting with the Administration. The family will be put on probation for the remainder of the school year. THIRD INCIDENT: All family members will be asked to withdraw from school the following year, or if deemed appropriate, immediately. The administration has an obligation to inform the School Commission of any incident that reaches non-compliance status. In the event of family withdrawal, the School Commission has final authority to accept or reject the administrations recommendation. The Parental Non-Compliance Policy is an original policy from the prior administration along with a recent 2015 revision by the new administration. Included in the revised version are the three step process and the paragraph giving final authority to the School Commission. Adding both parts to the policy ensures and protects the family and the administration from emotional decision making. There is no federal or state legislation on parental non-compliance at school, but many private schools do have some policy written to safeguard all parties. All members of a school community, including families, educators, students, visitors, and the administration, have the intention to work in partnership to provide the children the best experiences in their education and care. From the onset, families and staff agree at the time of acceptance or employment to acquaint themselves with and meet the terms of the schools philosophy and Code of Ethics. There are times when behaviors or actions go against the philosophy or code. Therefore, it is essential to have a policy and process for dealing with such occurrences. If the administration selects families into the school community that are mission appropriate and who can abide by the schools philosophy, then this policy, in theory, would not be necessary. Unfortunately, circumstance can arise, and each party needs to be protected and valued during trying times. In the next revision, an initial step of a verbal warning may be beneficial in providing due process to the policy and may mitigate any further escalation. Currently, the first step is to write up a warning of the incident, and this does not comply with the schools Caring Community philosophy. Within the Caring School philosophy, one of the schools goals is to empower and listen to others to further understand their perspective. A conversation to express the school displeasure with a parents behavior or action allows the parent to provide their point of view. Through respectful and honest conversation, the school and parents may agree on a solution without further incident or create hard feelings. Evaluations/Personnel File Policy Staff, Personnel, and School Commission Section Objectives: To ensure consistency of procedure and standards in all performance assessments of the staff of MSPCS. Scope: This policy applies to commission evaluations of the Headmaster, the Headmasters evaluation of administrative staff, and the Directors assessments of the teaching staff. Definitions: Evaluation: A procedure for measuring a staff members performance in helping to achieve the goals and policies of MSPCS, the curriculum objectives of the school, and the observation of the guidelines and handbooks. Personnel File: A file maintained by the Headmaster in the administrative office of MSPCS for all faculty and staff members of the school. General Statement: Several fundamental principles underlie the MSPCS approach to supervision and evaluation. These principles are grounded in current research that identifies effective instructional practices that maximize student learning and achievement. The MSPCS model for supervision and evaluation recognizes the importance of linking teacher evaluation to professional development and student learning. It also acknowledges the value of a differentiated structure that supports teachers at varying stages of their career and experience and promotes greater teacher involvement in the evaluation process. At MSPCS we recognize the importance of the supervision, evaluation, and Professional Growth process. The MSPCS Supervision, Evaluation, PGP program incorporates supervisory options connected to personal growth in a collaborative environment. MSPCS is a professional community, which encourages feedback and reflection as a means of promoting continuous teacher growth and improved student achievement. Meaningful feedback comes from multiple and diverse sources and provides an opportunity for reflection which sharpens our teachers skills of self-assessment. Supervision, Evaluation, and Professional Growth is an interactive process perceived as valuable by all involved. The MSPCS program involves assessment structures that promote an array of reflective, creative and analytic skills. In the MSPCS program, outstanding teaching is studied, sought, recognized and supported. By promoting structures that encourage professional development, a reflective school culture and research-based practices; MSPCS ensures that it will remain focused on its mission, vision, and continued goal to improve student achievement. The objective of teacher supervision, evaluation, and professional learning is to increase student achievement by encouraging and supporting the professional growth of all teachers. Administrators Assurance The MSPCS Supervision, Evaluation, and Professional Growth Plan will: Provide clear, concise, comprehensive teaching standards based on current research of best teaching practice. Provide a fair, clear system for teacher evaluation used on current research. Provide useful, timely feedback related to MSPCS teaching standards to guide professional development goals. Foster a culture of trust, mutual respect, and constructive professional dialogue, which encourages risk taking in a learning community. Refine the craft of teaching through reflection and risk-taking. Utilize data from student assessment to guide teaching practice as related to MSPCS teaching standards. Encourage teachers to chart their course for professional development. Value the diversity of teachers perspective, skills, knowledge, and practice. All MSPCS educators will have: Support and encouragement from the Preschool Director, Headmaster and other staff members. Reviewed procedures and be informed on the supervision and evaluation format and forms. Professional development goals that incorporate one or more of the MSPCS Teaching Standards. Numerous opportunities to be observed through walkthroughs. An annual formal written observation grounded on teacher reflection and growth. Opportunities to discuss their growth with the Preschool Director or Headmaster. Guidelines: All employees will be formally evaluated at least once a year. Each director will be responsible for assessing the teachers and staff members immediately under his/her supervision. The Headmaster will be responsible for the evaluations of the directors, the accounting staff, and other support staff, and the commission will be responsible for the assessment of the Headmaster. The evaluations will be based principally on formal observations of the staff member and interviews with the staff member. Observations and opinions of third parties (parents, other staff members, individual commission members, etc.) may only be taken into account if the staff member being evaluated is given an opportunity to respond to the third partys questions/concerns raised before the finalization of the evaluation. The evaluation will be considered finalized when the staff member being evaluated and the one responsible for the evaluation both acknowledge by signature that the assessment has been discussed in detail. When the evaluation is finalized, the Headmaster will place it in that staff members personnel file. Other appropriate inclusions in the archive of staff would include letters of commendation or reprimand, as well as any responses, comments, or relevant data the staff member may wish to add. Under no conditions will a staff members personnel file be made public to other staff members, parents, or anyone outside MSPCS line of authority. The file of staff may be used by an authorized representative of MSPCS to draft a letter of recommendation to a prospective employer. The file is only to be used for purposes of refreshing the memory and is not to be reproduced for the prospective employer. The Evaluations/Personnel File Policy, entirely rewritten in 2016, from the original policy that was not a policy but more of an outline of procedures. In the original policy, there was no mention of school beliefs or the purposes of the assessment. Also, the wording in the original policy was punitive and full of if-than statements as opposed to helping an educator grow and develop their skills. Often formal evaluations cause stress to an educator, because of the judgment or perception of another persons point of view placed on the individual. At MSPCS, the elimination of judgment and the focus on individual improvement and self-reflection help create a positive experience for all parties during evaluations. Marzanos model of instructional evaluation focuses on specific strategies and how well they are working. Taken one step further, MSPCS adds a component where the teacher generates the level of specificity during a self-reflection period and a pre-observation meeting with the administrator. During the pre-observation meeting, the teacher shares the learning targets for the students and how they plan to prepare the students for the lesson. The teacher provides a brief overview of the sequencing and strategies of the content of the lesson, how the students will practice or demonstrate the new content, and how students will summarize the