Why D1 Athletes Should Be Paid

Trying to Get That Paper According to the NCAA, student-athletes are students first and athletes second. However over the last decade there have been many questions raised about what the actual definition of what a student-athlete really is. This is because of the millions of dollars generated by institutions that broadcasting and promoting these â€Å"student-first† athletes. The main question that arises from this is should the NCAA and or institutions/ conferences be paying athletes for their services?By looking at the billions of dollars a year that the business of college sports generates just in television and radio time alone, indicates that student athletes should be paid. If these schools and the NCAA are making billions of dollars from college sports, then why shouldn’t the athletes get paid for doing what they do? After doing some research over a year ago and taking another look at this issue now, the question about paying college athletes has stayed the same .The debate whether to pay college athletes or not arose in the 1980s after Southern Methodist University was caught paying football players for their services. Upon discovery of these infractions, SMU was administered the â€Å"death penalty†, including loss of scholarships and no participation in bowl games for five years. The controversy surrounding paying college athletes seems to have risen from this unfortunate circumstance and has been cultivated into a huge social topic today.Following the SMU scandal in the late 1980s the NCAA rewrote their guidebook that describes an athlete’s role in an academic institution. According to the NCAA, â€Å"Student-athletes are students first and athletes second. They are not university employees who are paid for their labor† (NCAA. com). Looking at the arguments made by the NCAA, they make a valid point in showing how athletes are â€Å"compensated† for their participation in sports. According to the NCAA, â€Å" Many [athletes] receive athletics grants-in-aid that can be worth more than $100,000 (NCAA. om). There are many people who would agree with the NCAA in saying that the scholarships given to the student-athletes is enough â€Å"compensation† for the student-athletes to cover their costs of attending school. There are many other topics that all have a role in deciding whether or not to pay college athletes; mainly television, memorabilia sales, and individual endorsement deals. The question itself hasn’t changed over the years; it’s the financial situation that college institutions and athletes now are exposed to that has changed.All seemed fine and well until, starting in the early 2000’s, large Division 1 sports conferences signed deals with large television networks, generating millions of dollars in revenue for the institutions who were a part of the conference. So the question arose again, should we pay college athletes? According to research done by t he National College Players Association, â€Å"If allowed access to the fair market like the pros, the average FBS football and basketball player would be worth approximately $121,048 and $265,027 respectively (not counting individual commercial endorsement deals)† (NCPANOW. rg). People today are still opposed to paying college athletes, but the case for actually paying them grows stronger year after year. According to ESPN columnist Michael Wilbon, college football and basketball generate over 11 billion dollars in television revenue. He argues, â€Å"why not take 1. 3 billion dollars off the top and, invest it, and make it available for stipends to college athletes? † (Wilbon). Another person in favor of paying college athletes is former Penn State basketball player Stephen Danley.In his interview with National Review reporter, Duncan Currie, he says that, â€Å"in certain programs players are even allowed to take enough credits to graduate in four years. If they [t he colleges] want â€Å"student-athletes† then they should at least give them the financial means to return for an extra year to complete a degree after their playing days are over† (Currie). These two arguments not only show that there is in fact funding to pay these athletes, but that scholarships don’t cover the actual amount of time it takes for a student to finish his/ her degree.So why not help them out financially and allow them to finish? Looking at the large amounts of money going to conferences and universities due to the profits of college sports, it’s easy to see where the debate about paying college athletes comes from. This isn’t a discussion of moral issue or ethical debate; rather, this is simply an issue of looking at the numbers generated and whether or not to pay these athletes for benefiting their schools in popularity and financial gains. So after looking at everything that encompasses college sports, the debate continues; shoul d college athletes be paid?

Biography of William Shakespeare Essay

William Shakespeare was born in 1564, supposedly on 22 or 23 April, in Stratford-upon-Avon. His father, John, who was a prosperous glover there, preparing and selling soft leather, became alderman and later high bailiff. Shakespeare was educated at Stratford Grammar School. When he was eighteen, he married Anne Hathaway – eight years older than he and already, she was pregnant. Six months later their daughter Susanna was born. They had twins, a boy Hamnet and a girl named Judith, two years later. There are no records of Shakespeare’s life during the seven years that followed, ? the lost years’. But by 1592 he was already an established actor and playwright in London. He joined the Lord Chamberlain’s Men in 1594, working as a leading actor and dramatist. By 1599 this all-male company of experienced and talented players – no women appeared on the stage until the Restoration – had built their own theatre, the Globe. Its owners were seven member of the company, including Shakespeare himself, who shared in its profits. For the next decade the Globe, on the Thames at Bankside, was to be London’s chief theatre, and the home of Shakespeare’s work. Many of his greatest plays were written during these ten years, and were acted there. Both Queen Elizabeth, and after her James I, showed the company many favors. In 1613, during a performance of Henry VIII, the Globe was destroyed by fire. But the Lord Chamberlain’s men, by now called the King’s Men, had four years earlier leased a second, smaller playhouse, the Blackfriars. This was an indoor theatre, unlike the Globe which was open to the sky, and it had the technical facilities for scenic effects – a fact which probably accounts for the spectacular element in Shakespeare’s late plays. In 1612, Shakespeare, it seems, went home. His son Hamnet had died when only eleven, but his two daughters were in Stratford-upon-avon with his wife Anne. He was now a wealthy man and had, as long before as 1597, bought a handsome house, New Place, the second largest in Stratford. It had two gardens, two orchards, and two barns. Here, with his family, he spent the last years of his life. Shakespeare remained friends with actors and poets, worked sometimes, and visited London. He bought a house in Blackfriars in 1613. He died on April 23rd, 1616, after entertaining Ben Jonson and Michael Drayton at New Place. He is buried at Trinity Church in Stratford-upon-avon. He wrote thirty-seven plays.

Ethical Viewpoints Essay Example | Topics and Well Written Essays - 500 words

Ethical Viewpoints - Essay Example This deprivation imposes the same difficulty faced by children raised by a single parent. True marriage provides normal conditions of a normal atmosphere beneficial for the upbringing of children Most arguments additionally stipulate that, same sex marriage just serves to validate and promote the homosexual lifestyle. Gradually, these arguments have profoundly been modifying everyone’s perception and evaluations of behavior. Eventually, the legal system will completely embrace this type of abominable marriage and thus shadow certain basic moral values and cripple public morality. Morally this union is wrong and legal recognition will simply change this moral wrong to a civil right. Eventually, anti-gay activists state that legalizing same sex marriage will force the whole society to accept and the state will have to form laws that punish people especially state employees that express disapproval. This is because marriage affects the whole of society and this new pigment will compel others to betray their consciences. People attracted with the same sex have gradually been coming out of their closet actively demanding that they have the right to legally get married in same sex unions. Today’s generation is very liberal and they are not afraid to express what they feel. Some of the arguments echo the fact that everyone should be given the chance to form a lifelong bond with the partner they choose. They argue that it is their civil right to be recognized just like the same recognition was given to heterosexual relationships so should it be given to homosexuals. The law is for all and thus should not create a gap between people in a second class who will have lesser rights than others. This will be discriminating and thus not right. Arguments reiterate that Homosexuals are human too hand since everyone is born equal and free there should be no reason that should

