Health problem of chicano Research Paper Example | Topics and Well Written Essays - 500 words

Health problem of chicano - Research Paper Example If those barriers that hinder people from accessing proper medical care are not eliminated, it can have numerous negative impacts on the community. It will lead to costly hospitalizations as well as more severe health issues. The future’s health care system will be faced with much larger numbers of Hispanic patients who are suffering from chronic conditions such as hypertension, cardiovascular disease, and diabetes and from the consequences of these conditions as well (Josà © & Rubà ©n, 1). Chicano’s Health Problem is an issue that needs to matter to all citizens of the United States. Increase in health problems in the United States will lead to a decrease in the countrys ability to maintain as well as stimulate economic growth. This is due to the fact that the country will need to spend more of its finances in treating the sick people. There will also be a decline in the number of people who are able to work. The citizens of the United States should really care about this issue because if they don’t pay attention to it the problem will just keep increasing and so will the negative effects on the society. The Affordable Care Act has offered numerous health benefits to Chicano community. First, there is affordability because of expanded Medicaid coverage. According to Instituto Familiar De La Raza (2), because of the Care Act it is projected that over five million Latinos will be able to access health insurance. Given that the Chicanos encounter among the highest health discrepancy all over the country, the eradication of pre-existing conditions tackles a enormous barrier to access to healthcare. In the Affordable Care Act, there is also the extension of benefits for youngsters to stay under the coverage of their parents. For a community that puts a great importance on family unit, this benefit is very significant. It becomes even more important provided that unemployment levels continue to be high and youngsters encounter difficulties

Analysis of Cloud HR Solutions for SMEs in Hong Kong Dissertation

Analysis of Cloud HR Solutions for SMEs in Hong Kong - Dissertation Example Cloud solutions have brought significant changes in the manner in which organizations run their applications and store their data from the conventional desktop network into servers which can be accessed remotely through the internet. Cloud solutions are technological revolutions which have a considerable effect on all the areas of IT industry as they allow companies to access applications and information at any time from any location all over the globe. Based on this dramatic change of technology, the present research seeks to investigate the aspects that impact the adoption of solutions based on cloud services by SMEs in Hong Kong. It has been noted that numerous studies or empirical researchers have focused on the global market, bigger enterprise as well as industry leaders; however, this paper will concentrate on SME instead of bigger organizations since the constraints they face differ from those of bigger businesses. Approximately 320,000 SME exist in Hong Kong and they have employed more than one million people accounting for forty-seven percent of the total employment when civil servants are not considered. In the globalized and competitive world, this study seeks to provide a platform for HR practitioners as well as business owners to appreciate the manner in which their companies achieve their HR goals, hire and motivate their workers along with how they manage staff performance, training, and organizational changes through the HR solutions already in existence to embrace cloud technologies so that the companies can be more competitive.

Humanitarianism and Human Rights Essay Example | Topics and Well Written Essays - 750 words

Humanitarianism and Human Rights - Essay Example Human rights occur and persist as a consequence of agendas that have been developed and implemented by international development banks and agencies concerned. This is according to Ellen Messer’s discussions on human rights and humanitarian. Anthropologists have looked into and have been compliant with human rights standards, and they have a stand for moral values by criticizing violations and abuses. They have also helped in channeling those who are affected by human rights abuses and how they can protest violations and protections directly. Messer suggests that Africans need to redefine human rights; they need to know the definition of human rights according to the International legal spheres definition since they seem to be suffering at the hands of other people not knowing what their rights are. This is because traditional rights and responsibilities have been wasted away in the urban contexts, and they are not followed anymore. Women and the children are the ones seen to suffer the most. They are taken into slavery and forced to work on large scale farms. In Africa also they have debates whether rights to development and freedom from hunger take priority over the emphasis on individual political-economic freedom. Africans are slaves of power and authority; they do not have rights to air their views on politics that go on. Their focus is how they are going to free themselves from hunger, and that’s why they are turned to be slaves since they have no option when it comes to food.