lesson. During the meeting, the teach er selects an area they would like to improve upon and asks the administrator to assess him/her on a specific task or technique. Additionally, the teacher prescribes two or three questions that he/she would like the administrator to ask the students. During the observation, the administrator documents what is heard or seen, without opinion or judgment. He/She then moves around the room asking the prescribed questions the teacher presented to him/her during the pre-observation meeting and documents the answers the students gave to him/her. A post-observation meeting is held within a day or two to capture the momentum and to provide effective feedback. The meeting always begins with the question, On a scale of one to ten, ten being the best, what would you rate your lesson? Not one person in seven years of asking the question has rated themselves a ten, which means the conversation begins with the understanding that everyone has room to improve. Much of the conversation revolves around the administrator continually asking what do you think and why do you think type questions, because the process is a self-reflection, not a judgment of being good or poor. After analyzing the data, we set goals to work on for the next observation, which may not be a formal one. The idea of the evaluation as a growth process instead of a judgment allows teachers to step back and truly look inward at their practice in a non-threatening way. There are no plans to change this policy as it has proven to be very effective. Discipline Policy Student Section Objectives: To ensure consistent biblical discipline at Miami Shores Presbyterian Church School. Scope: This policy applies to all elementary students at Miami Shores Presbyterian Church School. Definitions: Discipline: The practice of instructing and training people to understand and adhere to rules or a code of behavior. Guidelines: Each class develops their student appropriate discipline guidelines. Under no circumstances is corporal punishment allowed. Staff members may not withhold the bathroom, withhold food or belittle the student. MSPCS believes that everyone has the right to experience a safe and friendly school environment. Therefore, we have expectations that students will: Keep hands, feet and all objects to themselves. Show respect for adults and other students. Cooperate and show self-control at all times. Follow directions the first time without questioning. Be prepared for class each day. Be punctual and attend class each day. The school will not tolerate any of the following behaviors and may be cause for expulsion: Verbal and physical fighting. Defacing or damaging school property. Theft of school or personal property. The use of profanity or name-calling. Procedures: When a student violates classroom/school rules for the first time, teachers will discuss the infraction with the student and document the incident. In the event a student commits a second infraction, the teacher will contact the parent to discuss the issue and document the parent/teacher conference as a Step Two Referral. A parent must be contacted for a StepTwo Referral to be completed. If a third infraction occurs, the StepThree Referral must be documented on the referral form. If the student is disrupting the class to the point where learning cannot take place in the classroom, they may be sent to speak with the Preschool Director or Headmaster. If infractions continue to occur and are impeding upon the learning process for the student and others, the student may be sent home. A follow-up meeting will happen with the Preschool Director or Headmaster when the student returns to school. This session will be reflective in nature and to set guidelines and goals for the student to meet. All missed class work due to an infraction of a rule must be completed at home and returned to the teacher when the student arrives back to school. Transgressions, including but not limited to fighting, weapons, severe disrespect, bullying, etc. will result in disciplinary action which may include dismissal from school, even for a first offense. Also, if the MSPCS staff identify, through the course of observation and discussion with parents, that a students particular behavioral issues are beyond the capacity of the program to serve them, the school reserves the right to terminate enrollment at any time. The Discipline Policy is an original policy from the prior administration, there is no reference number, and the creation date and author are unknown. All schools have a discipline policy because it is a critical element in maintaining a safe environment for students and staff. In many schools, a discipline policy states all of the things a student cannot do and what will happen if they do it. At MSPCS, the student discipline policy is more of a threat of words on paper, because the current administration does not believe in sending students home as a punishment. Skiba, Shure, Middelberg, Baker (2011) offer there is no evidence proving that discipline practices that eliminate students from classes by the punitive acts of suspensions and expulsions help to improve either student behavior or school climate. Instead of sending a student home, where they will often be unsupervised, developing an effective intervention at school is more in line with the schools Caring Community philosophy. Another part of this policy that is inaccurate is in the first line that states consistent biblical discipline. The Bibles view on discipline clearly demands that parents be responsible and diligent in spanking, but strongly prohibits physical abuse of any kind (Ingram, 2006). Further, in the MSPCS student discipline policy, it states under no circumstances is corporal punishment allowed. At MSPCS, the administration is not reinforcing the written policy properly, and the language in the policy is sending mixed messages to our families. An easy fix to the discrepancy is to eliminate the word biblical from the policy. However, a complete rewrite of the policy is necessary to match the schools philosophy of a Caring Community and preserving dignity for all. The Caring Community requires a positive-based discipline program where students are self-reflective and empowered while maintaining their dignity. The goal is for students to take responsibility for their actions and learn from each of their experiences. At MSPCS, the school teaches students to look inward to work towards developing intrinsic motivation, while at the same time reducing teacher-centric external motivation. The objective is to influence change in a students undesirable behavior through conversation, demonstration, and sending a consistent message. At MSPCS teachers receive training in the art of being an authoritative classroom leader. Bear (2010) states, An authoritative teacher set high standards and hold high expectations; enforce rules and standards in a firm, fair, and consistent manner; and promote autonomy by encouraging students active participatio

Essay --

Is human nature fundamentally good or bad? Mengzi argues for the instinctive goodness of human nature; however, admits our inherent goodness must be encouraged through propriety. Mengzi treats nature as one’s natural â€Å"potential, inclinations, or capacities† (Liu 68). It is important to note, however, that he only views nature as the beginning. Mengzi believes that the way we behave as mature humans is the result of how successful we are in fulfilling our nature. Other Confucians, like Xunxi, argued â€Å"human nature is bad; his goodness is the result of man’s deliberate effort† (86); however, Mengzi believed the contrary to be true. According to Mengzi, nature refers to the natural inclinations of humans. Thus, any development in the opposite direction is a direct consequence of some form of external stimuli. Mengzi views nature as a â€Å"species-specific notion† (68) that separate us from lesser animals. More specifically, humans are distinct from animals because they are born with moral virtues. Mengzi believed that because all humans belong to the same species, all humans possess the same universal nature. He goes further by claiming that due to our collective universal nature, any differences demonstrated by mature humans are owing to an â€Å"external environment and individual effort† (69). For the purposes of this paper, let us assume that Mengzi is correct in his argument for the innate goodness of human nature. So if humans naturally tend toward virtue and all possess the sprouts of morality within, what rationalizes the inconsistency between instinctive goodness and manifested badness? Although Mengzi highlights the heart/mind of our nature desires moral virtue, he also acknowledges that â€Å"desire for physical comfort and material g... ... chef. While it is true that a human’s physical and biological attributes are determined biologically, no two humans are actually identical. That being said, how can all human’s morals be a biologically determined constant? It would be more plausible to think that while humans have the capacity for moral virtue, the extent on which they are able to actualize this capacity differs as much between people as physical traits such as taste. This leads us to another criticism. The second example is also flawed. Consider the Iron Chef Bobby Flay. He is known for, amongst other things, being a world renowned chef as well as a television show called BBQ with Bobby Flay. Although many people would view his cooking as amazing, these tastes are not shared by all (a vegetarian for example). This is just another example of his flawed belief of a shared and universal human nature.