Gettysburg (1993), directed by Ron Maxwell Movie Review

Gettysburg (1993), directed by Ron Maxwell - Movie Review Example Raiding each other was also a major contributor to the fighting. None of the troops were willing to surrender hence the retaliation to any form of attack was to fight back. Some of the reasons that they fight about are as simple as shoe supplies. It is witnessed in the movie that Brigadier General John Burford’s cavalry engages with Henry Heth’s troop that had organized a move into Gettysburg to restock their depleted shoe supply (Maxwel, 1993). The other reason for the fighting was to ensure that the union never took any part of Gettysburg; every effort had to be made to ensure that advances of enemy troops towards Gettysburg were seen from a far and dealt with accordingly. The fighting was further for the purpose of taking or conquering new areas such as the â€Å"Devil’s Den†. The army had to fight to ensure they took control of the key grounds that would work to their advantage when it came to war, therefore, fighting was paramount in ensuring all the important area were under the army. Each head of a cavalry had their own role to play. The roles ultimately comprehended one another so that the entire army could be firmly held together under the same strong pillars. Major General JEB Stuart’s cavalry was recognized as the eyes of the army and when it decides to go on a raid without informing the rest of the army, it leaves the entire operation in danger of failing (Maxwel, 1993). Conflict sometimes develops between the confederate generals and the confederate soldiers due to the difference in opinion concerning the way forward during the war. The generals feel that they cannot accommodate whatever the soldiers try to offer are they are driven by the assumption that the soldiers are only meant to listen to orders and execute them rather than having a role to play in the formation of war tactics. There is also struggle between the generals and the soldiers as some of them refuse to take part in their duties,

Film Essay Example | Topics and Well Written Essays - 2000 words

Film - Essay Example However, in the later part, which is The Trip to Italy, the scenario is a bit different and these two men are again sent to Italy on a road trip to six different places starting from Pompei and ending at Capri, Amalfi Coast. Both Brydon and Coogan has started liking each other and their relationship has grew stronger. They travel across Italy in search of the finest food and beautiful scenery. the film also tells about the weak and crucial relationship of Coogan with his ex-wife and his teenage son. Coogan is now more accepting and happy then before. He is now accepting and forgiving Brydon’s enthusiastic and happy attitude. The film also offers strong humor as the duo imagines a scene from ‘Batman’ makes their voices as the character of Bane and others. In short, the film offers great fun and enthusiasm for the viewers. From some very fine and expensive foods from around Italy to the beautiful sceneries of Tuscany and Amalfi Coast, The Trip to Italy is a must watch. 52 Tuesday (2013) is family drama film directed by Sophie Hyde. The film begins when the sixteen years old Billie discovers that her mother’s gender transition. Bellie enjoys being with he mother a day back from school she discovers that her mother is now transited to a man and from now on called James. Bellie is asked to go to his father Tom. James, the transited mother promises Bellie that she will spend every Tuesday together. The film captures 52 consecutive Tuesdays and only Tuesdays to capture the year on the screen of this family. Bellie in the school gets attracted to a couple Josh and Jasmine and finds herself sexually drawn to the couple, on the other hand James begin with the testosterone shot and makes a sexual relation with his co worker Lisa and keeps this relationship secret from her daughter. After few weeks Bellie refuses to meet James, still have

Mars Exploration Missions Research Paper Example | Topics and Well Written Essays - 1000 words

Mars Exploration Missions - Research Paper Example Mars Path Finder: The mission was launched in 1996, a month after the Mars global surveyor†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Mars Exploration Rovers: This is a robotic space mission†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Manned Mission to Mars: Scientists have planned to land and settle the Mars planet in near future†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Future Programs: In 2010, NASA announced to award 50 million US$ to different companies for manufacturing low cost†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Conclusion: US is continuously committed to explore the universe. Numerous missions have been sent till now to different planets†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Mars Exploration Missions Introduction Till 20th century, Human being could only think of exploring the planets of the solar system. Urge to find life on the nearby planets convinced people to touch the soil of other planets. Mars exploration missions were started in 20th century. Since then different exploration mission has been sent to analyse the soil of the planet and ultimately to find life. US has always shown interest in exploring space due to which, it has started many Mars exploration programs in order to find signs of life on the planet. ... Mars pathfinder and rover missions were also launched to get more data about the structure of the Mars. NASA has also planned manned mission to Mars in near future. First manned Mars mission is also planned to be launched by 2030. US Mars exploration programs and future programs shall be discussed in chronological order in paragraphs to follow. Exploration Missions Mariner Program NASA launched Mariner program for carrying out investigation of Mars. Ten vehicles were launched as part of the mission out of which seven were successful and three got lost. All mariner spacecrafts were loaded with electronics, cameras, power source and propulsion systems. Rockets were mostly used as a delivery mean to send the spacecrafts in the space.TV cameras were used to send pictures of the Mars structure (Lyle, 2002). Viking Program This program comprises of Viking1 and Viking 2. Each space vehicle comprised of two main parts, the orbiter and the lander (Platoff, 2001). Orbiter was used to take phot ographs of the Mars from the orbit. Lander was designed to land on the surface of the Mars to gather information about surface of the Mars. Viking program brought revolution in Mars missions as it indicated presence of water on Mars surface and in atmosphere as well (Lyle, 2002). Mars Global Surveyor NASA launched this program in 1996 as part of the US space missions. This was the first program launched after the pause of almost ten years. The mission accomplished its basic tasks in 2001 (Lyle, 2002). Very high-resolution cameras were used to get pictures of the Mars surface. Until, November 2006, the cameras sent more than 240000 pictures of the surface of the Mars (Baucom, 2006). Despite all the efforts and initial success,

The 7-Lesson Schoolteacher Assignment Example | Topics and Well Written Essays - 500 words

The 7-Lesson Schoolteacher - Assignment Example Parents know and understand their children, and are influential in their lives, even as they enter the teen years. The family is the main engine of education. â€Å"A family trained to snitch on each other is likely to be able to conceal any dangerous secrets. I assign a type of extended schooling called "homework", too, so that the surveillance travels into private households, where students might otherwise use free time to learn something unauthorized from a father or mother, or by apprenticing to some wise person in the neighborhood.† (Gatto, 1992) Schooling permits premature parent-child separation, and it does not avoid inappropriate pressure on children. Rose articulated â€Å"School can be a tremendously disori ­enting place. No matter how bad the school, you're going to encounter notions that don't fit with the assumptions and beliefs that you grew up with - maybe you'll hear these dissonant notions from teachers, maybe from the other students, and maybe you'll read them.† (Rose) It is because children spend most of their time at school; therefore, schooling does not create and maintain positive family relationships. Schooling is not good for children because the structure of school assumes that children are not natural learners, but must be forced to learn through the efforts of others. Natural learners do not need such a structure. Schooling is one of the attempts that does not follow the principle of natural learning and does not help children retain the curiosity, interest, and love of learning that every child has at birth.  

