Analysis of the Psalm of Life Poem

Analysis of the Psalm of Life Poem This poem dramatizes the conflict between the truth of life lived in the moment and the neglect of the soul when a person focuses on things beyond his control: namely the past and the future. There are many themes expressed by the poet within this work: freedom, happiness, perseverance, truth, futility, spirituality and success. From the title one might say that the theme is simply to seize the day: Carpe Diem (Harmon, 2009, 87). The poems form is that of the lyric (324)and the poet encourages the reader to use their imagination. The word choices and placement within its stanza evoke both a melody and emotion. There are nine stanzas that make up the composition and each contain the qualities of the quatrain [consist of four lines in which lines two and four must rhyme while having the same number of syllables (452)]. Psalm of Life also carries the traits of the dramatic monologue in that the narrator of the work is the poet himself (177). In stanza one, line one the poet assigns the description of mournful to the idea of numbers. This word was chosen to identify the audience: those who apparently go through life as though it is a chore. The word mournful frames the feeling as though something was lost and captures the grief generated by that loss. Life is but an empty dream! states why there are so many sorrowful within the audience: if there is no aim higher than what one can gather on the earth then life itself has no purpose. The poet reveals his motivation in lines three through four of the first stanza: For the soul is dead that slumbers/And things are not what they seem. Living life in a rut or for material reasons is the killer of the soul. The soul found unawares, which is what is implied by the word use of slumbers, is most vulnerable to eternal death. Line four tells the audience that they must look beyond the surface of the world as well as beyond themselves. Life is real! Life is earnest! conveys an earnes tness and a bit of desperation. An emphatic proclamation made in a way of a Southern Baptist preacher pleading with those on the path to destruction to turn to the life of the soul. And the grave is not its goal underlines the idea that life is something to be actively engaged in and not merely a journey to death. Dust thou are, to dust thou returnest, is referencing Genesis 3:19 and seems to throw this plea for life into a light that may speak to the religious up-bringing of his audience. The poet makes a very important distinction in the following line, Was not spoken of the soul. The creation of man is entirely unique from the rest of life on the earth because the Lord God formed man of the dust of the ground and breathed into his nostrils the breath of life; and man became a living soul(Genesis 3:19). These two lines bring into the poets supplication the backing of scripture. Stanza four brings forward the thought of futility: Art is long, and Time is fleeting,/And our hearts, though stout and brave,/ Still, like muffled drums, are beating funeral marches to the grave. It is as though the poet wants to remind his audience that every moment, every heartbeat is bringing them closer to the inevitable end ones life-time. This further underlines the idea of seizing the day. In using the word fleeting the poet attempts to get across that time will just continue on without regard for the individual- no matter how brave and firm ones heart might be. The poet is again underlining that life today is all one really has when faced with the flow of time. Stanza five, line 18 introduces a word that is unfamiliar in todays way of life: bivouac. This word defined in Merriam-Webster as a temporary or casual shelter or lodging and by itself holds the idea of the entire poem which is that this life is temporary. This stanza evokes urgency through the use of the exclamation point. The poet is telling his audience to be the hero of their own battles rather than a pawn in the battle of another with the words Be not like the dumb, driven cattle!/ Be a hero in the strife!. Stanza six addresses the two possible positions of the audience and bring to them some very specific supplications: for those who are living for tomorrow the poet says, Trust no Future, howeer pleasant! and for those who would lament the past, Let the dead Past bury its dead!. The poet does not leave the audience wondering what their response should be but plainly states, Act, act in the living present! Heart within, and God oerhead! People can make what they will of their own lives and can follow the example of the great men that came before them, Lives of great men all remind us/We can make our lives sublime,. There is no secret that separates those who are great from those that pass through life without leaving an impression. It seems as though the poet is saying that those who are considered great took advantage of the opportunities of their present. It is those people who departing, leave behind us/Footprints on the sand of time who provide encouragement not only to their generation, but for those in the generations to come Footprints, that perhaps another,/Sailing oer lifes solemn main,/A forlorn and shipwrecked brother,/Seeing shall take heart again. The final stanza brings a soft point to the compelling argument of the previous eight. It is as though the poet it taking the hand of the audience: to pull them gently from the bed of their complacency. The hand held out shows that walking along the road of today does not mean a journey travelled alone, Let us then be up and doing,/With a heart for any fate;/Still achieving, still pursuing,/ Learn to labor and wait. The poet takes the hand of the reader now as he did during his own time and seems to say to each individual: Let us move forward together.