Descriptive Essay - The City Dock :: Descriptive Essay, Descriptive Writing

The perfect place in the city is one that is incredibly versatile – it may be bustling with activity one minute and nearly deserted the next. The city dock has been a mainstay of the city for as long as anyone can remember, and it has a different effect on everyone. Everyone can appreciate the dock for his or her own reasons. One of the best aspects of the city dock is the amount of activity that can almost always be found if you know where to look. Every year the Great Dock Canoe Race – an event in which teams of two people race a canoe across the bay - is held at the dock, and you’re guaranteed to find many teams racing their canoes in the bay. Hundreds of people crowd the dock to watch and then move next door to the Dock restaurant to celebrate with the winning team. Right off the dock is a tiny stretch of restaurants and quaint shops, and then of course there are the boats. Of the dozens of boats - from sailboats to houseboats to leisure ships, from red to white to yellow - that are anchored at the city dock, you’re sure to strike up a conversation with one of the friendly people who live here, and it’s a great place for casual parties with friends. On the last Fourth of July, my friends and I gathered on the top deck of my father’s houseboat to watch the fireworks d isplay that lit the sky. It offered an amazing vantage point from which we could see across town. The city dock, however, can also be a solitary place. When you sit on the top deck of a boat, it seems like you are all by yourself in the world. From that height, you have a birds’ eye view of the dock and the bay, and though there may be people around the dock below you, you are removed from their action. It’s the best way to take a break from the stress and activity of the day.

Ethics Reflection Paper

Ethics Reflection Paper Ethics and social responsibility are key factors when planning one’s personal life or planning for the success of a business. When companies develop strategic plans, they must consider what role ethics will play and how social responsibility will affect the plan keeping stakeholders need at the forefront. If businesses and individuals are making a conscious effort to display ethical behavior, ethical perspectives and beliefs should evolve over time much like what has happened in the master’s of business administration (MBA) program. Role of Ethics and Social Responsibility in Strategic Planning Ethics are guidelines used to help management and employees conduct themselves according to the values and standards set forth by the company. To ensure employees understand the rules and make good ethical decisions, a company’s plan should embody the beliefs and values that the business and their employees view most important. These beliefs and values can be outlined in a company’s mission, vision, and philosophy statements which provide direction, purpose, and a clear understanding of an organization’s behavioral expectations and decisions made by the stakeholders. When adhered to, the mission and vision statements can be the baseline for goal-setting and strategic planning while keeping ethics at the core of all decisions. Pearson and Robinson (2004) stated â€Å"central to the belief that companies should be operated in a socially responsive way for the benefit of all stakeholders is the belief that managers will behave in an ethical manner† (p. 60). Even with a plan in place and ethical guidelines established, unethical behavior is always a possibility which could occur at a management or subordinate level. Too many top-level management and executives have acted inappropriately and have violated company policies. This was witnessed through events such as the Enron, WorldCom, and Bernie Madoff scandals where unethical behavior was called into question. Employees, specifically those in a management position, have an obligation to do what is right for the sake of their customers, the industry, and to help maintain the company’s image and reputation. When this fails to happen, the owners and board of directors must take the appropriate action to get rid of those individuals, not only to set an example but to make the point that unethical behavior will not be tolerated under any circumstances. To minimize the possibility that similar atrocities will occur, the Sarbanes-Oxley Act of 2002 was instituted to mandate Chief Executive Officers (CEO) and Chief Financial Officers (CFO) to take responsibility for reports generated and to acknowledge that the information included in the reports are true and accurate to the best of their knowledge. If the information is not true or is fraudulent, both have a responsibility to report the findings to auditors. Like ethical behavior, â€Å"social responsibility is a critical consideration for a company’s strategic decision makers†¦Ã¢â‚¬  (Pearson & Robinson, 2004, p. 23). Owners need to ensure that they hire managers who are going to carry out their wishes and be the voice in their absence instead of managers who will protect their self-interests. Decisions made by management have to be aligned with the beliefs of the owner and the company’s stakeholders to guarantee profitability and survivability. To encourage managers to make appropriate and ethical decisions, owners and executives should provide incentives through bonuses, appraisals, and recognition programs. Managers who do receive performance incentives will be held accountable by stakeholders. Stakeholders include stockholders who want a good return on investment, employees seeking job satisfaction, satisfied customers and suppliers, governments seeking law abiding companies, competitors seeking strong competition, responsible citizens and the public seeking a good quality of life (Pearson & Robinson, 2004). Outside of being accountable to owners and the business, managers also have to select the ethical approach that will ensure the consumer is getting the best service at a reasonable cost, jobs are being offered to those who need them, consumers do not have to fear product risk, and that they are taking care of their financial responsibilities to the government. Regardless of the approach selected, consistency is important as not to send a signal of injustice and consistency allows companies and individuals to reach their end-state goals without having to waste time and money. Ethical Perspectives At the start of the MBA program, ethics and ethical behavior were and still are a very important part of conducting business and in how others are treated and perceived. This program reemphasized the importance of the role of ethics and how people in society should work hard to create a personal and corporate culture that fosters accountability and ensures everyone conducts business in an ethical manner. Being a part of a team during each class was a very good test of ethics, beliefs, and the ability to display patience and understanding towards other people. Some team members had little respect and showed disregard for others or their feelings. Although assignment completion was the most important aspect, some members were written off because of a lack of effective writing abilities, communication, or personal skills. Although many of those decisions were based on personal preference, one still has to question if the decisions were right or wrong. A major source of failure in most team assignments as well as collaborative projects within an organization is usually caused by a lack of admiration for individual judgment. Respect for individual judgment was evident in the Assessment of Ethical Choices in the Workplace (2009). When teammates acknowledge the judgment of others, they encourage open communication, build trust, and promote cohesiveness that could potentially prevent unethical behavior from occurring. Having an ethical profile closely aligned with character is an asset when trying to judge others (University of Phoenix, 2009). Conclusion For businesses and individuals to remain successful there must be intent to remain ethical and socially responsible. The ethical and social decisions made have to support the better good of the organization or society and every effort should be made to call attention to and reject improper behavior. Although one might perceive his or her ethical concepts to be intact, improvement is always encouraged. References Pearson, J. A. , & Robinson, R. B. (2004). Strategic management: Formulation, implementation, and control (9th ed. ). New York: McGraw-Hill/Irwin. University of Phoenix (2009). Williams Institute: Ethical choices in the workplace. Retrieved August 20, 2009, from University of Phoenix, Week One, STR 581 – Strategic Planning and Implementation. University of Phoenix (2009). Williams