Political Science - Nations vs States vs Nation-States Essay

Political Science - Nations vs States vs Nation-States - Essay Example However, the merge of all these elements do not constitute a nation (Sarmah 3). People in a nation share common beliefs and religion, and are unified in common descent and language. â€Å"Nations occupy a self-constituting public space characterized by specific identities and ways of life† (Segesvary 22). Unity among its people is important to a nation. Prior to the First World War, Austria-Hungary was considered as a state but not as a nation. People of Austria and Hungary were politically united; separated by any affinity; individually diverse; and unwilling to live in unity. A state must be sovereign; however, a nation will remain being a nation even if it loses sovereignty. There is no division between a state and a nation in a single-nation state. A state can have a number of nationalities to make a nation. It is when a nation loses its statehood that the distinction between the two becomes evident. Germany and Japan lost their statehood in the post-World War II because t hey lost sovereignty, however they maintained their nationhood because of their people’s aspiration to live in unity and affinity. Later, these countries were able to regain statehood (Sarmah 3). Inhabitants of a nation are racially harmonized with shared universal language, faith, traditions, and history.

Gender relationships in one of the two course plays Essay Example for Free

Gender relationships in one of the two course plays Essay Show how gender relationships in one of the two course plays is used by the playwright to throw light on our understanding of the main character, and the overall themes of the play. A view from the bridge is based in Brooklyn, an Italian community set in the 1950s. This particular part of the 20th century was seen as a rather sexist era. Men were a lot more dominant, women were known to stay at home cooking and cleaning-like every wife seems to do today! However aside from that, men felt like they had to be men all the time. They felt like if they expressed their feelings, talked about their troubles or cried, these men would be laughed at and ridiculed. Eddie Carbone is a hard working longshoreman who works on the docks in his local area. Eddie is a typical bloke; he is a proud and stubborn man but is a loving husband to his wife Beatrice and a caring father figure to his niece Catherine. To the audience in the first part of the play Eddies comes across as the typical over protective father, however as the play progresses his feelings for Catherine become obvious that they are a lot heavier than what we are led to believe. Throughout the play we discover Eddie has fallen in love with his niece but his feelings are not sexual, in my opinion it is an obsessive need that cant be controlled as realized by Alfieri, Something perversely pure calls to me from his memory not purely good, but himself purely, for he allowed himself to be wholly known. Alfieri realizes his feelings for Catherine are exceptionally powerful and that their would be nothing that Eddie could do to control them or dissolve them. Eddie tries to open up to Alfieri but cant quite get the words out of what he wants to say. There is also one other particular part of the play when Eddie goes to see Alfieri in his office. Eddie goes to seek advice in order to prevent Catherine from marrying Rodolpho. Alfieri subtly mentions Eddies feelings but doesnt quite mention them in so many words. Alfieri says, When the law is wrong its because it is unnatural, but in this case it is natural and a river will drown you if you buck it now. Let her go. Alfieri is saying that it is illegal for Eddie to get involved with Catherine sexually. It goes against the natural order. However the only advice Alfieri can give is to turn Rodolpho and Marco in to immigration, but with them being family it wouldnt be a wise move. Eddies love for Catherine is so strong that he is willing to go to any means necessary to stop her marrying Rodolpho, making the call to immigration the only way out of the predicament. Eddie calls immigration, aware of his betrayal to Beatrice but he is doing it out of love for Catherine. Beatrice also realizes Eddies feelings for Catherine, in one [particular scene Eddie ad Beatrice have a slight disagreement over Catherine which later leads to an argument over lack of sex. Beatrice wants to know, When am I gonna be a wife again, Eddie? Beatrice says it in this context rather than come straight out and says when are we going to have sex again. This way avoids embarrassment but still gets the point across without having to actually say it. Beatrice wants to talk about what is happening but she cant get Eddie to open up to her. Eddies feelings are putting a strain on the marriage, sexually, physically and emotionally. But Eddie,

Immanuel Kant Essay Example for Free

Immanuel Kant Essay A. Kant’s ethical theory Standard rationality is the major foundation of Kant’s ethical theory. Moral requirements are also associated with the standard rationality but this standard could be based on instrumental principles of rationality or based on the sui generis rational instinct. A conventional conformity could be achieved through the analysis of rationality with instrumental principles. Kant argued that conforming to instrumental and non-instrumental principles (â€Å"Categorical Imperative†) will both be justified to rationality (Kant’s Moral Philosophy 2004). Kant supported his arguments that being rational reflect free will, law of autonomous will. Each of us is accepted based on our self-governing reasons and gain equal respect from other people. According to him, the standard of rationality is the key foundation of moral requirements. Violation of such rule is thereby irrational. Kant believed that a â€Å"good will† is the highest notion of being such ‘good person’, or ‘a person of good will’ (Kant’s Moral Philosophy 2004). There are no other qualifications of being ‘good’ other than ‘good will’. Basically, the notion of ‘good will’ is the possession of a will that is consistent and on the basis with the notion of the moral law. A person of good will is the one who make decisions, do good things in such a way that he/she told to be morally and taking moral considerations According to Kant, the outcome for search for the inherent and fundamental ‘good’ was not inherently good. Happiness and pleasure could be the result from most evil acts. In fact, he use the term good to describe the ‘good will’ – the resolution in accordance with duty. He believed that reason would give individuals to work out what one’s duty was. Kant also criticized the notion that we are free. According to him, we can’t be described as free if our actions are just circling around a defined boundary. He also stressed that following the belief that god and life is existing, morality would make no sense. The principle that one should act in accordance with such truths was criticized by Kant for this principle says that we would perform these actions of which it is true that they are right and ought to be performed. Wolff’s principle tells that actions must be performed if it falls under the concept ‘to be done’. Autonomy and Heteronomy In philosophical perspective, autonomy refers when a person/individual acts by himself/herself based from his/her internal drives, needs and ideals while heteronomy is defined when an individual acts based upon outside forces and responsibilities. According to Kant, â€Å"Autonomous agents† acts to what their instinct tell them (Kant’s Moral Philosophy 2004). In addition, they act in accordance with the categorical imperative of willing what is univerzable to be known and consistent with moral law. â€Å"Heteronomous agents† think first to the possible consequences of their actions as affected by their environment (Kant’s Moral Philosophy 2004). They derive principles of actions from outside by putting into consideration the consequences of their action or the perception of others towards one thing or object. In a narrow perspective (person), autonomy reflects to selecting right decisions for one-self. In broader sense (political perspective), autonomy reflects the right of self-determination (Kant’s Moral Philosophy 2004). A heteronomous will lies its rules of actions that have been legislated externally to it while autonomous will is completely self-legislating. Kant’s Categorical Imperative Kant is known form his theory called the ‘categorical imperative’ rooted from the idea of duty. According to him, categorical imperative is a principle that is essentially and fundamentally legitimate; universally good to him and to others; it requires to comply with when the situation is associated with the moral law.   Ã‚  Ã‚   His theory is the fundamental foundation at the basis of all our moral values and duties. If we observe, it coined the word â€Å"imperative.† His theory is an imperative for it is a command. It informs and commands us to exercise our wills in a particular way, and not performing the opposite of the theory. Kant distinguished another form of ‘oughts’ other than our moral duties. This principle is so called â€Å"hypothetical imperative† (Kant’s Moral Philosophy 2004) which is being based on a quite different kind of principle. Like categorical imperative, hypothetical imperative is also a command that also applies to us in virtue of having a good will. However, it is not simply a virtue for we have need of to exercising our wills. Hence, this theory is a command in a conditional form. Kant listed three formulation of the categorical imperative which he believed to be   almost equivalent Formula of Universal Law (First Formulation), Formula of the End in Itself Second Formulation), and Formula of Autonomy (Third Formulation). The Formula of Universal Law simply states that the maxim should be selected. A supreme law guides this formulation – to do deeds in harmony with that maxim. The first formulation is interpreted as â€Å"universality test† having five steps: (1) finding the agent’s maxim; (2) putting oneself in a parallel circumstance on the real world agent followed that maxim; (3) decide on contradictions; (4) if there’s contradiction, acting on that maxim is not permissible in the real world, and (5) if there’s no contradiction, acting on that maxim is allowed. The second formulation simply says to respect for humanity. Don’t put an end to a certain situation by doing bad deeds just to serve as a getaway. According to him, we must all act accordingly to every rational being and to place restrictions on the acts we adopt on the search of our ends, do not accept it. Kant enumerated two kinds of imperative – hypothetical and categorical. Hypothetical imperative requires an immediate action because it is a necessity and a requirement. In example, if I am hungry, then I must eat something. Categorical imperative refers to an unmodified, categorical prerequisite that is both a requirement and justified. In Kant’s hypothetical imperative, he believed that it would not be accepted. Hypothetical moral systems cannot be as bases for moral judgments since imperatives are subjective. What is morally accepted in an individual may not be absolutely true for others. Consequently, the categorical imperative was presented as an option to the inconsistency of hypothetical imperative (Kant’s Moral Philosophy 2004). Categorical Imperative: Autonomous Ethical Choice The foundation of Kant’s theory states that human wills are self-directed. He believed that we could understand and justify moral requirements if we could be self-governing. Freedom is not merely consisting of any law that everyone is liberated to perform a certain actions. However, freedom is consisting of a law in such a way that this law, in some sense, would allow individuals for one’s own making. The idea of freedom as autonomy is where a person has laid down laws where he has also the decisive authority. Kant explains that free will is naturally inexplicable. A rational person would base his/her decisions on reasons and justifications of his/her act. Categorical Imperative is met when a person justified his/her acts. Thus, reflecting to autonomous ethical choice of a person. With our free will and/or autonomous ethical choices, we act on it objectively. B. Kant’s Ethical Theory: An Analysis For me, I support Kant’s theory on ethical decision-making. Kant pointed-out, we cannot exceed to the limitations of our thinking. Based from our line of reasoning, we justified things objectively. We make decisions based on our understanding. I think these statements are true and absolute. Kant’s argued that categorical imperative must reflect on our free will. He argued that instrumental and non-instrumental principles are necessary to meet the categorical imperatives. General facts may or may not be true for a person who do not understand its concepts or understand it on the other perspective. Good will responds to the universal moral law and we follow these laws according to our autonomous acts. We accept humanity, rational agency as represented by our understanding.