Curriculum Development for Inclusive Practice Essay

Introduction: In education, the word â€Å"curriculum† is not new since the organisations of schooling and further education have long been associated with the idea of a curriculum. Before starting the assignment, we would like to find out what it means by â€Å"curriculum† and what is â€Å"curriculum development for inclusive practice†. By definition, in formal education, a curriculum is the set of courses and their contents offered at an educational institution. John Kerr defined â€Å"curriculum† and later taken up by Vic Kelly in his standard work on the subject as, â€Å"All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.† (quoted in Kelly 1983; also, Kelly 1999). There are four ways of approaching curriculum theory and practice: 1. Curriculum as a body of knowledge to be transmitted 2. Curriculum as product, i.e. an attempt to achieve certain ends in students 3. Curriculum as process 4. Curriculum as praxis We will express the later three ways in this assignment. These ways of approaching curriculum theory and practice can be also described in three disciplines: the theoretical, the productive and the practical. These are illustrated as the map below: (Source: infed.org/ Curriculum theory and practice.) Inclusive curriculum refers to the process of developing and designing a programme of study to limit the barriers that students may face in accessing the curriculum. Indeed, the curriculum created by the educational institution should aim to provide opportunities for all students to learn and to achieve. Also the curriculum should aim to promote students’ spiritual, moral, social and cultural development, to establish an entitlement and to establish standards. In this assignment, we will discuss how different theories, principle and models of curriculum have been developed and applied in a learning environment in order to achieve these. Particular in this essay, we will focus on the dental nurse training  environment where all trainee dental nurses are expected to meet standard set by General Dental Council (GDC) at the end of training regardless their background and entry levels. Analyse and discuss the influence of theories, principles and models of curriculum design with a view to promoting inclusive learning. Curriculum as product Curriculum as product model is also known as behavioural objectives model, as it heavily depends on the settings of behavioural objectives and it is interested in the product of curriculum. It is the dominant model of describing and managing today’s education. Because in modern education system throughout different stages and qualifications, certain standards or objectives are set and education institutions aim to draw up a plan to achieve these objectives and create methods in response to the plan. Outcomes reflecting on students’ learning abilities as well as efficiency of these plans and methods will be measured. From above, there are four fundamental questions for education practitioners: 1. What are the aims and objectives of curriculum? 2. Which plan and methods meet these aims and objectives? 3. How can these plans and methods be practiced? 4. How can the extent to these plans and methods be evaluated? (Adapted by Tyler 1949) Curriculum as product is strongly supported by the behaviourist model which believes knowledge is finite and learning supposes to be overt, observable and measurable. It also believes the statements of objectives of the education institution should be a statement of changes occurred to students. (Tyler 1949:44) Regarding to stimulation of positive changes to students, few major theorists have contributed to the behaviourist theory. Edward Lee Thorndike (1874-1949) believed learning was a process of linking physical and mental events in various combinations. Also, learning is enhanced when bonds are made between the stimulus and the response. B F Skinner (1904-1990) innovated in â€Å"operant conditioning† and expanded on Thorndike’s work on reinforcement of learning. In Skinner’s view, positive reinforcement strengthens behaviour by applying some encouraging events. Oppositely, negative reinforcement improves behaviour by removing some  aversive events. Advantages of curriculum as product model include: it makes assessment more precise; it helps to select and structure teaching plan; it makes teachers aware of different types and levels of learning involved in particular subjects and it guides teachers and students on skills to be gained. However, some criticisms are also raised, such as: it discourages teacher’s and student’s creativity; the curriculum is too subject and exam bound and some specific behaviours are appropriate for affective domain. Curriculum as process: Comparing to curriculum as product which is focusing on the outcomes, curriculum as process focuses on teacher and student activities. Indeed, it emphasis on means rather than ends. Rather than teachers set up objects and draw up teaching plans and methods, students have part in deciding nature of learning activities and therefore it is a more individualised atmosphere and different learning experience. Lawrence Stenhouse (1975) produced one of the best-known explorations of a process model of curriculum theory and practice. He defined curriculum as: ‘an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice.’ Curriculum as process is supported by humanist model which concentrate upon the development of the student’s self-concept. It believes learning is a progress towards the pinnacle of self-development. In the other words, if students feel good about themselves and the concept of learning, it is a good start. There are a few theorists who contributed in the humanistic theory such as Alexander Sutherland Neill (1883-1973), Carl Rogers (1902-1987) and Abraham Maslow (1908-1970). The most significant theorist among these is Maslow, who invented hierarchy of ‘basic needs’ and term ‘Self-actualisation’. The main advantages of curriculum as process model are: it emphasis on active roles of teachers and learners as well as learning skills. It believes on certain activities as important in themselves and for ‘life’. However, people also criticize that it neglect considerations of appropriate content and it is difficult to apply approaches in some areas. Curriculum as Praxis Curriculum as praxis is a development of the process model. Comparing to  curriculum as process which is driven by general principles and emphasises on judgement and meaning making, curriculum as praxis makes an explicit commitment to emancipation. So basically, teachers need to have a proposal for actions involving essential principles and features of the education encounter. They encourage students to build up conversations and interactions between each other in the situation. These actions lead to a form of commitment to learning.  Teachers continually evaluate this process and provide a view of outcomes according to this. Therefore through this approach, the curriculum as praxis itself develops through a dynamic interaction of action and reflection. Similar to curriculum as process, the curriculum also emphasises on the development of student’s ‘self- actualisation’. Therefore it is also supported by the humanistic model. Describe, critically analyse and reflect on which factors might affect curriculum design and how the curriculum can differ according to the context in which it is provided. Also describe and discuss the impact some of these factors have on your own specialism. As a dental nurse tutor, my students have following characteristics: firstly they are adult learners; secondly they have different academic and cultural backgrounds as well as learning abilities; they have an initial interest in the subject and a clear objective and motivation of getting qualification and becoming a dental nurse.Upon above characteristics of students, my role has following aims: to create an inclusive learning environment for all my students; to follow guidance from General Dental Council (GDC) and draw up teaching plans according to the guidance; to help students reach GDC standard, pass theoretical assessments and gain GDC registration; to provide great exposure of the practical side of training to students a nd make sure student reach GDC standard on practical/hand-on skills enabling them to gain registration. From above, it is not hard to see that the overall objective of getting GDC qualifications cannot be achieved by applying single curriculum design and model during my teaching. In fact, it requires a combination of curriculum as product, as process and as praxis as well as other auxiliary curriculums such as the hidden curriculum. Curriculum as product: GDC requires a certain theoretical assessment standard for trainee dental  nurses to reach. Students need to sit GDC exams for all the theoretical units they have attended. This has become the crucial objective for dental nurse tutors. In order to achieve this, we have created a practical plan and various methods in teaching. Firstly, classroom teaching has been arranged three times a week for two hours per class. Contents of teaching and learning are strictly referenced to GDC publications and the classes are well organised and formatted. Secondly, regular mock assessments to students are applied in order to track trainee dental nurse’s progress and provide feedback to our teaching methods. In order students to carry on progressing towards GDC exams, certain forms of encouragements and punishments have been applied which reflects on Skinner’s ‘Reinforcement’ in Behaviourist model. For example, students with top exam scores are offered scholarships and students with failed grades are required to attend extra classes and re-sit for exams. Curriculum as products model has provided a clear path for dental nurse tutors and trainee nurses to process towards objectives. However, it has also led some problems. Once trainee nurses are pushed too much towards exams and grades, they may lose enthusiasm and motivation. Also, as students are with uneven learning background and ability, trainee nurses who are lack of certain skills or previous knowledge may find reaching GDC standard particularly challenging. Here comes the concept of â€Å"providing an inclusive practice†, we will discuss this later in â€Å"The hidden curriculum†. Curriculum as process: As well as ensuring trainee nurses to pass GDC exams, they are also required to achieve strong practical skills and pass practical assessments. The practical side of training are carried out in trainee dental nurse’s work placements, usually within hospital’s dental department, a local NHS dental practice or a private dental clinic. After learning fundamental theories of dental knowledge, trainee nurses will work along with senior dental nurses and dentist to observe and practice skills at real work place. Trainee dental nurses usually spend at least half of their entire training in work placements and the placement is well organised by both dental tutors and head nurse in dental practice. Trainee nurses’ learning progress is observed mainly by senior nurses and dentists at work placement, a report will be sent back to dental tutors regularly. Dental tutors also visit trainee  dental nurses’ work place on a regular basis to observe and assess on student’s progress. Curriculum as process within dental nurse training has closely followed the Humanistic model, especially Maslow’s hierarchy of ‘basic needs’. Trainee dental nurses have to gain fundamental