Institute: Ethics awareness inventory. Retrieved August 20, 2009, from University of Phoenix, Week One, STR 581 – Strategic Planning and Implementation. Ethics Reflection Paper When explaining the role of ethics and social responsibility in developing a strategic plan, the stakeholders need to be considered. So it’s not just customers and employees now you have these people who have invested in your company. â€Å"Each of these interest groups has justifiable reasons for expecting (and often for demanding) that the firm satisfy their claims in a responsible manner. In general, stockholders claim appropriate returns on their investment; employees seek broadly defined job satisfactions; customers want what they pay for; suppliers seek dependable buyers; governments want adherence to legislation; unions seek benefits for their members; competitors want fair competition; local communities want the firm to be a responsible citizen; and the general public expects the firm’s existence to improve the quality of life. † There are two kinds of stakeholders the inside ones and the outside ones, the issues are that they both look at the company mission for a social responsibility towards society and at the same time the financial interests of the stockholders. For example an outside stakeholder may demand that an insider would be subordinated for the well being of the society and vice versa. This starts to get complex by thinking you’re running a company that needs to make a profit to succeed but at the same time must answer to a social responsibility and particular ethics point of view. An example of a company being socially responsible while making a profit is Toyota. They make the top selling Prius which is the hybrid that leads in developing efficient gas-electric vehicles. There are four types of social responsibilities for which strategic planners must plan, which are: economic, legal, ethical and discretionary. In economic is assumed that the company is providing goods and services at a cost that’s reasonable. In legal responsibilities the company must adhere to the laws that regulate it. In ethical responsibilities the company must have a notion of right and wrong that’s well defined and most of all ethical. In discretionary responsibilities are those that voluntary and throughout those sometimes the company tries to enhance their image. Ethics â€Å"refers to the moral principles that reflect society’s beliefs about the actions of an individual or a group that are right and wrong. † The perception of ethics in business has currently hit a all time low, this could be due to the never ending recession and others. Throughout the program my view of ethics in the workplace has evolved and is no longer so black and white anymore. I have learned that the ethical perspective of a individual not necessarily is the same view of a organization. The company has to think about the whole company and also the impact on society. While the individual’s perspective come from him alone, and how he vies society. References: Casio, W. (2005). Managing Human Resources: Productivity, Quality of Work Life, Profits 7th Edition New York Mac Graw-Hill. University of Phoenix. (2010). InterClean Scenario [Computer Software]. Retrieved from University of Phoenix, Simulation, HRM/531 Mondy, R. (2008). Human Resource Management 10th Edition Prentice Hall. Ethics Reflection Paper Ethics Reflection Paper Ethics and social responsibility are key factors when planning one’s personal life or planning for the success of a business. When companies develop strategic plans, they must consider what role ethics will play and how social responsibility will affect the plan keeping stakeholders need at the forefront. If businesses and individuals are making a conscious effort to display ethical behavior, ethical perspectives and beliefs should evolve over time much like what has happened in the master’s of business administration (MBA) program. Role of Ethics and Social Responsibility in Strategic Planning Ethics are guidelines used to help management and employees conduct themselves according to the values and standards set forth by the company. To ensure employees understand the rules and make good ethical decisions, a company’s plan should embody the beliefs and values that the business and their employees view most important. These beliefs and values can be outlined in a company’s mission, vision, and philosophy statements which provide direction, purpose, and a clear understanding of an organization’s behavioral expectations and decisions made by the stakeholders. When adhered to, the mission and vision statements can be the baseline for goal-setting and strategic planning while keeping ethics at the core of all decisions. Pearson and Robinson (2004) stated â€Å"central to the belief that companies should be operated in a socially responsive way for the benefit of all stakeholders is the belief that managers will behave in an ethical manner† (p. 60). Even with a plan in place and ethical guidelines established, unethical behavior is always a possibility which could occur at a management or subordinate level. Too many top-level management and executives have acted inappropriately and have violated company policies. This was witnessed through events such as the Enron, WorldCom, and Bernie Madoff scandals where unethical behavior was called into question. Employees, specifically those in a management position, have an obligation to do what is right for the sake of their customers, the industry, and to help maintain the company’s image and reputation. When this fails to happen, the owners and board of directors must take the appropriate action to get rid of those individuals, not only to set an example but to make the point that unethical behavior will not be tolerated under any circumstances. To minimize the possibility that similar atrocities will occur, the Sarbanes-Oxley Act of 2002 was instituted to mandate Chief Executive Officers (CEO) and Chief Financial Officers (CFO) to take responsibility for reports generated and to acknowledge that the information included in the reports are true and accurate to the best of their knowledge. If the information is not true or is fraudulent, both have a responsibility to report the findings to auditors. Like ethical behavior, â€Å"social responsibility is a critical consideration for a company’s strategic decision makers†¦Ã¢â‚¬  (Pearson & Robinson, 2004, p. 23). Owners need to ensure that they hire managers who are going to carry out their wishes and be the voice in their absence instead of managers who will protect their self-interests. Decisions made by management have to be aligned with the beliefs of the owner and the company’s stakeholders to guarantee profitability and survivability. To encourage managers to make appropriate and ethical decisions, owners and executives should provide incentives through bonuses, appraisals, and recognition programs. Managers who do receive performance incentives will be held accountable by stakeholders. Stakeholders include stockholders who want a good return on investment, employees seeking job satisfaction, satisfied customers and suppliers, governments seeking law abiding companies, competitors seeking strong competition, responsible citizens and the public seeking a good quality of life (Pearson & Robinson, 2004). Outside of being accountable to owners and the business, managers also have to select the ethical approach that will ensure the consumer is getting the best service at a reasonable cost, jobs are being offered to those who need them, consumers do not have to fear product risk, and that they are taking care of their financial responsibilities to the government. Regardless of the approach selected, consistency is important as not to send a signal of injustice and consistency allows companies and individuals to reach their end-state goals without having to waste time and money. Ethical Perspectives At the start of the MBA program, ethics and ethical behavior were and still are a very important part of conducting business and in how others are treated and perceived. This program reemphasized the importance of the role of ethics and how people in society should work hard to create a personal and corporate culture that fosters accountability and ensures everyone conducts business in an ethical manner. Being a part of a team during each class was a very good test of ethics, beliefs, and the ability to display patience and understanding towards other people. Some team members had little respect and showed disregard for others or their feelings. Although assignment completion was the most important aspect, some members were written off because of a lack of effective writing abilities, communication, or personal skills. Although