Health Inequalities and Human Rights in New Zealand

Health Inequalities and Human Rights in New Zealand Health inequalities preventable by reasonable ways are not fair, and in health are indicators of distributional imbalance. Worldwide people experience different social conditions that result in manageable differences in health, well-being, quality and length of life. The health system can help in establishing a fairer society and ensuring a fairer distribution of health resources. However, this needs a universal commitment of all people within the health system, including those responsible for policy, resource distribution, service provision and evaluation, hence; attempts to address health and social equity are evident in legislations formulated and implemented by the government. Like other countries, New Zealand legislations safeguard the right to health of its people. Of these legislations, the most significant is New Zealand Public Health and Disability Act 2000, which establishes a framework for the delivery of personal and public health and disability support services. PHDA sets strategic objective and goals for health and disability services to improve health and disability outcomes for New Zealanders, to minimise inequities by improving the health ofMaoriand other population groups, to facilitate community participation in personal health, public health, and disability support services and to facilitate access, and the distribution of information for the delivery of health and disability services. Health Act 1956 embodies provisions for environmental health, infectious diseases, health emergencies, and the national cervical screening programme. It gives the Ministry of Health the function of improving, promoting and protecting public health.[1] Health Practitioners Competence Assurance Act 2003 ensures that health practitioners are fit and competent to practice their profession to ensure the public’s safety. As stated by the Ministry of Health, â€Å"The right to health is further protected by the New Zealand Bill of Rights Act 1990 (BoRA) (which applies to discrimination in the public sector); and the Human Rights Act 1993 (HRA) (which applies to the private sector); the Health and Disability Commissioner Act 1994 (HDC) (which provides a complaints system to deal with issues of informed consent, the rights of consumers and the duties and obligations of health care providers identified in aCode of Health and Disability Services Consumers Rights); and the Privacy Act 1993 (which, together with the Health Information Privacy Code 1994, protects individuals privacy).†[2] New Zealand Bill of Rights Act 1990 It is commonly called as â€Å"The Bill of Rights†. It protects people from violations of their civil and political rights by the government, other public bodies and officials. Moreover, it reflects New Zealand’s commitment to the United Nations International Covenant on Civil and Political Rights on which the rights and freedom it covers are based. The Act protects a wide range of rights grouped into the following categories: Life and security rights Democratic and civil right Non-discrimination and minority rights Search, arrest and detention rights Criminal procedure rights Justice rights Non-discrimination rights refers to the freedom from discrimination on any of the prohibited grounds of discrimination included in the Human Rights Act 1993 Human Rights Act 1993 The Act aims to protect an individual’s human rights and seeks to do this in line with various United Nations conventions and covenants on human rights. It states that it is unlawful to discriminate against an individual because of personal characteristics. The act also provides a number of exemptions that allow discrimination when it would otherwise be unlawful under the Act. The rules in the Human Rights Act apply to discrimination by private organizations and individuals. On the other hand, New Zealand Bill of Rights Act 1990 covers the discrimination by the government and other public bodies. Consumers of any health or disability services are protected by rights contained in the Code of Health and Disability Services Consumers’ Rights. Codes of Rights are as follows: Right 1: Respect- the right to be treated with respect (privacy, needs, values and beliefs. Right 2: Fair treatment – the right to be free from discrimination, coercion, harassment and sexual, financial or other exploitation at all times. Right 3: Dignity and Independence- the right to services rendered in such a way that respects their dignity and promotes independence. Right 4: Service of proper standard- consumers have the right to have services with reasonable care and skill, meet legal professional, ethical and other relevant standards, in correspondence to their needs and ensure minimization of potential harm and maximizes quality of life Right 5: Effective communication- the right to be given information on their health in a way the consumer comprehends, if needed, he must be provided with an interpreter Right 6: To be fully informed- to be fully aware of their situation or condition, to be given with sufficient information to make an informed choice Right 7: Informed choices and informed consent- consumers can only be given services if they have made an informed choice and informed consent unless there are reasonable grounds to believe they are not competent, also includes the right to withdraw at any time Right 8: Right to support- consumers have the right to have a support person or people with them when they are receiving services provided it is safe and will not unreasonably affect another consumer’s rights Right 9: Teaching and research- consumers are to be informed and have the right to refuse when subjected to research or studies Right 10: Right to complain- consumers have the right to complain, may it be about the healthcare provider or organization. Health Information Privacy Code 1994 The code sets down specific policies that health professionals must follow when collecting information from consumers and when they can release information to other people. It also specifically enables consumers to have access to their own health information. Health professionals must collect health information directly from the consumer, not from other people, unless the consumer is deemed not to be competent to provide information. Furthermore, information must be gathered in a manner that is fair and does not unreasonably intrude to their personal affairs. Generally, heath professionals cannot divulge a consumer’s health information to others unless doing so puts the consumer or another person’s safety and wellbeing at imminent danger.[3] REFERENCES: (2013).Community Law Manual: A practical guide to everyday New Zealand law. Community Law Wellington and Hutt Valley New Zealand Ministry of Health. Retrieved 15 June 2014 http://www.health.govt.nz/new-zealand-health-system/overview-health-system/statutory-framework Human Rights Commission. Retrieved 15 June 2014 http://www.hrc.co.nz/report/chapters/chapter14/health01.html [1] New Zealand Ministry of Health. Retrieved 15 June 2014 http://www.health.govt.nz/new-zealand-health-system/overview-health-system/statutory-framework [2] Human Rights Commission. Retrieved 15 June 2014 http://www.hrc.co.nz/report/chapters/chapter14/health01.html [3] (2013).Community Law Manual: A practical guide to everyday New Zealand law. Community Law Wellington and Hutt Valley