knowledge of dentistry in order them to gain security once putting knowledge into practice. When they feel secured, they are more enthusiastic and motivated to achieve the next level and eventually gain ‘self- actualisation’. Curriculum as paxis: As mentioned in curriculum as process, dental nurse training values entire journey of student’s progress rather than the final exams. Trainee dental nurses are observed and assessed throughout their training in all different aspects. Apart from the practical skills, dental tutors are also aware of trainee nurses’ oral/ communication skills, writing skills, co-ordinating/ interacting skills with colleagues and patients as well as professional manner as a medical staff. All of these factors are observed and accessed via multiple tunnels throughout classroom and work placement, such as dental nurse tutors, senior nurses and dentists, feedbacks from fellow trainee nurses and patients. As trainee nurses get more and more skilled in handling patients and communicating with fellow colleagues, they will find work get smoother and therefore they will gain more confidence and motivation in their job. This has reflected again on the humanistic model and Maslow’s hierarchy o f ‘basic needs’. Development of inclusive practice and the hidden curriculum Regarding the characteristics of adult learning, although trainee nurses are more purposeful in learning and show more active participation, their previous knowledge background and learning ability may vary. In order to get all the students on the same line and help them to achieve GDC qualification, we have applied the hidden curriculum to achieve an inclusive teaching and learning environment for the trainee nurses. The hidden curriculum means all that is learnt during school/college activities that is not designated part of official curriculum, such as one-to-one class for individuals, extra assessments and mock exams. Although learning associated with the hidden curriculum is often considered in a negative way, we find  this is a suggestive method for adult learners. For trainee dental nurses who are lack of language skills or basic medical knowledge, we arrange occasional individual class for them with one of our dental tutors. This is usually carried out in student’s and dental tutor’s spared time. As some trainee dental nurses are desperate in improving their essential skills, they feel rather welcome to the extra tuition and are willing to put in extra efforts. For trainee nurses who did not achieve satisfactory results in their mock exams before final GDC exams, we also occasional organise extra class for them and offer them opportunity to re-sit the mock exams. By carrying out occasional hidden curriculum, trainee nurses with less skill improve so that dental tutors are able to prepare them at the same level for GDC exams. This has helped us I developing inclusive practice within our institution in a different perspective.

The Ideal Writing Process Is A Very Generic Way Of Writing

1. The ideal writing process is a very generic way of writing papers. To begin with a topic that fits the requirements of the rubric. After finding a topic start with a prewrite or an outline to help the writer get their thoughts together. Once this is done finding creditable resources that well make the paper stronger and give the writer more creditably. The writer then writes his rough draft that has all the elements that the outline had. Putting in all the recourse and following the format of the paper. Making sure the writer stays on topic though the paper. Once the rough draft is done, then they begin to revise the essay. Having maybe a friend look over it for grammar error. The writer should also read the paper out loud to make sure he or she doesn’t find any mistakes. After this process you have your final draft, the writer to go though it one last time before turning it in for the final time. 2. The real writing process thought in this class is much more detailed and well help finding more errors to correct. Is to begin with what is the theme of the paper or what did the teacher assign. After getting the rubric for the paper, then the writer must find a topic that fits the requirements. When the writer finds a topic, then must began the pre writing stage. Which begins with a DRP followed by research of the topic. Finding creditable resources to make the paper more valid. When the writer has enough information he or she can type up an outline, it is map of how theShow MoreRelatedWhat Produces The Biggest Impact On Learning?1546 Words   |  7 Pagesdevotion could have strong impacts on students learning effectiveness. Learning scientists have been investing their energies to this kind of studies and trying to coordinate variables into an equation which describes students learning in a more precise way. An online learning environment is even more complex than classrooms. 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The Salinger s `` The Catcher Of The Rye `` And A...

Have you ever read a novel in which a character is talked about often but never appears or appears but for a brief moment? At times you may think nothing of that character, you could assume they add nothing to the context of the novel and are placed to fill up a couple pages, but on the contrary. In some works of literature a character who does not appear at all can have a significance presence. In J.D Salinger’s novel â€Å" The Catcher in the Rye†Holden the main character’s brother, Allie never appears but is mentioned multiple times. The lack of Allies presence is vital to the key aspects of Salinger’s novel. Often this lack of presence from a character is done on purpose. It can be done to signify something, make the novel multi dimensional or to enhance the writing. Ally’s absence affects the main character, the theme of the book, and a development of characters. Allie’s lack of appearance greatly affects Holden’s actions throug hout novel. 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Essay on Lady Macbeth by William Shakespeare - 770 Words