many of those decisions were based on personal preference, one still has to question if the decisions were right or wrong. A major source of failure in most team assignments as well as collaborative projects within an organization is usually caused by a lack of admiration for individual judgment. Respect for individual judgment was evident in the Assessment of Ethical Choices in the Workplace (2009). When teammates acknowledge the judgment of others, they encourage open communication, build trust, and promote cohesiveness that could potentially prevent unethical behavior from occurring. Having an ethical profile closely aligned with character is an asset when trying to judge others (University of Phoenix, 2009). Conclusion For businesses and individuals to remain successful there must be intent to remain ethical and socially responsible. The ethical and social decisions made have to support the better good of the organization or society and every effort should be made to call attention to and reject improper behavior. Although one might perceive his or her ethical concepts to be intact, improvement is always encouraged. References Pearson, J. A. , & Robinson, R. B. (2004). Strategic management: Formulation, implementation, and control (9th ed. ). New York: McGraw-Hill/Irwin. University of Phoenix (2009). Williams Institute: Ethical choices in the workplace. Retrieved August 20, 2009, from University of Phoenix, Week One, STR 581 – Strategic Planning and Implementation. University of Phoenix (2009). Williams Institute: Ethics awareness inventory. Retrieved August 20, 2009, from University of Phoenix, Week One, STR 581 – Strategic Planning and Implementation. Ethics Reflection Paper Ethics Reflection Paper Ethics and social responsibility are key factors when planning one’s personal life or planning for the success of a business. When companies develop strategic plans, they must consider what role ethics will play and how social responsibility will affect the plan keeping stakeholders need at the forefront. If businesses and individuals are making a conscious effort to display ethical behavior, ethical perspectives and beliefs should evolve over time much like what has happened in the master’s of business administration (MBA) program. Role of Ethics and Social Responsibility in Strategic Planning Ethics are guidelines used to help management and employees conduct themselves according to the values and standards set forth by the company. To ensure employees understand the rules and make good ethical decisions, a company’s plan should embody the beliefs and values that the business and their employees view most important. These beliefs and values can be outlined in a company’s mission, vision, and philosophy statements which provide direction, purpose, and a clear understanding of an organization’s behavioral expectations and decisions made by the stakeholders. When adhered to, the mission and vision statements can be the baseline for goal-setting and strategic planning while keeping ethics at the core of all decisions. Pearson and Robinson (2004) stated â€Å"central to the belief that companies should be operated in a socially responsive way for the benefit of all stakeholders is the belief that managers will behave in an ethical manner† (p. 60). Even with a plan in place and ethical guidelines established, unethical behavior is always a possibility which could occur at a management or subordinate level. Too many top-level management and executives have acted inappropriately and have violated company policies. This was witnessed through events such as the Enron, WorldCom, and Bernie Madoff scandals where unethical behavior was called into question. Employees, specifically those in a management position, have an obligation to do what is right for the sake of their customers, the industry, and to help maintain the company’s image and reputation. When this fails to happen, the owners and board of directors must take the appropriate action to get rid of those individuals, not only to set an example but to make the point that unethical behavior will not be tolerated under any circumstances. To minimize the possibility that similar atrocities will occur, the Sarbanes-Oxley Act of 2002 was instituted to mandate Chief Executive Officers (CEO) and Chief Financial Officers (CFO) to take responsibility for reports generated and to acknowledge that the information included in the reports are true and accurate to the best of their knowledge. If the information is not true or is fraudulent, both have a responsibility to report the findings to auditors. Like ethical behavior, â€Å"social responsibility is a critical consideration for a company’s strategic decision makers†¦Ã¢â‚¬  (Pearson & Robinson, 2004, p. 23). Owners need to ensure that they hire managers who are going to carry out their wishes and be the voice in their absence instead of managers who will protect their self-interests. Decisions made by management have to be aligned with the beliefs of the owner and the company’s stakeholders to guarantee profitability and survivability. To encourage managers to make appropriate and ethical decisions, owners and executives should provide incentives through bonuses, appraisals, and recognition programs. Managers who do receive performance incentives will be held accountable by stakeholders. Stakeholders include stockholders who want a good return on investment, employees seeking job satisfaction, satisfied customers and suppliers, governments seeking law abiding companies, competitors seeking strong competition, responsible citizens and the public seeking a good quality of life (Pearson & Robinson, 2004). Outside of being accountable to owners and the business, managers also have to select the ethical approach that will ensure the consumer is getting the best service at a reasonable cost, jobs are being offered to those who need them, consumers do not have to fear product risk, and that they are taking care of their financial responsibilities to the government. Regardless of the approach selected, consistency is important as not to send a signal of injustice and consistency allows companies and individuals to reach their end-state goals without having to waste time and money. Ethical Perspectives At the start of the MBA program, ethics and ethical behavior were and still are a very important part of conducting business and in how others are treated and perceived. This program reemphasized the importance of the role of ethics and how people in society should work hard to create a personal and corporate culture that fosters accountability and ensures everyone conducts business in an ethical manner. Being a part of a team during each class was a very good test of ethics, beliefs, and the ability to display patience and understanding towards other people. Some team members had little respect and showed disregard for others or their feelings. Although assignment completion was the most important aspect, some members were written off because of a lack of effective writing abilities, communication, or personal skills. Although many of those decisions were based on personal preference, one still has to question if the decisions were right or wrong. A major source of failure in most team assignments as well as collaborative projects within an organization is usually caused by a lack of admiration for individual judgment. Respect for individual judgment was evident in the Assessment of Ethical Choices in the Workplace (2009). When teammates acknowledge the judgment of others, they encourage open communication, build trust, and promote cohesiveness that could potentially prevent unethical behavior from occurring. Having an ethical profile closely aligned with character is an asset when trying to judge others (University of Phoenix, 2009). Conclusion For businesses and individuals to remain successful there must be intent to remain ethical and socially responsible. The ethical and social decisions made have to support the better good of the organization or society and every effort should be made to call attention to and reject improper behavior. Although one might perceive his or her ethical concepts to be intact, improvement is always encouraged. References Pearson, J. A. , & Robinson, R. B. (2004). Strategic management: Formulation, implementation, and control (9th ed. ). New York: McGraw-Hill/Irwin. University of Phoenix (2009). Williams Institute: Ethical choices in the workplace. Retrieved August 20, 2009, from University of Phoenix, Week One, STR 581 – Strategic Planning and Implementation. University of Phoenix (2009). Williams Institute: Ethics awareness inventory. Retrieved August 20, 2009, from University of Phoenix, Week One, STR 581 – Strategic Planning and Implementation.