Essay --

â€Å"Courage is fire and bullying is smoke.†--Benjamin Disraeli. Bullying is more connected to smoke than just as aftermath. Bullying, compared to smoke, is widespread and causes destruction in every life it touches. The tormentor envelopes their victim in fear and a sense of uneasiness that cannot be divided into categories--such as some websites claim--but instead, one because all the bully can do is connected to his or her victim in one way or another. Bullying touches many people in close proximity to one another . In fact, recent surveys have found that approximately 60 percent of students enrolled in middle school have been bullied in some form (Statistics: Is Bullying). The facts show that once started, bullying is incredibly difficult to stop, and wreaks havoc in every life it touches. Bullying affects middle school students in numerous ways. Some of the most common being physically, emotionally, and academically. Bullying, such as smoke, can cause serious health problems to students in middle school. Many bullies choose to physically harm their victims in a form of bullying called physical bullying. â€Å"Physical bullying involves real bodily contact between a bully and his or her victim for the express purpose of intimidation or control over the victim† (What Is Physical). This interaction develops into a feeling of satisfaction for the bully because their have done what they intended to accomplish--establish anxiety into the life of the suffer. However, the pain does not end there for some students. Many students suffer from imperfections in their bodies due to the physical contact. Some of which includes bruises, cuts, and scars, leaving a constant reminder of middle school for the rest of their lives. Physical bullyi... ... who are repeatedly bullied receive poorer grades and participate less in class discussions. Some students may get labeled as low achievers because they do not want to speak up in class for fear of getting bullied. Teachers can misinterpret their silence, thinking that these students are not motivated to learn† (Wolpert). Without doing well in school, many students are hurting their chances to be successful in life. Bullying causes a students to feel like they do not have fulfillment in their lives. Because of bullying, many students suffer. Because of bullying, many middle school students suffer in more than one area, just as smoke can affect a persons health in more than one area. It affect student’s body, mind, and school work. To help correct this, peers need to step up if they see someone being bullied, for the health of the bully, victim, and community.

Educational Goals and Philosophy :: Education Teaching Essays

Educational Goals and Philosophy Webster defines philosophy as a critical study of fundamental beliefs and the grounds for them. There are major aspects of philosophy that people use in everyday life: metaphysics, ethics, aesthetics, and epistemology. One of the my personal views of philosophy is the nature of students. I believe that everyone can learn, just at different levels. Physical Education will be the field that I will be concentrating on. I've always enjoyed learning how to play different sports when I was in grade school and my dream was to be able to teach kids how to play these sports that I was once taught how to play. I know that mostly all kids favorite subject is Physical Education so it will be easier to teach a class to kids that want to be there and want to cooperate as well. In that sense, I will try to relate to students in a way that they can enjoy Physical Education just as much as I want to teach it to them. My classroom will basically be in the gymnasium. It will be run in the same matter, as I was once taught. I'll let the students socialize for a few moments before class starts. Once the bell rings I will have them stand in single file lines. After this is successfully completed I will lead the class in stretching exercises to avoid injury such as arm and leg stretches as well as jumping jacks and sit-ups. This is a good way to organize the class as well as motivating them for the rest of the period as well. After this is done, I will have the whole class sit down while I explain the unit of the sport they are going to learn. I will have separate units lasting a week. After each unit, the class will take a short quiz on the sports they had just performed. Discipline is something that falls with involvement. If the students want to be in my class then they need to have good organization as well as motivation. Everything falls into the category of Discipline. That's why I love this field. I can handle any obstacle that may come my way, and I know that kids love Physical Education more then anything else.

Crime Relate on Television

Crime relate On Television The crime rate in many cities is rising alarmingly. Some people have the idea that violent TV programs are the cause of real crime. However, many others disagree that TV violence can be blame are supported by good reasons. Violent TV programs cause crime give many reasons. First, many viewers are children who have not fromed a strong understanding what is right and wrong. The viewers imitate what they see. If a person on TV gets what he or she wants by stealing it, a child may copy this behavior.Thus the child has learned unacceptable values. Second, many heroes in today's programs achieve their goals by violent means. Unfortunately, viewers might use similar means to achieve their objective. Finally, people get ideas about how to commit crimes from watching TV. Violent programs have no relation to crime rates. First they claim that social factors, such as unemployment and homeless are to blame. Second some argue that watching violence on TV is an aceptable way to reduce aggressive feeling.In other words, people may become less aggressive through viewing criminal and violent scenes. Third even though children learn by imitation, their parents are the most influential models. Finally the villains are usually punished for their crimes. Whether or not violent programs are a factor in the rising crime rate. Some TV programs have to remove for the following reasons. First, some people enjoy them, and those who can change channels or turn their TV off.Second violent programs can be censored, perhaps other programs which may be important for our well being will also be censored. There are many things parents can do to help their children not get affect by television violence. One of the things parents can do is limit the number of hours their children watch television. Instead of letting them sit in front of the TV and wasting their time way, they can go out and be active. They can join a club or sport where they can interact with other chil dren and be social.By go out and getting involved, the children are using their time very wisely and their parents do not have to worry about their children being influenced negatively. One of the problems facing this solution is children are sometimes lazy. They are not willing to go out active but rather sit on the couch and do nothing but relax. Children also need to realize that their parents are not trying to stop them for watching TV and making their life miserable, but trying to help them get active and be a balanced person. Children need to know that here are other sources of fun then just sitting home and watching television all day. Parents should guide what their children watch on television and how much. This is an old recommendation  that can be given new teeth with the help of modern technology. It is now feasible to fit a television set with an electronic lock that permits parents to preset which programs, channels, and times they wish the set to be available for, i f a particular program or time of day is locked. the set won't turn on for that time or channel.Television violence is harmful to viewers. TV violence is a negative impact on children. TV violence corrupts the mind of children, causes them to behave in an aggressive manner, and puts unrealistic pictures of the world in their mind. TV violence is having a negative effective on the teenager of America. Parents cannot limit the influence of television violence on children, but with the combine effort of parents and children, television violence can have little or no influence on the young people of America.