Macbeth is Shakespeares shortest tragic play in which the main character, Macbeth, becomes the tragic hero. He begins as a noble lord only to finish as Devilish Macbeth. But who or what is responsible for the tragic downfall of Macbeth? I believe Macbeths is partly responsible for the tragic events that take place, including the murder of King Duncan, Banquo, Lady Macduff and her children. However, Macbeth was influenced by the supernatural witches and by the strict pressure of his wife, Lady Macbeth. The themes of Fate, Ambition, Greed and Manhood are expressed in Macbeths action and his tragic downfall. Firstly, Macbeth is partly responsible for the tragedy that befell him. He has always harboured the desire to be king, as†¦show more content†¦She advises him to hide his fear and to Look like the innocent flower, but be the serpent undert. She convinces him that he must not let this moment of destiny for them pass. She showed ambition and greed early on and infested it into Macbeth. She criticises and threatens Macbeths manhood by comparing him to a cat in the simile Like the poor cat in the story who wanted to eat fish, but would not get its feet wet. Macbeths wife pressured him into committing the first murder which began the chain of events that eventually lead to Macbeths downfall and death. Many people and things could have been accountable for Macbeths demise, but without Lady Macbeth, King Duncans murder and the events proceeding would have not taken place. Macbeth only accepted her initial push due to their marriage. Macbeth would never have decided to attempt the murder of King Duncan because of his nobility. He just needed a push from someone he trusted, and Lady Macbeth was there for him. Without Lady Macbeths initial idea, Macbeths bloody path would have not lit up. Thirdly, The Witches, or the three sisters are also liable for the tragic downfall of Macbeth. The witches have played a significant role in the play, theyre partly responsible for the deaths and tragic events that have happened in Macbeth. The theme of fair is foul and foul is fair is mentioned early. This creates the connection between Macbeth and the witches. TheShow MoreRelatedLady Macbeth By William Shakespeare1520 Words   |  7 PagesLady Macbeth was not evil she was misunderstood Claim thou art, and Cawdor and shalt be what thou art promised. (Quote) In many of his plays, William Shakespeare portrays women as more virtuous than men. Lady Macbeth, strong ambitious women who’s confidence, faithful and capable of almost anything. For example, in endless love, we notice the endless love they both share for each other, where fate still brought them back together even after all the influences affecting jade’s life, the overpoweringRead MoreMacbeth And Lady Macbeth By William Shakespeare1343 Words   |  6 PagesIn William Shakespeare’s epic tragedy, Macbeth, the concept of the every blurry line between good and evil is shown through the two main characters, Macbeth and Lady Macbeth. This husband and wife duo begins the play as polar opposites. Lady Macbeth’s maliciousness and drive is clear to the audience the first time she steps on stage in Act One Scene Five. 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Thesis guideline Free Essays

PACE Mission To transform PACE Into a Stationery’s that produces world class human resources, products, technologies and information for people empowerment and sustainable development. FOREWORD The purpose of this manual is to serve as a guide to both degree candidates and faculty members in the preparation and final production of the capstone project that meets criteria of a scholarly work In the field of Information Technology (IT). While the excellence of the content of the capstone project is the responsibility of the Oral Examination Committee, Institute of Engineering and Computer Studies prescribes he actual format of the capstone project documentation. We will write a custom essay sample on Thesis guideline or any similar topic only for you Order Now This is done to establish an Institutional standard of presentation and to satisfy other specifications placed upon the College In terms of publishing the final document. The specifications herein are designed for Internal consistency as a measure of reliability. Degree candidates preparing a capstone project are strongly advised to read and follow the style and format of this manual carefully. Introduction A capstone project is a culminating activity that generates an output useful in the development of Information Technology (IT) solutions. This may be but not limited to application development that focuses on software engineering processes or application design that focuses on effective testing procedure or a study on for graduation in the Bachelor of Science in Information Technology programs as indicated in COM # 53, s. 006 or the â€Å"Revised Policies and Standards for IT Education† for the undergraduate program and COM # 7, s. 2010. The capstone project is a terminal project requirement that would not only demonstrate a student’s comprehensive knowledge of the area of study and research methods used but also low them to apply the concepts and methods to a specific problem in his/her area of specialization. BBS Informatio n Technology students must complete a capstone project in the form of an IT application, a Multimedia System development, or an IT Management project. (COM # 53 s. 006 COM # 7 s. 2010) This Capstone