The Englishman's Boy by Guy Vanderhaeghe Essay Example | Topics and Well Written Essays - 1250 words

The Englishman's Boy by Guy Vanderhaeghe - Essay Example The author has used the technique of interconnecting time lines and story narratives in adopting a post-modern approach to portray details of the Cypress Hills Massacre, which is characteristic of demonstrating the relationship between conflicting historical versions. This paper will focus on the power commanded by Rachel Gold, the main female character and on how other women in the novel are oppressed, which will be substantiated with reference to the histories of women’s roles in early Hollywood. Main Body The story is narrated by Harry Vincent whose dream woman is Rachel Gold. Rachel is a Jewish vampy screen writer who helps Harry Vincent get a job as a writer of film plots with Best Chance Pictures after he arrives in Hollywood from Saskatchewan. Rachel is depicted as a powerful lady of very strong character as she maneuvers her life through a male dominated environment. She s able to create a place for herself and is recognized for her ability to write screenplays in surroundings where people hated women. She is portrayed as being extremely beautiful and catches the eyes of several men in Hollywood. But she was outnumbered in terms of her sex as well as religion. Rachel managed to gain immense recognition and clout in Hollywood because of her pulpy screen plays, which made her a force to reckon with whereby no one could take her lightly. She is depicted as being very considerate towards Harry and his un-well mother. Because of Rachel’s strong influence over film makers, she develops her own style of portraying the presence of anti-Semitic feelings in Hollywood as more and more Jews start entering the film making business in terms of starting production houses and directing films. It is perhaps in this context that Rachel enjoyed saying that â€Å"The true test of any scenario is to read it to a cameraman. Cameramen are invariably Irish and invariably drunk. If they can grasp the plot, the moral, the theme of your simple tale through an alchoholic haze, you can be assured you have struck the proper intellectual level† (36). She had the veracity to challenge film producers with her screen writing and often got away even after declaring that men can be divided into two distinct classes; gigolos and cruel people (Staines, 1997). The most noteworthy features of the novel are the moral issues that are raised by intentionally creating suggestions relative to another massacre, the Holocaust (Vanderhaeghe, 1997). Just as the Holocaust was attributed to H itler, the author attributes the Cyprus Hills Massacre to Tom Hardwick who was leading the wolfers. Although the number of Assinboine killed in the massacre were only about 20, the author clearly lays emphasis on the white-indian conflict, including the sufferings that characterized the way in which the history of the region was shaped. The story assumes further importance in the context f the Holocaust because Rachel was also a Jew. In all the references to Hollywood, the author depicts a strong link with the Holocaust that has contributed to contemporary debates in regard to whether writers should be held responsible for the anti Semitic feelings created by their work (Janes, 2002). Menckenian rhetoric is used by Rachel because she believes in boorishness and accepts it with a great deal of distaste in the context of what was demanded by the public from Hollywood films. Rachel is able to accurately represent Mencken’s oratory and concepts relative to language that distingui shes her from characters such as Harry and Chance. She does not favor elements in Chance’s style such as his style of manipulating languages to

Law and Morality Essay Example for Free

Law and Morality Essay 1. Criminal law is not (just) for the protection of individuals but also for the protection of society ? Moderate / Disintegration Thesis: 1 The state has power to legislate morality in order to protect itself against behaviors that may disintegrate society and its institutions ? Society â€Å"means a community of ideas; without shared ideas on politics, morals, and ethics no society can exist† (Devlin, 10). ? Devlin appealed to the idea of societys moral fabric. He argued that the criminal law must respect and reinforce the moral norms of society in order to keep social order from unravelling. Society’s morality is a crucial, if not the crucial, element that holds it together ? Societies disintegrate from within more frequently than they are broken up by external pressures. There is disintegration when no common morality is observed and history shows that the loosening of moral bonds is often the first stage of disintegration, so that society is justified in taking the same steps to preserve its moral code as it does to preserve its government the suppression of vice is as much the laws business as the suppression of subversive activities. Devlin, The Enforcement of Morals 36 (1959) ? Extreme/ Conservative Thesis: A society is entitled to enforce its morality in order to preserve its distinctive communal values and way of life HART: Hart critiques Lord Devlin’s first argument by challenging his conception of society â€Å"*He has+ a confused definition of what a society is† (Hart (1962) chapter 82). ? Attack against the Moderate/ Disintegration Thesis ? Hart argues that decriminalizing behavior, which has previously been viewed as immoral behavior, is not necessarily a threat to the society’s long-term cohesion or existence. ? [Devlin] appears to move from the acceptable proposition that some shared morality is essential to the existence of any society to the unacceptable proposition that a society is identical with its morality as that is at any given moment of its history, so that a change in its morality is tantamount to the destruction of a society. (Hart 51-52. Italics in original. ) ? The moderate thesis implies factual claims of the disintegration of society for which Devlin did not provide, and (in Harts view) could not have provided, substantial empirical support. DEVLIN: ? I do not assert that any deviation from a society? s shared morality threatens its existence any more than I assert that any subversive activity threatens its existence. I assert that they are both activities which are capable in their nature of threatening the existence of society so that neither can be put beyond the law . I would venture to assert, for example, that you cannot have a game without rules and that if there were no rules there would be no game. If I am asked whether that means that the game is „identical?with the rules, I would be willing for the question to be answered either