The Host Chapter 30: Abbreviated

M el?† he asked again, the hope he didn't want to feel coloring his tone. My breath caught in another sob, an aftershock. â€Å"You know that was for you, Mel. You know that. Not for h-it. You know I wasn't kissing it.† My next sob was louder, a moan. Why couldn't I shut up? I tried holding my breath. â€Å"If you're in there, Mel†¦Ã¢â‚¬  He paused. Melanie hated the â€Å"if.† A sob burst up through my lungs, and I gasped for air. â€Å"I love you,† Jared said. â€Å"Even if you're not there, if you can't hear me. I love you.† I held my breath again, biting my lip until it bled. The physical pain didn't distract me as much as I wished it would. It was silent outside the hole, and then silent inside, too, as I turned blue. I listened intently, concentrating only on what I could hear. I wouldn't think. There was no sound. I was twisted into the most impossible position. My head was the lowest point, the right side of my face pressed against the rough rock floor. My shoulders were slanted around a crumpled box edge, the right higher than the left. My hips angled the opposite way, with my left calf pressed to the ceiling. Fighting with the boxes had left bruises-I could feel them forming. I knew I would have to find some way to explain to Ian and Jamie that I had done this to myself, but how? What should I say? How could I tell them that Jared had kissed me as a test, like giving a lab rat a jolt of electricity to observe its reaction? And how long was I supposed to hold this position? I didn't want to make any noise, but it felt like my spine was going to snap in a minute. The pain got more difficult to bear every second. I wouldn't be able to bear it in silence for long. Already, a whimper was rising in my throat. Melanie had nothing to say to me. She was quietly working through her own relief and fury. Jared had spoken to her, finally recognized her existence. He had told her he loved her. But he had kissed me. She was trying to convince herself that there was no reason to be wounded by this, trying to believe all the solid reasons why this wasn't what it felt like. Trying, but not yet succeeding. I could hear all this, but it was directed internally. She wasn't speaking to me-in the juvenile, petty sense of the phrase. I was getting the cold shoulder. I felt an unfamiliar anger toward her. Not like the beginning, when I feared her and wished for her eradication from my mind. No, I felt my own sense of betrayal now. How could she be angry with me for what had happened? How did that make sense? How was it my fault that I'd fallen in love because of the memories she forced on me and then been overthrown by this unruly body? I cared that she was suffering, yet my pain meant nothing to her. She enjoyed it. Vicious human. Tears, much weaker than the others, flowed down my cheeks in silence. Her hostility toward me simmered in my mind. Abruptly, the pain in my bruised, twisted back was too much. The straw on the camel. â€Å"Ung,† I grunted, pushing against stone and cardboard as I shoved myself backward. I didn't care about the noise anymore, I just wanted out. I swore to myself that I would never cross the threshold of this wretched pit again-death first. Literally. It was harder to worm out than it had been to dive in. I wiggled and squirmed around until I felt like I was making things worse, bending myself into the shape of a lopsided pretzel. I started to cry again, like a child, afraid that I would never get free. Melanie sighed. Hook your foot around the edge of the mouth and pull yourself out, she suggested. I ignored her, struggling to work my torso around a particularly pointy corner. It jabbed me just under the ribs. Don't be petty, she grumbled. That's rich, coming from you. I know. She hesitated, then caved. Okay, sorry. I am. Look, I'm human. It's hard to be fair sometimes. We don't always feel the right thing, do the right thing. The resentment was still there, but she was trying to forgive and forget that I'd just made out with her true love-that's the way she thought of it, at least. I hooked my foot around the edge and yanked. My knee hit the floor, and I used that leverage to lift my ribs off the point. It was easier then to get my other foot out and yank again. Finally, my hands found the floor and I shoved my way through, a breech birth, falling onto the dark green mat. I lay there for a moment, facedown, breathing. I was sure at this point that Jared was long gone, but I didn't make certain of that right away. I just breathed in and out until I felt prepared to lift my head. I was alone. I tried to hold on to the relief and forget the sorrow this fact engendered. It was better to be alone. Less humiliating. I curled up on the mat, pressing my face against the musty fabric. I wasn't sleepy, but I was tired. The crushing weight of Jared's rejection was so heavy it exhausted me. I closed my eyes and tried to think about things that wouldn't make my stinging eyes tear again. Anything but the appalled look on Jared's face when he'd broken away from me†¦ What was Jamie doing now? Did he know I was here, or was he looking for me? Ian would be asleep for a long time, he'd looked so exhausted. Would Kyle wake soon? Would he come in search? Where was Jeb? I hadn't seen him all day. Was Doc really drinking himself unconscious? That seemed so unlike him†¦ I woke slowly, roused by my growling stomach. I lay quietly for a few minutes, trying to orient myself. Was it day or night? How long had I slept here alone? My stomach wouldn't be ignored for long, though, and I rolled up onto my knees. I must have slept for a while to be this hungry-missed a meal or two. I considered eating something from the supply pile in the hole-after all, I'd already damaged pretty much everything, maybe destroyed some. But that only made me feel guiltier about the idea of taking more. I'd go scavenge some rolls from the kitchen. I was feeling a little hurt, on top of all the big hurt, that I'd been down here so long without anyone coming to look for me-what a vain attitude; why should anyone care what happened to me?-so I was relieved and appeased to find Jamie sitting in the doorway to the big garden, his back turned on the human world behind him, unmistakably waiting for me. My eyes brightened, and so did his. He scrambled to his feet, relief washing over his features. â€Å"You're okay,† he said; I wished he were right. He began to ramble. â€Å"I mean, I didn't think Jared was lying, but he said he thought you wanted to be alone, and Jeb said I couldn't go check on you and that I had to stay right here where he could see that I wasn't sneaking back there, but even though I didn't think you were hurt or anything, it was hard to not know for sure, you know?† â€Å"I'm fine,† I told him. But I held my arms out, seeking comfort. He threw his arms around my waist, and I was shocked to find that his head could rest on my shoulder while we stood. â€Å"Your eyes are red,† he whispered. â€Å"Was he mean to you?† â€Å"No.† After all, people weren't intentionally cruel to lab rats-they were just trying to get information. â€Å"Whatever you said to him, I think he believes us now. About Mel, I mean. How does she feel?† â€Å"She's glad about that.† He nodded, pleased. â€Å"How about you?† I hesitated, looking for a factual response. â€Å"Telling the truth is easier for me than trying to hide it.