Project Manual aims to standardize the process of conducting capstone project in the Institute (ICES) particularly in the field of Information Technology, and thereby improving the quality of capstone project output submitted by students as well as faculty researchers. This manual specifically aims: 1. To come up with a uniform format of writing the documentation of an capstone project in the undergraduate as well as faculty researches or projects; 2. To establish guidelines in the evaluation of capstone projects; 3. To ensure a quality output from our students; and 4. To serve as a guide for faculty members doing capstone project advising. Capstone Project A Capstone Project is an undertaking appropriate to a professional field. It should significantly address an existing problem or need. An Information Technology Capstone Project focuses on the infrastructure, application, or processes involved in introducing a Computing solution to a problem. Scope of the Capstone Project The Capstone Project should integrate the different courses, knowledge, and competencies learned in the curriculum. Students are encouraged to produce innovative results, generate new knowledge or theories, or explore new frontiers of knowledge or application areas. The recommended infrastructure and its implications on other system should be clearly specified in the final report with the introduction of the project. The capstone project adviser should determine the appropriate complexity level of he specific problem being addressed and the proposed solution, considering the duration of the project, the composition of the team, and the resources available. Suggested Areas of study for Capstone Project in Information Technology Following is a list of suggested areas of study. Software Development 0 Software Customization 0 Information System Development for an actual client (with pilot testing) 0 Web Applications Development (with at least alpha testing on live servers) 0 Mobile Computing Systems Multimedia Systems 0 e-Learning Systems 0 Interactive Systems 0 Information Kiosks Network Design and Implementation and Server Farm Configuration and Management IT Management 0 IT Strategic Plan for sufficiently complex enterprises 0 IT Security Analysis, Planning and Implementation Section 1 FORMAL REQUIREMENTS FOR AN APPROVED CAPSTONE PROJECT Project Proposal Preparation and Defense Guidelines 1 . After passing the SAD and Software Engineering Course, the students may start preparing their outline in consultation with their approved adviser and the members of their Advisory committee. The Advisory committee will later also serve as panel to evaluate the paper. 2. The research topic, as much as possible, should be in consonance with the College (PACE) vision and mission and the Institute of Engineering goals and objectives and/or to the local/national research and development thrust. 3. The outline of the proposal should conform to the standard form and style prescribed by the PACE – Institute of Engineering and Computer Extraordinariness of Computer Science and Technology (ICES-DUST). 4. If the Students are ready to defend his/her proposal, and upon the endorsement of the adviser to the Capstone project Coordinator, they shall apply for a schedule at their Course Adviser. Once the schedule is approved, the students should furnished 5 copies of their proposal 3 days before the schedule of defense to be submitted to their Course Adviser. 5. The students defend their proposal to the Advisory committee. The committee may approved the proposal if found totally acceptable or defer approval until the recommendations and suggestions have been included, or rejected it if found unacceptable. If the proposal rejected, the students has to undergo the whole process a new. 6. The capstone project adviser and one of the panelists shall take note of the suggestions and recommendations of the Committee during the defense and should urines a copy to the student and adviser to serve as guide in making revisions and in the conduct of the research. 7. The member of the committee should see to it that their suggestions or recommendations are included in the revised proposal before signing the approval sheet. . A copy of the approved proposal should submit to their Course Adviser Office maximum of one week after the proposal defense for monitoring the record purposes. Requirements and Procedures o The students are given the option to choose their own groupings. O A group is composed of at least two members, three being the maximum. The Composition of the group must be radiotelegraphs the stages of the o If two of the members dropped from the course, the remaining member may continue the proposed project. How to cite Thesis guideline, Papers

Business Events Involving Ethical Issues

Question: Discuss about theBusiness Events Involving Ethical Issues. Answer: Introduction Ethics revolves around the moral principles applied to personal behaviour and businesses in a business environment. In most cases, an ethical company would comply with the appropriate regulations and laws and operate honestly. Such a company competes fairly and offers a flexible environment for the stakeholders like employees, thus balances the interest of all stakeholders (Beauchamp, Bowie, Arnold 2009). Although ethical behaviours may appear to be normal course, unfortunately, some businesses and business people fail to operate ethically. Recently, many companies including Tyco, Enron, Lehman Brothers, HealthSouth, and WorldCom, have captured the attention and hit news headlines because of unethical behaviour leading to corporate scandals and the unfortunate collapse of the companies (Giles 2015). The criminal actions evident from these practices include bribery and