way in the belief that the answer would lead to nowhere. If I am 1 (Hart’s term H. L. A. Hart, Social Solidarity and the Enforcement of Morality, The University of Chicago Law Review 35 (1976), pp 1-13]. ) asked whether a change in the rules means that one game has disappeared and another has taken its place, I would reply probably not, but that it would depend on the extent of the change. (Devlin, Morals 37). ? Lord Devlin does not then think that this power should be exercised against every single kind and act of immorality. Society should exercise this power only when the moral sensibility of the majority regarding a given immoral activity rises to the level of profound â€Å"intolerance, indignation, and disgust† (Devlin, Morals 17) ? DWORKIN: If society should not legislate against all immorality, because not all immoral activities and acts endanger its existence, then what standards for evidence and action will be used to justify society’s right to enforce its morality in any given case? The threshold criterion that Lord Devlin offers is public outrage, so it comes out that nothing more than passionate public disapproval is necessary after all!? (Taking Rights Seriously. Cambridge: Harvard University Press, 1977, p. 245) ? Attack against the Extreme/ Conservative Thesis Hart rejected the extreme thesis on the ground that it potentially justified legal enforcement of moral values, regardless of their content, simply because they were widely held. Such restrictions restrict society from evolving naturally in terms of its citizens’ moral beliefs practices. ? Devlin? s approach of incorporating moral values into the law â€Å"regardless of content, simply because they were widely held† places â€Å"an unjustified brake on changes in [what should be dynamic ] social mores† (Peter Cane 23). DEVLIN: 2. The content of moral legislation should be determined by what he terms â€Å"public morality†. ? This is not merely the majority position that could be determined by a public opinion poll. Public morality is the view held by the â€Å"reasonable man† /â€Å"right-minded man† ? What is acceptable to the ordinary man, the man in the jury box, who might also be called the reasonable man or the right minded man Devlin The Enforcement of Morals 38 (1959) Devlin chose the man in the jury box because: a) The verdict of a jury (12 men and women) must be unanimous (at the time he was writing) b) The jury will only reach its verdict after the issue has been fully examined and deliberated. c) The jury box is the place where the ordinary persons conception of morality is enforced. ? Elsewhere his comments suggest that the content of public morality can be identified by some kind of moral intuition ? It is the power of a common sense and not the power of reason that is behind the judgments of society†¦There is, for example, a general abhorrence of homosexuality. We should ask ourselves in the first instance whether, looking at it calmly and dispassionately, we regard it as a vice so abominable that its mere presence is an offence. If that is the genuine feeling of the society in which we live, I do not see how society can be denied the right to eradicate it (Devlin, Morals 40). ? As DWORKIN phrases the argument: â€Å"In the last analysis the decision must rest on some article of moral faith, and in a democracy this sort of issue must be settled in accordance with democratic principles. (b) It is, after all, the community which acts when the threats and sanctions of the criminal law are brought to bear. The community must take the moral responsibility, and it must therefore act on its own lights – that is, on the moral faith of its members† (Dworkin, 246-247) HART: ? Distinguishes between Positive and Critical Morality Critical Morality: A statement of what is morally true Positive/conventional morality: A statement of what most people believe is morally true. ? Hart argued Devlin always slipped into the Positive Morality approach. The problem is that beliefs about moral matters change. At any given time in a community, there may be a consensus on some moral questions, while on other questions there will be sharp divisions. Over time, an issue may go from being a matter of consensus to being a matter of controversy, and given enough time, an issue which there was a consensus one way may eventually be a matter of consensus the other way. How can we know that our laws are enforcing society’s moral consensus rather than just protecting the last generation’s prejudices against a consensus forming around another position. (Jurisprudence, theory and contextBrian Bix p. 169) ? The Harm Principle Hart’s2 point of inception was Mill’s ‘Harm Principle’: If there are any ‘Critically Moral Rights’ or ‘Natural Rights’ there must be a natural right of every person to be equally free. Therefore â€Å"The only purpose for which power can rightfully be exercised over any member of a civilised community against his will is to prevent harm to others. †3 ? Starting with the liberty-protecting Harm Principle enabled Hart to cast onto Devlin the burden of proof on the issue of the relationship between immorality and social harm. Certainly, Devlin provided no hard evidence to support his assertion that society would be worse off without legal moralism but neither did Hart provide any factual evidence that society would be a better (or, at least, no worse a) place without legal moralism (Peter Cane 31). ? DEVLIN: the fact that consent is not a defence for various harm-based offences showed that the harm principle was not the laws normative foundation. HART: distinction needed to be drawn between moralism and paternalism. Paternalism is justification of interfering with another person against their will, where that person will then be better off or protected from harm. ? DEVLIN: the existence of the crime of bigamy also undermined the harm principle. HART: distinction needed to be drawn between Harm and Offense. What is wrong with Bigamy is its offensiveness to peoples religious sensibilities. ? DEVLIN: We see (moral) wrongfulness taken into account went sentencing, and we do not premise this on harmfulness because otherwise all crimes will be treated alike whether it was done maliciously or otherwise. HART: distinction needed to be drawn between principles of Sentencing and criminal liability. The fact that the moral gravity of an offenders conduct- its wrongfulness as opposed to its harmfulness can be taken into account in sentencing tells us nothing about the relationship between law and morality. [Hart offers no reason why this should be so (Peter Cane 32)] ? To sum up Hart’s position: Everyone has a priori liberty. Cannot exercise that liberty when it infringes (Harm’s) another’s liberty. A change in