† My evasion seemed to answer the question enough to satisfy him. Behind him, the light in the garden was red and fading. The sun had already set on the desert. â€Å"I'm hungry,† I told him, and I pulled away from our hug. â€Å"I knew you would be. I saved you something good.† I sighed. â€Å"Bread's fine.† â€Å"Let it go, Wanda. Ian says you're too self-sacrificing for your own good.† I made a face. â€Å"I think he's got a point,† Jamie muttered. â€Å"Even if we all want you here, you don't belong until you decide you do.† â€Å"I can't ever belong. And nobody really wants me here, Jamie.† â€Å"I do.† I didn't fight with him, but he was wrong. Not lying, because he believed what he was saying. But what he really wanted was Melanie. He didn't separate us the way he should. Trudy and Heidi were baking rolls in the kitchen and sharing a bright green, juicy apple. They took turns taking bites. â€Å"It's good to see you, Wanda,† Trudy said sincerely, covering her mouth while she spoke because she was still chewing her last bite. Heidi nodded in greeting, her teeth sunk in the apple. Jamie nudged me, trying to be inconspicuous about it-pointing out that people wanted me. He wasn't making allowances for common courtesy. â€Å"Did you save her dinner?† he asked eagerly. â€Å"Yep,† Trudy said. She bent down beside the oven and came back with a metal tray in her hand. â€Å"Kept it warm. It's probably nasty and tough now, but it's better than the usual.† On the tray was a rather large piece of red meat. My mouth started to water, even as I rejected the portion I'd been allotted. â€Å"It's too much.† â€Å"We have to eat all the perishables the first day,† Jamie encouraged me. â€Å"Everyone eats themselves sick-it's a tradition.† â€Å"You need the protein,† Trudy added. â€Å"We were on cave rations too long. I'm surprised no one's in worse shape.† I ate my protein while Jamie watched with hawk-like attention as each bite traveled from the tray to my mouth. I ate it all to please him, though it made my stomach ache to eat so much. The kitchen started to fill up again as I was finishing. A few had apples in their hands-all sharing with someone else. Curious eyes examined the sore side of my face. â€Å"Why's everyone coming here now?† I muttered to Jamie. It was black outside, the dinner hour long over. Jamie looked at me blankly for a second. â€Å"To hear you teach.† His tone added the words of course. â€Å"Are you kidding me?† â€Å"I told you nothing's changed.† I stared around the narrow room. It wasn't a full house. No Doc tonight, and none of the returned raiders, which meant no Paige, either. No Jeb, no Ian, no Walter. A few others missing: Travis, Carol, Ruth Ann. But more than I would have thought, if I'd thought anyone would consider following the normal routine after such an abnormal day. â€Å"Can we go back to the Dolphins, where we left off?† Wes asked, interrupting my evaluation of the room. I could see that he'd taken it upon himself to start the ball rolling, rather than that he was vitally interested in the kinship circles of an alien planet. Everyone looked at me expectantly. Apparently, life was not changing as much as I'd thought. I took a tray of rolls from Heidi's hands and turned to shove it into the stone oven. I started talking with my back still turned. â€Å"So†¦ um†¦ hmm†¦ the, uh, third set of grandparents†¦ They traditionally serve the community, as they see it. On Earth, they would be the breadwinners, the ones who leave the home and bring back sustenance. They are farmers, for the most part. They cultivate a plant-like growth that they milk for its sap†¦Ã¢â‚¬  And life went on. Jamie tried to talk me out of sleeping in the supply corridor, but his attempt was halfhearted. There just wasn't another place for me. Stubborn as usual, he insisted on sharing my quarters. I imagined Jared didn't like that, but as I didn't see him that night or the next day, I couldn't verify my theory. It was awkward again, going about my usual chores, with the six raiders home-just like when Jeb had first forced me to join the community. Hostile stares, angry silences. It was harder for them than it was for me, though-I was used to it. They, on the other hand, were entirely unaccustomed to the way everyone else treated me. When I was helping with the corn harvest, for example, and Lily thanked me for a fresh basket with a smile, Andy's eyes bulged in their sockets at the exchange. Or when I was waiting for the bathing pool with Trudy and Heidi, and Heidi began playing with my hair. It was growing, always swinging in my eyes these days, and I was planning to shear it off again. Heidi was trying to find a style for me, flipping the strands this way and that. Brandt and Aaron-Aaron was the oldest man who'd gone on the long raid, someone I couldn't remember having seen before at all-came out and found us there, Trudy laughing at some silly atrocity Heidi was attempting to create atop my head, and both men turned a little green and stalked silently past us. Of course, little things like that were nothing. Kyle roamed the caves now, and though he was obviously under orders to leave me in peace, his expression made it clear that this restriction was repugnant to him. I was always with others when I crossed his path, and I wondered if that was the only reason he did nothing more than glower at me and unconsciously curl his thick fingers into claws. This brought back all the panic from my first weeks here, and I might have succumbed to it-begun hiding again, avoiding the common areas-but something more important than Kyle's murderous glares came to my attention that second night. The kitchen filled up again-I'm not sure how much was interest in my stories and how much was interest in the chocolate bars Jeb handed out. I declined mine, explaining to a disgruntled Jamie that I couldn't talk and chew at the same time; I suspected that he would save one for me, obstinate as ever. Ian was back in his usual hot seat by the fire, and Andy was there-eyes wary-beside Paige. None of the other raiders, including Jared, of course, was in attendance. Doc was not there, and I wondered if he was still drunk or perhaps hung-over. And again, Walter was absent. Geoffrey, Trudy's husband, questioned me for the first time tonight. I was pleased, though I tried not to show it, that he seemed to have joined the ranks of the humans who tolerated me. But I couldn't answer his questions well, which was too bad. His questions were like Doc's. â€Å"I don't really know anything about Healing,† I admitted. â€Å"I never went to a Healer after†¦ after I first got here. I haven't been sick. All I know is that we wouldn't choose a planet unless we were able to maintain the host bodies perfectly. There's nothing that can't be healed, from a simple cut, a broken bone, to a disease. Old age is the only cause of death now. Even healthy human bodies were only designed to last for so long. And there are accidents, too, I guess, though those don't happen as often with the souls. We're cautious.† â€Å"Armed humans aren't just an accident,† someone muttered. I was moving hot rolls; I didn't see who spoke, and I didn't recognize the voice. â€Å"Yes, that's true,† I agreed evenly. â€Å"So you don't know what they use to cure diseases, then?† Geoffrey pressed. â€Å"What's in their medications?† I shook my head. â€Å"I'm sorry, I don't. It wasn't something I was interested in, back when I had access to the information. I'm afraid I took it for granted. Good health is simply a given on every planet I've lived on.