corruption, fraud, collusion, tax evasion, and insider dealings (Elkington 1998). Given the significance of the crim inal actions, the article identifies publicly available events involving ethical issues and compares and contrasts the importance of the moral boundaries. The criminal act of the directors, executives, managers, and employees to great organizations brought down the firms. Although some of the companies continue to operate, they have suffered the worst reputation backlash and their results damaged due to loss-making transactions, the payment of compensations, and regulatory fines. The internal fraud scandals damaged Olympus, USB, Allied Irish Banks completely thus bringing to question why everyone in business organization commits financial crime (Giles 2015). Insider Trading Insider dealing is one of the criminal behaviour involving individuals who can access unpublished price-sensitive information. These people would act on this knowledge by purchasing and selling shares illegally to enrich themselves (Shaw, Barry, Issa, Cately 2013). The motive of the scheme is undoubtedly greed and arrogance of the player to seem to be intelligent and influential. With the insider dealing, the conflict of interest is also evident because the player wants to use the sensitive information for personal advantage at the expense of the organization. Technically, insider trading happens when the company broker or senior officer attempts to trade in the firms listed security due to an inside information regarding the listed security (Giles 2015). Just like bribery and corruption, money laundering, fraud, and tax evasion is considered to be a manipulation and abuse of market. The behaviour appears treated seriously in regulations and laws in many countries. For example, in t he European Union, the Markets Abuse Directive is part of the rules applicable in all jurisdictions (Beauchamp et al. 2009). The regulation promotes efficient and clean markets in the region thus allows for timely disclosure of all the sensitive information to the market. The overarching principles that guide the market disclosures include accuracy, transparency, integrity, and consistency. The law dealing with the criminal behaviour differ from jurisdiction to jurisdiction. For instance, in the United Kingdom, the insider trading is an offence that attracts a maximum prison sentence or an unlimited fine (Shaw et al. 2013). Despite the existence of the Insider Dealing Act in the United Kingdom, the authorities failed to raise the insider trading cases until 2008. In the next six years, the country secured about 24 convictions due to the insider dealings thus confirming the UKs resolve to act on the market manipulation and abuse that led to the global financial crisis (Giles 2015). Like in the UK, the US government took a healthy attitude towards the inside dealings as evident in the Galleon hedge fund case. The case represented a robust crackdown on the Wall Streets involvement in insider trading. According to Elkington (1998), the investigation into scandal saw the Hedge Fund founder, Raj Rajaratnam; get charged together with his associates, traders, analysts, and comp any insiders. From charges, it was evident that the founder accessed secret information that ensured he to made significant profits. The hedge fund founder was convicted to eleven years imprisonment. In the United States, the Securities Act of 1933 was adopted by the Congress as part of the Securities Exchange Act that gave the SEC the authority to monitor the activities in the securities industry. Through the Insider Trading Sanction Act, the SEC enforces the insider dealing laws. In Sarbanes-Oxley Act of 2002 was established following the amended to the SEC Act of 1934 that introduced a fine of up $5 million on individuals who violated the act. The aforementioned case of Raj Rajaratnam and Galleon Group followed the violation of the Act because Raj Rajaratnam conspired to trade using the insider information. According to the America government, the scheme was to ensure that Rajaratnam earned $20 million in profit. The jury found the Galleon Group founder guilty on fourteen counts of securities frauds and conspiracy changes, thus getting convicted (Koba 2011). Fraud It is an intentional act of an individual or people with the authority to govern, or third parties engaging in the use of the deceptive actions as defined by the International Auditing Standard (Gschwandtner n.d; Giles 2015). Fraud is conducted against companies by external parties or managers through the collusive scheme that involves the insider working with an outsider. The actions of the senior managers, directors, and owners are the biggest risk to any company regarding the reputational damage and losses. Unlike the insider dealing, the fraudsters are the first-time offenders who try to take advantage of the available opportunity to commit fraud (Elkington 1998). Nonetheless, it remains to be a crime, and the offender is vulnerable to conviction. Undeniably, the recent economic condition experienced across the world followed the fraud risk that seems to have increased in both private and public sectors. For instance, in the United Kingdom, the public sector has experienced minim al pay rises and redundancies thus increased the motivation to engage in fraud. Ponzi scheme exposed the biggest fraud case in which the investment manager, Bernard Madoffs defrauded his hedge fund over $50 billion thus liquidating the holdings and put pressure on the stock prices (Lenzner 2008). In 2009, Bernie Madoff pleaded guilty of swindling investors money worth $65 billion. Madoff stole from the investors by setting up a portfolio that looked like it could match the SP 500 returns. Madoff had violated the SEC regulations on