social institutions is not the sort of harm from which a society has a right to protect itself. A society’s right to act should be restricted to demonstrable and imminent rather than speculated and distant harm. 2 3 Hart, Law, Liberty and Morality, p. 14. John Stuart Mill â€Å"On Liberty† ch. 1 ? Problem: The law seems to have little or nothing to do with the immediate consequences of the criminalized conduct. These include the criminalisation of attempts, offences of risk-creation, and the acceptability of strict and negligence-based criminal liability. (Peter Cane 33) ? In order to protect the ‘Harm Principle’ there are 2 reactions to criminal liability that seem to contradict the requirement of â€Å"Harm† : 1. Any law that is not premised on harm is wrong, should be decriminalized 2. Attempt to rationalize in terms of the harm principle any and every aspect of the criminal law that appears at first sight to be inconsistent with it. This is the strategy adopted by Gardner and Shute in relation to rape, and their approach could be applied more generally to cover risk-creation and attempts, for instance. We might say (as Gardner and Shute say in relation to rape) that a society in which the creation of certain risks was not a crime, or in which attempting and contemplating crimes were not themselves crimes, would be (in some sense) a worse society to live in than one in which they were. A worry about this sort of argument, however, is that it depends on the aggregate effect of many such acts, and does not seem to justify coercion of any individual. ? Classifying such diffuse effects as harm seem[s] to reduce the significance of Mills principle to vanishing point. 4 Reinterpreting the harm principle to encompass such non-individualized harm =(what Hart called) the moderate thesis in different garb! PETER CANE: ‘Taking Law Seriously: Starting Points of the Hart/Devlin Debate’(2006) 10 (1/2) The Journal of Ethics, Vol. 10, No. 1/2 (Jan. , 2006) ? The debate about the limits of the criminal law has become a debate about the meaning of the harm principle and the definition of harm. Devlins approach was better. He asked a nonleading question: what factors ought to be taken into account in deciding whether conduct ought to be criminalised? Harm (however defined) is one such factor. But should it be given lexical priority over other relevant factors? ? It is easy enough to accept Harts idea that freedom is a basic human value. Human beings are individuals, and being able to express that individuality in ones choices and actions is an essential component of human well-being. Alongside the individuality of human beings, however, their other most noticeable characteristic is sociability. It is not just that most people choose to live in (larger or smaller) communities or that most people belong to various overlapping and interacting groups. People are also heavily reliant on those communities and groups, and on their relationships with other human beings. If individual freedom is a precondition of human flourishing so, too, is membership of communities and groups, and a rich network of social interactions. ? The law has many social benefits: We must view the law positively as a set of social resources rather than negatively as a restraint on individual freedom. ? This misconception arises from an unsophisticated picture of criminal penalties that fails to recognize their variety and the varying degrees to which they invade individual autonomy, and impose harsh treatment on and stigmatize the offender. This is, no doubt, partly the result of Harts argument that rules and principles of sentencing are irrelevant to questions about the limits of the criminal law. This is incorrect: Some conduct should not be criminalised at all, no matter what the penalty. But in relation to some conduct, the answer to the question of 4 N. E. Simmonds, Law and Morality, in E. Craig (ed. ), Routledge Encyclopedia of Philosophy (London: Routledge, 2004), retrieved 19 May 2004 from http:/ www. rep. routledge. com. whether it should be criminalised will depend on whether a suitable penalty is available. Penalties relate to stigma, and stigma relates to informing a societies interactions. ? The conception of the criminal law and of law in general that underpins the Hart-Devlin debate is what we might call a conception of law as coercion. According to this understanding of law, its prime significance and function is to secure compliance with its norms by threats of coercion and imposition of punishments and other sanctions. Laws coerciveness is seen as the characteristic most relevant to determining its proper limits. This is a deficient understanding of law and its social functions. For the typical, law-abiding citizen the significance of law resides not in its coerciveness but in its normativity. Such a person obeys the law not in order to avoid its coercive sanctions but because they consider obedience to be the preferable or correct course of action. A legal system could not operate effectively if this were not so. In this light, we must question whether a theory of the limits of law based on the assumption that law is seen by those to whom it is addressed as an invasion of their autonomy is likely to be sound. Why should we determine the limits of law by reference to the perspective of the minority of people who obey it only because of its coercive capacity, rather than the perspective of those who view law as a legitimate source of standards of behaviour? If law were viewed from this latter perspective, the idea that it might appropriately prescribe standards of behaviour that express shared social values and aspirations would seem much less objectionable. DWORKIN: Distinguishes between Goal-Based Strategy and Rights-Based Strategy: Goal-Based Strategy: Even if the behavior is bad for the community as a whole, just considered in itself, the consequences of trying to censor or otherwise suppress it would be, in the long run, even worse. Rights-Based Strategy: Even if the behaviour makes the community worse off, even in the very long run, it is nevertheless wrong to censor or restrict it because this violates the individual moral or political rights of citizens who resent the censorship. Favouring the Rights-Based Strategy (p. 194) People have the right not to suffer disadvantage in the distribution of social goods and opportunities, including disadvantage in the liberties permitted to them by the criminal law, just on the ground that their officials or fellow-citizens think that their opinions about the right way for them to lead their own lives are ignoble or wrong. I shall call this the right to moral independence, Justification of the Right to Moral Independence Rights are individual’s trumps5 over a background justification for political decisions that states a goal for the community as a whole. If someone has a right to moral independence, this means that it is for some reason wrong for officials to act in violation of that right, even if they (correctly) believe that the community as a whole would be better off if they did. To some extent, the argument in favour of a particular right must depend on which general background justification for political decisions the right in question proposes to trump. 