† Geoffrey's red cheeks flushed brighter than usual. He looked down, an angry set to his mouth. What had I said to offend him? Heath, sitting beside Geoffrey, patted his arm. There was a pregnant silence in the room. â€Å"Uh-about the Vultures†¦Ã¢â‚¬  Ian said-the words were forced, a deliberate subject change. â€Å"I don't know if I missed this part sometime, but I don't remember you ever explaining about them being unkind'†¦?† It wasn't something I had explained, but I was pretty sure he wasn't really that interested-this was just the first question he'd been able to think of. My informal class ended earlier than usual. The questions were slow, and most of them supplied by Jamie and Ian. Geoffrey's questions had left everyone else preoccupied. â€Å"Well, we've got an early one tomorrow, tearing down the stalks†¦Ã¢â‚¬  Jeb mused after yet another awkward silence, making the words a dismissal. People rose to their feet and stretched, talking in low voices that weren't casual enough. â€Å"What did I say?† I whispered to Ian. â€Å"Nothing. They've got mortality on their minds.† He sighed. My human brain made one of those leaps in understanding that they called intuition. â€Å"Where's Walter?† I demanded, still whispering. Ian sighed again. â€Å"He's in the south wing. He's†¦ not doing well.† â€Å"Why didn't anyone tell me?† â€Å"Things have been†¦ difficult for you lately, so†¦Ã¢â‚¬  I shook my head impatiently at that consideration. â€Å"What's wrong with him?† Jamie was there beside me now; he took my hand. â€Å"Some of Walter's bones snapped, they're so brittle,† he said in a hushed voice. â€Å"Doc's sure it's cancer-final stages, he says.† â€Å"Walt must have been keeping quiet about the pain for a long while now,† Ian added somberly. I winced. â€Å"And there's nothing to be done? Nothing at all?† Ian shook his head, keeping his brilliant eyes on mine. â€Å"Not for us. Even if we weren't stuck here, there would be no help for him now. We never cured that one.† I bit my lip against the suggestion I wanted to make. Of course there was nothing to do for Walter. Any of these humans would rather die slowly and in pain than trade their mind for their body's cure. I could understand that†¦ now. â€Å"He's been asking for you,† Ian continued. â€Å"Well, he says your name sometimes; it's hard to tell what he means-Doc's keeping him drunk to help with the pain.† â€Å"Doc feels real bad about using so much of the alcohol himself,† Jamie added. â€Å"Bad timing, all around.† â€Å"Can I see him?† I asked. â€Å"Or will that make the others unhappy?† Ian frowned and snorted. â€Å"Wouldn't that be just like some people, to get worked up over this?† He shook his head. â€Å"Who cares, though, right? If it's Walt's final wish†¦Ã¢â‚¬  â€Å"Right,† I agreed. The word final had my eyes burning. â€Å"If seeing me is what Walter wants, then I guess it doesn't matter what anyone else thinks, or if they get mad.† â€Å"Don't worry about that-I'm not going to let anybody harass you.† Ian's white lips pressed into a thin line. I felt anxious, like I wanted to look at a clock. Time had ceased to mean much to me, but suddenly I felt the weight of a deadline. â€Å"Is it too late to go tonight? Will we disturb him?† â€Å"He's not sleeping regular hours. We can go see.† I started walking at once, dragging Jamie because he still gripped my hand. The sense of passing time, of endings and finality, propelled me forward. Ian caught up quickly, though, with his long stride. In the moonlit garden cavern, we passed others who for the most part paid us no mind. I was too often in the company of Jamie and Ian to cause any curiosity, though we weren't headed for the usual tunnels. The one exception was Kyle. He froze midstride when he saw his brother beside me. His eyes flashed down to see Jamie's hand in mine, and then his lips twisted into a snarl. Ian squared his shoulders as he absorbed his brother's reaction-his mouth curled into a mirror of Kyle's-and he deliberately reached for my other hand. Kyle made a noise like he was about to be sick and turned his back on us. When we were in the blackness of the long tunnel south, I tried to free that hand. Ian gripped it tighter. â€Å"I wish you wouldn't make him angrier,† I muttered. â€Å"Kyle is wrong. Being wrong is sort of a habit with him. He'll take longer than anyone else to get over it, but that doesn't mean we should make allowances for him.† â€Å"He frightens me,† I admitted in a whisper. â€Å"I don't want him to have more reasons to hate me.† Ian and Jamie squeezed my hands at the same time. They spoke simultaneously. â€Å"Don't be afraid,† Jamie said. â€Å"Jeb's made his opinion very clear,† Ian said. â€Å"What do you mean?† I asked Ian. â€Å"If Kyle can't accept Jeb's rules, then he's no longer welcome here.† â€Å"But that's wrong. Kyle belongs here.† Ian grunted. â€Å"He's staying†¦ so he'll just have to learn to deal.† We didn't talk again through the long walk. I was feeling guilty-it seemed to be a permanent emotional state here. Guilt and fear and heartbreak. Why had I come? Because you do belong here, oddly enough, Melanie whispered. She was very aware of the warmth of Ian's and Jamie's hands, wrapped around and twined with mine. Where else have you ever had this? Nowhere, I confessed, feeling only more depressed. But it doesn't make me belong. Not the way you do. We're a package deal, Wanda. As if I needed reminding†¦ I was a little surprised to hear her so clearly. She'd been quiet the last two days, waiting, anxious, hoping to see Jared again. Of course, I'd been similarly occupied. Maybe he's with Walter. Maybe that's where he's been, Melanie thought hopefully. That's not why we're going to see Walter. No. Of course not. Her tone was repentant, but I realized that Walter did not mean as much to her as he did to me. Naturally, she was sad that he was dying, but she had accepted that outcome from the beginning. I, on the other hand, could not bring myself to accept it, even now. Walter was my friend, not hers. I was the one he'd defended. One of those dim blue lights greeted us as we approached the hospital wing. (I knew now that the lanterns were solar powered, left in sunny corners during the day to charge.) We all moved more quietly, slowing at the same time without having to discuss it. I hated this room. In the darkness, with the odd shadows thrown by the weak glow, it seemed only more forbidding. There was a new smell-the room reeked of slow decay and stinging alcohol and bile. Two of the cots were occupied. Doc's feet hung over the edge of one; I recognized his light snore. On the other, looking hideously withered and misshapen, Walter watched us approach. â€Å"Are you up for visitors, Walt?† Ian whispered when Walter's eyes drifted in his direction. â€Å"Ungh,† Walter moaned. His lips drooped from his slack face, and his skin gleamed wetly in the low light. â€Å"Is there anything you need?† I murmured. I pulled my hands free-they fluttered helplessly in the air between me and Walter. His loosely rolling eyes searched the darkness. I took a step closer. â€Å"Is there anything we can do for you? Anything at all?† His eyes roamed till they found my face. Abruptly, they focused through the drunken stupor and the pain. â€Å"Finally,† he gasped. His breath wheezed and whistled. â€Å"I knew you would come if I waited long enough. Oh, Gladys, I have so much to tell you.†