how to handle the investors money. The seventy-year-old man was convicted and sentenced to 150 years because of unclear business models and riding on the ignorance of the targeted investors. The conviction confirmed that fraud was a serious criminal offence that the U.S and SEC never condoned. He opted to engage in perjury, false statements, wire fraud, and false filing with the Securities Exchange Commission. The ethical issues surrounding Madoffs actions were disclosure and transparency because he engaged in opaque and secretive acti vities (Donaldson 2008). Bribery or Corruption A Bribe is favour or money promised or given to an individual to influence the conduct or judgment of a person in the management or position of trust. It is something that induces or influences the outcome. Like in the previous cases, bribery or soliciting, offering, accepting, or giving bribe is a crime even if the offer is refused. Corruption takes different forms. For example, in many pharmaceutical companies, the attempt to persuade doctors or physicians to prescribe an individual product is typical (Gini Marcoux 2009). In most cases, tend to influence doctors by buying them meals and other trinkets or sponsor them to medical conventions. International Business Ethics Institute reported that business gifts had been categorized as bribes offered to an individual to influence the decisions such as a contract. GlaxoSmithKline PLC has opted to pay the SEC about $20 million to settle thje case where it got involved in bribery allegations. The SEC alleged that GlaxoSmithKline bribed a Chinese subsidiary pharmaceutical so that it could increase product sales. The Chinese subsidiary and joint venture offered the officials of GlaxoSmithKline gifts, shopping excursions and travel. The GSK never maintained sufficient internal accounting controls as expected by the law. It failed to adhere to the anti-corruption compliance program leading to improper conduct as explained by the SEC (SEC, 2016). Tax Evasion Tax avoidance is an illegal practice where a person or organization opts to provide inaccurate data as a tax return. Such activities are criminal behaviours that have landed companies or people to jails. For example, the celebrities including Wesley Snipes, and Darry Strawberry fell from grace in the public glare as they were compelled to learn the lesson the hard way because they engaged or condoned the unethical practices like tax evasion. The illegal behaviour landed some of the celebrities in prison (Fontenez 2008). Morris Zuckerman, an oil-industry investor faces seven years imprisonment for evading tax worth $40 million (Drucker Greifeld 2016). Zuckerman pleaded guilty to the federal charges labelled against him by falsely claiming deductions worth millions. The 72-year-old investor provide false information for the Internal Revenue Service audits, but later admitted that he failed to report $28 million, and even backdated documents in supporting his claims. The actions of Zuckerman violated the ethical practices as defined by the IRS. Conclusion Anybody who rationalizes decision by asserting that everyone engages in the practice should reconsider the action because unethical behaviour reflects an individuals personal brand. In the modern business environment, companies in both private and public sectors have suffered from unethical practices such as bribery, insider trading, fraud, and tax evasion. The article has highlighted these unethical practices and how they have affected the perpetrators. Based on the discussions, all the unethical practices attract criminal charges because they cause harm to the society. Bibliography Beauchamp, TL, Bowie, NE Arnold, DG. 2009, Ethical Theory and Business, 8th Ed, Prentice Hall, Upper Saddle River, New Jersey. Donaldson, T, 2008. Hedge Fund Ethics, Business Ethics Quarterly, vol. 18, Iss. 3, pp. 405-416. Drucker, J Greifeld, K. 2016, Jun 28, Oil Investor Zukerman Pleads Guilty in Tax Evasion Case, Bloomberg, Available at https://www.bloomberg.com/news/articles/2016-06-27/oil-investor-zukerman-pleads-guilty-in-tax-evasion-case. [Accessed October 9, 2016]. Elkington, J. 1998, Cannibals with Forks: The Triple Bottom Line of 21st Century Business, New Society Publishers, Gabriola Island, Canada. Fontenez, S. 2008, Tax-Troubled Celebrities, Politicians, Outlaws, CNN, Available at https://www.cnn.com/2008/LIVING/wayoflife/04/15/famous.tax/index.html. [Accessed October 9, 2015]. Giles, S. 2015, The Business Ethics Twin-Track: Combining Controls and Culture to Minimize Reputational Risk, Wiley, Chichester, West Sussex. Gini, A Marcoux, AM. 2009, Case Studies in Business Ethics, 6th Ed., Pearson Prentice Hall, Upper Saddle River, New Jersey. Gschwandtner, G. n.d, Lies and Deception in Selling: How to Tell When Customers or Prospects Are Lying to You, Selling Power, vol. 15, no. 9, Available at https://www.sellingpower.com/content/article/?a=4256./lies-and-deception-in-selling. [Accessed October 9, 2015]. International Business Ethics Institute. n.d, Business Ethics, Available at https://business-ethics.org/. [Accessed October 9, 2015]. Koba, M. 2011, Aug 18, Insider Trading: CNBC Explains, CNBC, Available at https://www.cnbc.com/id/43583339. [Accessed October 9, 2016]. Lenzner, R. 200, Dec 12, Bernie Madoffs $50 billion Ponzi scheme, Forbes, Available at https://www.forbes.com/2008/12/12/madoff-ponzi-hedge-pf-ii-in_rl_1212croesus_inl.html. [Accessed October 9, 2016]. SEC. 2016, Sep 30, US before the Securities and Exchange Commission, GSK Plc, Available at https://www.ethic-intelligence.com/wp-content/uploads/2016-SEC-GSK-settles.pdf. [Accessed October 9, 2016]. Shaw, WH, Barry, V, Issa, T, Cately, B. 2013, Moral Issues in Business, 2nd Asia Pacific Ed., Cengage Learning, Australia.