5 Dworking, Taking Rights Seriously Dworkin assumes that the background justification with which we are concerned is some form of utilitarianism, which takes, as the goal of politics, the fulfilment of as many of peoples goals for their own lives as possible. This is the most prevalent background in Western Democracies. Suppose we accept then that, at least in general, a political decision is justified if it promises to make citizens happier or to fulfil more of their preferences, on average, than any other decision could. Suppose we assume that the decision to prohibit pornography altogether does, in fact, meet that test, because the desires and preferences of publishers and consumers are outweighed by the desires and preferences of the majority, including their preferences about how others should lead their lives. How could any contrary decision, permitting even the private use of pornography, then be justified? A proper understanding of the underlying justification for utilitarianism will itself justify the Right. Utilitarianism owes whatever appeal it has to what we might call its egalitarian nature. Utilitarianism claims that people are treated as equals when the preferences of each, weighted only for intensity, are balanced in the same scales, with no distinctions for persons or merit. Even if the majority’s preference (i. e. that which will make the majority happier) is to disadvantage or to advantage a minority, this is inconsistent with the very essence of utilitarianism , so even if it does result in fulfilment of as many of peoples goals for their own lives as possible, utilitarianism cannot allow that without undermining the philosophy that bore utilitarianism itself. Dworkin’s argument, therefore, comes to this: If utilitarianism is to figure as part of an attractive working political theory, then it must be qualified so as to restrict the preferences that undermine egalitarianism. One very practical way to achieve this restriction is provided by the idea of rights as trumps over unrestricted utilitarianism. The right of moral independence can be defended in a parallel way. Neutral utilitarianism rejects the idea that some ambitions that people might have for their own lives should have less command over social resources and opportunities than others, except as this is the consequence of weighing all preferences on an equal basis in the same scales. It rejects the argument, for example, that some peoples conception of what sexual experience should be like are inherently degrading or unwholesome. But then it cannot (for the reasons just canvassed) count the moral preferences of those who do hold such opinions in the calculation whether individuals who form some sexual minority, including homosexuals and pornographers, should be prohibited from the sexual experiences they want to have. The right of moral independence is part of the same collection of rights as the right of political independence, and it is to be justified as a trump over an unrestricted utilitarian defence of prohibitory laws against pornography. Limitations on the Right: (p. 195) Suppose it is discovered that the private consumption of pornography does in fact significantly increase the danger of crimes of violence, either generally or specifically crimes of sexual violence. Or suppose that private consumption has some special and deleterious effect on the general economy, by causing great absenteeism from work. Then government would have, in these facts, a justification for the restraint and perhaps even for the prohibition of pornography that does not include the offending hypothesis either directly, by the assumption that the hypothesis is true, or indirectly, in the proposition that many people think it true. Can we find a plausible justification for restricting the display of pornography that does not violate the right of moral independence? We can, obviously, construct a certain argument in that direction, as follows. Many people do not like to encounter genital displays on the way to the grocer. This taste is not, nor does it necessarily reflect, any adverse view of the character of those who do not mind such encounters. Another may argue, for example, that his own delight in other peoples bodies is lessened or made less sharp and special if nakedness becomes either too familiar to him or less peculiar to those occasions in which it provides him special pleasure, which may be in museums or his own bedroom or both. Or that sex will come to be different and less valuable for him if he is too often or too forcefully reminded that it has different, more commercial or more sadistic, meaning for others. Or that his goal that his children develop certain similar tastes and opinions will be thwarted by the display or advertising that he opposes. None of these different opinions and complaints must be the product of some conviction that those with other opinions and tastes are people of bad character. The Williams Report: If one accepted, as a basis for coercing one persons actions, the fact that others would be upset even by the thought of his performing those actions, one would be denying any substantive individual liberty at all. 5 5 Report, p. 100. Laws against public sex would generally be thought to be consistent with the harm condition, in the sense that if members of the public are upset, distressed, disgusted, outraged or put out by witnessing some class of acts, then that constitutes a respect in which the public performance of those · acts harms their interests and gives them a reason to object . The offensiveness of publicly displayed pornography seems to us to be in line with traditionally accepted rules protecting the interest in public decency. Restrictions on the open sale of these publications, and analogous arrangements for films, thus seem to us to be justified . If one goes all the way down this line, however, one arrives at the situation in which people objected to even knowing that pornography was being read in private; and if one accepted as a basis for coercing one persons actions, the fact that others would be upset even by the thought of his performing these actions, one would be denying any substantive liberty at all.