Diversity and Multiculturalism Essay

Minority is a word describing a group representing a population smaller than the State. They are people of distinct culture, religion, language and ethnicity from the norms of the Society. Any group resembling the stated characteristics is a Minority. This description clearly emphasizes the rebuttal of Human Rights to people who are not living within the standards of the society. Group Rights or Minority Rights, in a popular manner, speaks of the Ethnic discrimination to some and a due right to others. Moreover, a conflict begins when an individual claims of his/her minority group and yet, the State does not recognize a Minority. The group rights tend to protect a certain group and reflects the other laws excluded on their existence, which for many individuals is a direct discrimination. Primarily, rights are powers to act in accordance with the existing system having values and principles approved by the society. It is a claim or title, whether legal, descriptive and moral (Sutton, 2001). The controversy exists regarding group rights on the term called Multiculturalism. This kind of group right often pertains to a member of an ethnic or religious group. Scholars perceive this kind of group right as a barrier to the actions that most ethnic groups have before there was â€Å"civilization. † It is a form of oppression because the majority opposes those traditional beliefs and pursues the so-called â€Å"equality† to such people. Group rights exist to discriminate, oppose and eliminate the traditional acts for the satisfaction of the majority. MULTICULTURALISM Multiculturalism is the opinion that all cultures, from tribesmen and modern civilization, to be equal. However, equality does not address the century old problem because of diverse conditions. Thus, multiculturalism confers with egalitarianism. The objective of multiculturalism is to obliterate the value of free, industrialized civilization, by declaring such civilization no better than the primitive tribalism. It wants to incapacitate the mind’s ability to differentiate good from evil, to differentiate life promoting to what life is negating. Some oppose this principle because they reason out that everyone has a right to moral judgment. The ideas and culture of a specific community should have recognition and respect. ISSUES ON MULTICULTURALISM Many question how the individuals would respect such minority rights if the problem remains on cultural differences. The argument of the multiculturalists’ defenders is that all cultures are equal and some factors coming from this culture are superior to the universal values. Some fruits of Enlightenment and egalitarian movements root from the cultural proponents. Colorful ethnic attire and interesting cuisine may seem interesting and attractive. Nevertheless, with the reality of women and children’s oppression worldwide, multiculturalism is increasingly a policy to maintain that oppression (Kamguian, 2005). The crimes against women become the celebration of traditional cultures and religions with the ignorance on it disadvantages. Governments of Western foundation utilized the policy of multiculturalism in the past, which encourage and uphold the demands for group rights coming from native populations, ethnic minorities or religious groups. However, these cultures have societal cultures that employ members of meaningful ways of life across the full range of human activities, including social, educational, religious, and recreational life. Because these societal cultures play an essential role in the lives of members and because these cultures face extinction, they should have special rights for protection. This accord with group rights but that is not the case with the societal norms like slavery, female genital mutilation, forced marriages, honor killing and other horrors respected by the society. These horrible practices are within the multicultural principle but it the proper action is to eradicate it. The argument begins with multiculturalism, which acts as a substitute policy to ensure a tolerant and democratized compliance in a world that conflicts between cultures eradicate such values. Moreover, the argument leads to racism and tyranny, as the dominant group want to create a universal norm. Another argument consists of the human basic need for cultural attachments. This need then should have protection from validating and protecting different cultures. The supporters of multiculturalism contrast that individual rights is sufficient enough for protection of minority cultures or their way of life that has a consequence of having special group rights and privileges such as arbitrations from Sharia in Canada and allowances fro polygamous men in France. In other cases, group rights claim to have political exclusions, govern their principles and exempt them from the general law. Often, cultures are patriarchal and many cultures claim group rights are more patriarchal than the surrounding cultures. Examples are the common gender inequalities like child marriages, forced marriages, divorce systems biased against women, polygamy and clitoridoctomy. These cases violate women and children’s individual rights of the society. This respect for cultural traditions resulted to lack of support and voices for women and children and the marginalization of progressive forces. When one observes the culture of these minority groups, they would see how oppression and repression reside within their own communities. Not all cultures are equal even though humans’ possess culture, some may be better that the other cultures and others may possess values unacceptable to the society. Indeed the very idea of equality is the product of the Enlightenment and the political and intellectual revolutions that it unleashed (Kamguian, 2005). Forcing equality means to challenge accepted practices and believing in possibility of transformation. However, permitting the differences by the dominant culture is the acceptance of the society as a whole. The â€Å"diversity† movement is not imparting knowledge to students, but promoting racism. – Michael S. Berliner Racism is a notion directing one race as superior to another race. The affirmative action viewed by some is a form of ethnic diversity, a form of politically correct disguise. The belief of racism is that one’s convictions, values and character is particularly based on anatomy or â€Å"blood† and not by judgment. This view tends to see people of different pigmentation as different from the superior pigmentation. The spread of racism causes destruction of the individual in one’s mind. This individual then clings to another race, wanting to have that belongingness because of race diversity. Proponents of diversity seem to be the true racists because they see the world through the color of lens, hair and skin. To multiculturalists, values, thinking and human identity all cling to race. Multiculturalism establishes the oppression in equality. Proponents of diversity teach the youth that people having different cultures also have different capacities resulting to recognition of separatism and glorifying a specific race. This revolutionizes â€Å"racial identity† that aims to erect an unbridgeable perception on race differences. Hence, any cooperation between races is impossible because of their differences being emphasized. ETHNICITY AND GROUP RIGHTS The Ethnic Group has group rights that defend their members who want to exercise their right to behave and enables them to act diversely from the majority. The ethnic group supports their group rights and their representatives, subsequently. It is unnecessary and undesirable to put these rights in a metaphysical entity, which bear their independent human characteristics. In addition, the right in question resorts to be a negative claim. The majority should not forbid such groups to defend their rights. In fact, for the reason that they have the utmost power in defense, they should assist the minority to respect and bear the minority rights in a positive way. However, this can apply to a situation where the ethnic group does a grave misconduct not prevented by the existing rules and regulations. Another is that the ethnic group should observe the group rights, voluntarily and autonomously. People cannot defend a right not chosen by them. Sutton defines that in order to enact such rights they must show the capacity to understand to successful claimants (Sutton, 2001, p 21). The ethnic group rights should correspond with the human rights, as it would give them the right to protect such liberties whenever the majority, which also has human rights, opposes their ethnic habits. Nonetheless, the civil liberty of individuals and ethnic group rights come from the principle of prima facie rights, which explains the liberty experienced by the ethnic group due to these rights has limitations whenever the ethnic habits impose grave suffering or serious restrictions of liberty on other human beings. In general, the obligation of the majority has a duty not to restrict freedom when they wish to observe harmless habits and if the majority’s opposition puts a grave suffering to the ethnic group, then, they have to restrict such opposition (Hayry, 2007). Ethnic minorities do not have a group right to force or coerce their members into observing duties, which are not required by the principles of liberty and the avoidance of suffering (Hayry, 2007). Individuals have three duties, the duty not to inflict harm to another individual, the duty not to restrict unreasonably the freedom of others and the duty not to breach voluntary, harmless contracts. The first duty means for the individuals to act accordingly to the rule of the group without coercing such right. The argument then is the term ethnic group coerces their right because they did not choose the term themselves but a group will not defend a right not made by them. Hence, the general implication is to coerce such freedom, which they themselves have not freely assumed. The second duty restricts any enforcement of freedom, which proves to be unnecessary to the ethnic group. The majority would see that being a member of a minority group would enforce the second duty that is false in belief that will alter the norms. Conversely, everyone has the duty to restrict or condemn habits that will impose suffering and unwarranted restrictions of freedom. In general, the second argument gives the majority the right to restrict ethnic habits given that it will impose harm to the society but it should exceed the principles of equality and fairness. Most of the majority will regard the thesis of defense concerning ethnic habits, which they find different from the norms, false. This is natural, as the dominant groups want a homogenous society supplying the best foundation for human flourishing, even if it costs the principle of liberty and avoidance of suffering. Nonetheless, the significant patterns that endow social conformity should have actions in eliminating cultural diversity (Hayry, 2007). INDIVIDUALISM VERSUS MULTICULTURALISM The principle on individualism is the individual as the primary unit of reality and the ultimate preference of value. Contrary to what other opinions say, individualism does not deny the existence of a society rather the society as a group of individuals not above those individuals. Individualism sees every person as the end of himself and there should be no sacrifice of an individual for another (Stata, 1992). The achievement of an individual credits for himself/herself and not based on the achievements of others. Even though the society believes of individualism as isolation, it does not deny the cooperation but is a theory of the conditions living and working with other people as beneficial. In general, individualism gives credit to an individual and not on the individual’s membership with a society. The probable cure for racial differences is individualism or seeing the person not because of his/her race but because of his/her abilities. The diversity movement aims to teach the following: diversity awareness, diversity training, diversity hiring and submissions and diversity accommodations, which all refer to racial preference. The proper dose on racial issues is to appreciate individually and treatment of collective merits (Locke, 2000). CONCLUSION Protection of human rights in various fields becomes depressing in the past century. Many have resulted to war, as they protect their community from discrimination and sustenance of group rights. Before group rights, many institutions protected the safety of minorities. Three major periods existed in favor of minority group rights. The first period appeared in a non-systematic protection comprising mainly of incorporation of protective clauses, particularly in favor of religious minorities. The second period existed after World War I within the framework of the League of Nations. Lastly are the developments following World War II (Lerner, 2003) on group rights. With all these developments in minorities and group rights, still the existing truth on racial discrimination is emerging. Many say of diversity as an act of racism, that employing group rights does not prove to be efficient in eradicating discrimination. Briefly, group rights is not a power rather a suppression, racial diversity and oppression hiding in equality. References Berliner, M. Diversity and Multiculturalism. 24 May 2000 14 November 2007 Sutton, P. Kinds of Rights in Country: Recognising Customary Rights as Incidents of Native Title. 2001. 14 November 2007 p. 29 National Native Title Tribunal. Hayry, H. Ethnicity and Group Rights, Individual Liberties and Immoral Obligations. 14 November 2007 Minority. 14 November 2007 Kamguian, A. Universal Rights versus Individual Rights. 6 July 2005 14 November 2007 Culture and Multiculturalism. 14 November 2007 Locke, E. Individualism – The Only Cure for Racism. 12 December 1997 14 November 2007 Lerner, N. Group Rights and Discrimination in International Law. Boston: Martinus Nihjoff Publishers, 2003.