Categories of drivers Essay Example for Free

Categories of drivers Essay Since the start of road transportation, there have been drivers of the varied kind. The modes of transportation changed from horses or horse driven carts to cars but these set of drivers have always remained since then. Drivers of automobiles can be categorized into three categories teenage drivers, old drivers which mainly comprises of senior citizens and drunk or substance abusive drivers. The safety on the road of a person is basically depended on the kind of driving one does. A person’s skill to drive depends upon a certain set of factors due which he gets categorized. Teenage drivers who use automobiles are mostly adrenalin driven and have a habit of being impatient on roads. Teenagers with attitude problems can indulge in major road mishaps and can cause severe damage to themselves along with the innocent car drivers on the road. A teenager cultivates his driving skills by looking at his parents or guardians and later on the pressure of his per group plays a massive factor in driving. It has been estimated about sixty five percent of passengers have had fatal injuries due to the reckless driving of an immature teenager. The habit of risk taking or trying to create impressions on their peer groups more often than not result in deadly crashes. If apart from impulsive behavior, a teenager also does any kind of alcoholic or drug abuse, then the combination of impulsive behavior with substance abuse not only makes them dangerous on the road, but also they risk of having the worst kind of crashes possible on road. As we age our reflexes and our ability to make life saving maneuvers also go down. This is a problem with all the old aged drivers in the world. These old drivers in their experience have a perfect mentality to drive safe, but because of ageing lots of occurrences physically take place like loss of good vision, or their loss of their ability for quick response time. These drivers won’t commit mistakes on purpose and would have a thinking of driving at lower speeds with an intention of attaining maximum safety. How much ever these drivers have good intentions, any physical bustle can cause them to crash anytime which sometimes makes a risky commodity on the road. The worst kind of a driver however is a driver who abuses alcohol or any substance and then drives a set of wheels. These are the kind of drivers who irrespective of their age which can comprise from being a teenager to being a senior citizen have the ability to kill and get killed depending on the amount of alcohol or drug they have consumed. These drivers knowing that they are not in right condition risk everyone’s life around and are equivalent of a deadly weapon on the road, as it become highly unpredictable about when they would crash and cost someone their lives. The following evidence will show the risk taken by these drivers and the amount of crashes that can take place because of their carelessness: ‘Nearly half a million people are injured in alcohol-related crashes each year. More than 15,786 of them die. Thats one death every 33 minutes. In 2000 in Kansas, 2,469 people were injured in alcohol-related crashes. Thats more than six persons injured each day’ (Courtesy: Kansas Department of Transportation, â€Å"Types of drivers†. Retrieved on November 24, 2008 from http://www. ksdot. org/burTrafficSaf/sns/Presentation/types. asp) It can only be understood that a safe and a good driver should always maintain patience while driving, as a small move from any of the three categories discussed above can cause them their lives for no fault of their own. Reference: 1) Kansas Department of Transportation, â€Å"Types of drivers†. http://www. ksdot. org/burTrafficSaf/sns/Presentation/types. asp

Effect Of Plagiarism In University

Effect Of Plagiarism In University Plagiarism is to use someone elses words or idea without acknowledging the source. With the development of globalization process, more and more students choose to study aboard. Different education background precipitate plagiarism becoming more serious. Since the diploma from international university has become more valued by most people, resulting in a large number of people to study abroad is not in order to acquire knowledge, but in exchange for a diploma. This lead to a lot of students who are at the low foundation choose to study abroad, but limited academic competence and can not be independently completed the task of assignment, then they would use plagiarism complete it. According to that plagiarism is becoming more common in university. Another reason of plagiarism is that some students lack of understanding on foreign universities plagiarism discipline, therefore during the process of finishing the assignment the mistake may be happened. In short, plagiarism is a very serious issue in the academic writing. To avoid plagiarism, students must complete understand what the plagiarism is, and the cause of plagiarism. Only understanding the cause and effect could prevent it. There are many reasons for the cause of plagiarism. Moreover it has several negative effects on students and education system. Causes Do not understand plagiarism First of all, sometimes students do not realize that they are plagiarizing, because sometimes the inaccurate language can be regard as plagiarism. There is one way to avoid plagiarism is using the quotation marks around the copy words, and also need to add the authors name and publish year. But improper quote is a kind of plagiarism. When a direct quote is used, the quotation mark must be put in. If not, even if the reference is provided. This situation could cause the writer be accused of trying claim another persons work as his own (http://library.leeds.ac.uk/tutorials/plagiarism/). Even the quote is completely correct; overuse of direct quotations can lead a poor mark on the assignment. So its not a good choice to use too many quotations. That is why students need to use paraphrase and summary in academic writing task. An unfortunate thing is for the international students, especially the students from the non-English speaking countries. English as their second language they can not use it as well as their first language, so paraphrase and summary may make trouble in their writing. Students may use some sources full of complex sentence structure. To paraphrase those sentences is hard to organize words as well as the original one. That may make some students thinking their own work cannot compare and they may choose to copy the original source or just change some words of them, but use its primordial structure. (Kuhn 1957) To avoid plagiarism when paraphrasing, not only should the original words be changed, but also the sentence structure of the newly paraphrased text must be different from that of the original ( Roig, 2001) . According to that, students do not really understand it maybe plagiarizing. Inaccurate referencing In addition, inaccurate referencing could also cause the plagiarism. It includes five forms. (http://www.uea.ac.uk/plagiarism/understanding_plagiarism). Firstly reference must be clear to readers exactly which parts of essay draw on which scholars work. Simply including a bibliography at the end of assignment does not help the reader to distinguish which is own work and which is drawn from other scholars. Secondly using misleading reference is not allowed. Students can not forge references or include ones that they have not read. When students do not read the original but find it quoted in others article, it must indicate both the original text and the one they found. If only the original was acknowledged which is falsification. Third one, the ideas, theories, findings, etc of others are failed to attribute. Even there is no exact words quoted, it is still another scholars work that need to be acknowledged with a reference. Fourth one, the images, diagrams, tables etc should be also referenced in the same way as words. Even if the information in the presentation has been reworked, it also should be acknowledged where the data come from. The last but not least, on occasion students use some source without reference because they think it is a common knowledge, but sometimes the assuming is incorrect and it must actually be ascribed a certain individual or individuals. All in all, incomplete or inaccurate references can lead to plagiarism. Students need to check all references thoroughly when proofreading to ensure that no errors have been made. All references should be complete so that they can be traced by the reader. ( http://www.uea.ac.uk/plagiarism/plagiarism_forms5) Pressure According to famous research (Patrick G 1998), pressure is the strongest factor lead to possibility of plagiarism or cheating. The main kinds of pressure are grade pressure, time pressure, and task pressure. These three kinds of pressure are not isolated, for example, in many conditions without some time restraint the likeliness of feeling task pressure was reduced. (1) Grade pressure means academic pressures to a certain extent. When the students study in a university, they will face this pressure. Getting a degree is not a simple thing. To finish the assignment is quite a hard work and sometimes may get a low mark or even worse after a long period effort, after that student perhaps feels awful. Moreover going to study with an awful feeling can not achieve a satisfactory result. Then students will find themselves in the cycle. (https://www.york.ac.uk/students/support/health/problems/academic-pressures/) When students in this situation probably choose plagiarize to get a better mark to avoid it. (2) Time pressure -Students are often juggling conflicting constraints on the time they allocate to study due to working part-time or an active sporting or social life. Spending a significant amount of time undertaking paid employment whilst studying at university can present challenging situations which are likely to cause students to resort to plagiarism. Although there is no causal link between plagiarism and students being employed, evidence has found that students face increasing pressure to work whilst studying full time, putting them at risk of academic dishonesty or intentional omission of references as they make choices between allocating time between study and work.(Powell. L 2012) Time pressure maybe a excuse for students but it does exist. (3) Task pressure Task pressure relates to the number and types of assignments a student is struggling to complete during a given time period.(Patrick G 1998) Sometimes students will be given many assignments by different tutors but need to finish them in a short time. There is one more pressure need to be statement. The whole education system pressure The number of undergraduate and graduate students has been growing in almost every country around the world and those who enter the system stay for a longer time. (Just consider how much time it takes to get a Ph.D.) The personal investment is greater, as is the competition. In addition, there are more countries trying to move into the big leagues of academia, which adds even more pressure to the whole system.(Ivan Pacheco 2011). This pressure provokes the plagiarism in the academic field. more:http://www.insidehighered.com/blogs/the_world_view/is_academic_corruption_on_the_rise#ixzz24z8KBAk9 Negative attitude Final cause is the negative attitude. Personal attitudes determine success or failure. The students with negative attitude could effect their academic motivation. If the academic motivation went to the negative part, students will lose their learning interests. When students lose it they will cost more time on enjoying college life, such as go parties or anticipate other activities, and when they pick up books they would feel sleepy. It is necessary to consider how these students can pass the exam? The majority of students may choose cheating in the exam or even pay someone to write the essay or just copy and paste others work then add a reference list at the end. Besides the student, even the professors are drawn into cheating issues. A professor at Columbia Universitys Teachers College who was propelled into the national spotlight when a noose was found on her office door last fall has been found to have plagiarized the work of a former colleague and two former students, the college has announced. (KAREN W. ARENSON and ELISSA GOOTMAN 2008 http://www.nytimes.com/2008/02/21/education/21prof.html?