Fast Food Nation: Chapter Four Essay

â€Å"Becoming a franchisee is an odd combination of starting your own business and going to work for someone else† (Schlosser 94).In Eric Schlosser’s Non-fiction book, Fast Food Nation, Schlosser reasons that fast food has widened the gap between the rich and the poor, started an obesity epidemic and propelled American cultural imperialism abroad. While the idea of a franchiser/ franchisee relationship appears to be nothing but beneficial, it has a serious drawback, which is the release/ acceptance of certain issues out of each party’s control. This, in turn causes other companies to try to develop new ways of forming this relationship. Subway, for example uses â€Å"Development Agents† to help ease tensions. However due to this, the controversial issue of encroachment emerges. This leaves society asking at what price is success worth it? And how is success measured by these companies? The franchisee/ franchiser relationship has its benefits, but also one major downside which can cause conflicts and controversies. â€Å"At the heart of the franchise agreement is the desire by two parties to make money while avoiding risk† (Schlosser 94). In starting your own business, there is a huge financial risk. Even if you have an amazing idea it takes a lot of well managed money. Becoming a franchisee, though, while still costing a good amount of money, the risk is considerably smaller because the name, advertising and product is already out there. â€Å"One provides a brand name, a business plan, expertise, access to equipment and supplies. The other puts up the money and does the work† (Schlosser 94). Franchising makes it easier for companies to expand their market and profit from that. â€Å"The relationship has built-in tensions. The franchisor gives up some control while not wholly owning each operation; the franchisee sacrifices a great deal of independence by having to obey the companies rules† (Schlosser 94). When putting that amount of money and work into building a successful franchise it is frustrating when you can’t make any changes you want on your own. While there is a great deal of sacrifice, particularly on the side of the franchisee, bottom line, when the profits are rolling in everyone gets along just fine. Because the franchisee/franchisor relationship has built in tensions, it has led companies to explore new ways of forming this partnership. â€Å"The chain relies on â€Å"development agents† to sell new Subway franchises. The development agents are not paid salary †¦ [their] Income is largely dependent on the number of Subway’s that open in their territory† (Schlosser 100). These development agents are technically independent contractors who will try to open as many subways as possible, because the more they open the more they are paid. â€Å"They are under constant pressure to keep opening new Subway’s, regardless of how that effects the sales of subway’s that are already operating nearby† (Schlosser 100). Because they are independent contractors they don’t worry about how sales of other Subway’s are affected by their actions, in order to make money they need to keep opening franchises regardless of if they are making Subways across the street from other Subway restaurants. â€Å"As the American market for fast food grows more saturated, restaurants belonging to the same chain are frequently being put closer to one another. Franchises call this practice â€Å"encroachment† and angrily oppose it† (Schlosser 99). Although it may lead to a decrease in sales at the individual restaurants, the franchisors benefit from this practice that puts its franchisee’s out of business. While some can credit Subway for attempting to find new ways to form its relationships with its franchises, overall, its practices hurt its individual restaurants and make it one of the worst chains to be a franchisee for, long-term. Due to the harsh reality uncovered in this chapter, society is able to see how hard it is to become successful, whether it is as a franchisee or starting a company on your own. At a success seminar Dave Feamster took his employees to, a paralyzed but still upbeat and motivational Christopher Reeve’s said, â€Å"Since my accident, I’ve been realizing †¦ that success means something quite different† (Schlosser 107). Reeve’s is referencing the millions he made in his 20’s and that there may be more to success than that. â€Å"’I see people who achieve these conventional goals, he says †¦ ‘None of it matters† (Schlosser 107). This is such a powerful moment in the chapter, Schlosser is supposed to be attending a motivational seminar and yet readers walk away from it wondering, at what point success worth it is. If this man who was famous and beloved by America says he thinks he is irrelevant, what about us? In this chapter readers see that big companies measure their success in money and profits, but how should society measure it’s? The public education system might measure success in graduates or students that go on to college. But the great thing about this chapter is Christopher Reeve’s challenges the way you measure your success and leaves that up to the audience’s interpretation. â€Å"If at first you don’t succeed, try, try again. Then quit. There’s no point in being a damn fool about it† (Brainy Quotes W.C. Fields). The franchisee/franchisor relationship while mostly beneficial, has its hindrances, which is each party sacrificing some control. As companies such as subway have explored new ways of forming this relationship, even more problems have emerged from this. Readers are left wondering at what price success is worth it, and how big companies measure their success. Works Cited Schlosser, Eric. Fast Food Nation. New York: Perennial, 2002. Print. Book Rags Media Network.  © 2001 – 2011 Brainy Quote. < http://www.brainyquote.com/quotes/quotes/w/wcfields108002.html>