_r=1adxnnl=1pagewanted=alladxnnlx=1346065286-naQLgtFv9vk7661DOblX1Q). Academic research is tough and endless. If the professors feel too eager to succeed or finish the tasks given by university, they may choose a closer way to succeed by plagiarism. To sum up above mentioned, plagiarism include two main types, Unintentional plagiarism and intentional plagiarism. Plagiarism is not allowed whatever the reason is. Effects Respect The first effect of plagiarism is this behavior is disrespectful to the original author. It is so rude to use anothers idea without referencing. Taking the exact words of another person without attribution is just like stealing a car from another person (Janice Moulton and George Robinson, Smith College, 2002). Michelle Langley (2010) claims that A student who has copied the work of another person is not showing respect for his own creative and intellectual potential. It also shows that he does not care about maintaining personal integrity. (http://www.ehow.com/facts_5472037_effect-plagiarism-students.html#ixzz24md4DHE4) Worsen academic environment Plagiarism tarnished the academic purity. When many students cheating in university, the whole learning environment will be affected then make the situation worse. When one student pass the assignment through plagiarism successful, and people around him know this news, they may try it. Then more and more students will find it is easy to finish assignment by plagiarism. That will make the number of people who plagiarism rise continue. That is minority students plagiarize cause plagiarism rife. It is certainly effect the whole academic environment in the university. Even in the famous university Oxford can not avoid it Plagiarism could threaten the value of a degree from Oxford University as students increasingly copy large slabs of work from the internet and submit it as their own, the university has warned.(Alexandra Smith 2006 http://www.guardian.co.uk/education/2006/mar/15/highereducation.news) That is plagiarism produce plagiarism. Academic corruption The third effect is plagiarism make academic corruption on the rise. (Ivan Pacheco 2011) Plagiarism is one main part of academic corruption. (Michael Agelasto, 2004). According to that, when plagiarism is becoming more serious , it will be accompanied by the academic corruption. The fact is that the number of students in the UK who plagiarized is rising. (BBC news) That leads to academic corruption become more serious. For example, China now is experiencing the most serious academic corruption in recent years. In Chinese university, students finish the course work in the selected course by copy and paste from internet will not receive a punishment. And if one student finishes his/her assignment, the others will copy his/her work. Also it will be not a big deal in Chinese university. Those things make situation worse. Punishment Students will receive a stiff penalty when they were caught in plagiarism. In educational institutions, particularly universities and colleges, treat plagiarism as a serious problem of academic purity. They admonish their students of serious results for plagiarizing the assignment of others. Maybe different colleges and universities have different discipline on plagiarism. There are four common penalty always be used by Our Lady of the Lake College. (1)Lowering a students grade on the assignment (2)Giving the student a failing grade on the assignment (3)Lowering the students overall course grade (4)Giving the student a failing grade in the course (http://www.ololcollege.edu/archive_material/plagiarism_project/Penalties_Plagiarism1.html) Loss of Degree or Job University students who were accused plagiarism College students who commit plagiarism face the loss of their degrees upon discovery of the offense. College faculty members who plagiarize the work of other scholars face serious consequences as well. Professors who commit plagiarism may lose tenure and face even if being the loss of their jobs and damaging reputations. An academic found guilty of plagiarism faces the permanent loss of her credibility as a scholar. Plagiarism also may damage the reputation of schools as places of learning and intellectual inquiry. Damaged Relationships Plagiarism poisons the relationship between students and teachers by undermining the mutual trust that is an important element of the learning process. Widespread incidents of plagiarism, such as students taking work from the Internet and presenting it as their own, force teachers to act as police investigators, constantly searching for wrongdoing. All students become suspect in such an environment, and learning becomes impossible. Suspicion and mistrust replace intellectual curiosity and trust. Plagiarism also damages relationships between students who plagiarize and those who earn their grades honestly. Lack of Critical Thinking When students or instructors present others work as their own, they fail to develop and use critical thinking skills, which are necessary for learning and success in life. Financial Aid Continued receipt of federal financial aid is based upon a certain percentage of successfully completed course work. Students who receive Fs or who are suspended for entire semesters will likely be affected in financial aid eligibility. Private scholarship eligibility could also be affected. Reputation Schools maintain student records, and instructors share information informally. Students who are caught plagiarizing may develop reputations as cheaters. Teachers will likely scrutinize students with reputations more carefully than other students. All in all, effects of plagiarism can conclude into two main parts. Effects on education and students. Conclusion