Organizational Behavior Essay

Organizational Behavior Instructor: Rachana Misraraj December 10, 2012 Organizational Behavior Analysis Organizational Behavior is the study and application of knowledge about how people, individuals, and groups act in organizations. â€Å"Organizational behavior is a misnomer. It is not the study of how organizations behave, but rather the study of individual behavior in an organizational setting. This includes the study of how individuals behave alone, as well as how individuals behave in groups(Werthiem, 2004). † The purpose of organizational behavior is to gain a greater understanding of those factors that influence individual and group dynamics in an organizational setting so that individuals and the groups and organizations to which they belong may become more efficient and effective. The field also includes the analysis of organizational factors that may have an influence upon individual and group behavior. Much of organizational behavior research is ultimately aimed at providing human resource management professionals with the information and tools they need to select, train, and retain employees in a fashion that yields maximum benefit for the individual employee as well as for the organization. The purpose of the paper below is to analyze the organizational behavior of my current or former employer (current: Street, Water, and Sewer Department for my town), by describing how each of the components listed below influences the behavior of the organization in a negative or positive manner, and they include, the Type of culture (Pluralism, Dualism or Salad bowl? ); Modes of communication (Describe the dominant communication form used, e. g. written or verbal); Nature of authority (recognized social rank); Motivational techniques (Describe the motivational driving forces e. g. Intrinsic or extrinsic used to influence productivity and performance? ); Areas of EQ incorporated (Describe how the organization embraces the theory of emotional intelligence); and How are the components of a virtual organization embraced? (Explain how the organization embraces new paradigms such as teleworking and virtual offices? ). Grasping a complex and knowledgeable understanding on why, when, where and how, organizational behavior functions and operates, can provide great tools and skills to an individual or organization to better manage behavior and productivity within a company. I currently work for as a laborer for the Water/Sewer department for my county/town. As a member of the STREET department which is responsible for the maintenance and repair of City roads and right-of-ways; maintenance and repair of drainage located on City property; installation and maintenance of signs and roadway markings; and removal of snow and ice. The Employee’s operates, maintains and repairs various machinery, tools, and equipment. As for the water department, this position is responsible for maintenance and repair of City’s WATERLINE system. Installs any and all new additions to the existing distribution system as well as performs necessary maintenance and or repairs to any part of the water distribution system. Performs miscellaneous duties such as operating and repairing equipment, general clean up, concrete finishing, painting, etc. Uses various hand tools, power tools, heavy equipment and machinery. As a member of the WASTEWATER(Sewer)Department which is responsible for maintenance and repair of the City’s sewer line system. Employee performs necessary maintenance, repairs, and/or replacement of sewer system components. Employee uses various hand tools, power tools, heavy equipment, trucks, and machinery. Employee performs miscellaneous duties such as operating and repairing equipment, general clean up, concrete finishing, painting, etc. Good communications skills are required as this position frequently deals directly with the public. The primary hours of this position are Monday through Friday during the day; however, extended shifts and overtime on weekends, evenings, and holidays may be required. Therefore organizational behavior skills are a must. Type of culture (Pluralism, Dualism or Salad bowl? ) Culture can be defined as the cultivated behavior that is socially transmitted. It involves the accumulation of knowledge, beliefs, attitudes, experiences, religion, relations, concepts of the universe, values, meanings, roles, notions of time, relations, material possessions and objects acquired and a way of life of a group of people throughout the generations. When it comes to the type of culture on my job I would have to describe it as a pluralism type of culture. This refers to the type of culture whereby smaller groups of people within a large society tend to maintain their unique culture identities and their values, behaviors and identities are well accepted by the wider society or culture. The minor groups of people participate fully within the dominant society while still maintaining their cultural differences. It involves coexistent of different cultures in a location without the domineering of one particular culture. The human differences that exist are accepted by the majority and hence it eliminates discrimination in the form of racialism or sexism. It can also be refereed to as multiculturalism (Henry, 2011). † Within the three departments that I participate and work in, there are 5 different nationalities of workers who coincide within the organization, and they include African American, Mexican, Caucasian, Latino, and American Indian. Each and every one of these individuals, have their own way of living, eating, etc.. But when everyone clocks in in the morning, we are all one cohesive group, who knows that the main goal is to come to work, be safe, respect your fellow co-worker, get the job done in a professional manner, and most importantly be in the best interest of the tax payers and the town in general, while at the same time excepting who each individual is a person, where they come from, and their cultural differences. This influences the company in a positive manner because, it incorporates good behavior on the job, respect for the job, positive progress for the people participating at the job, and goal completion. Modes of communication (Describe the dominant communication form used, e. g. written or verbal) â€Å"Communication consists of transmitting, receiving, and processing information. In organizations, communications flow between individuals, between levels in the organizational hierarchy, between departments, and between the company and outside publics. Effective communication has often been linked to interpersonal and company success (Baak, 2012). † Communication is of high importance on any job, especially the one that I work for, due to the risks that are associated with the work and projects that we take on. Even though we may use written communication from time to time, describing what our daily goals and tasks are, verbal communication is the dominant mode of communication throughout the organization. Whether it be verbal or non verbal, both revolve around the importance of everyone, working in sync with one another and most importantly working safely around your fellow co-worker. One example is, when we are replacing larger water lines (12 inches in diameter) within a trench, which may be at a depth of 2ft to 14ft. Therefore, when a worker is in the trench digging around and locating the pipe, there must to be a competent person at the top of the trench looking for cracks or imperfections in the walls, where a potential cave in could happen, injuring or killing the person in the hole. So, verbal communication is regularly used when there is no machinery running, and you have to alarm the workers of a dangerous situation. And non-verbal communication is used, when a gas powered saw is in operation to cut a pipe, in which, the worker cannot hear you verbally, thus non verbal actions and communication are used to alarm the worker of potential danger and they are pulled out of the trench before anything catastrophic occurs. On that note, this influences the company on a postive level, because, both verbal and non-verbal communication is the dominant and vital mode of communication, that provides protection for a safe work environment. Nature of authority (recognized social rank) The nature of authority is also very important on my job because, each individual respects the fact that one should not go over the next persons head of authority, or having curiosity about a co-workers way of life without discussing it with them first. Because, there are individuals on the job who have been there 20 years, 10 years, 5 years, etc, therefore when you join a team or a group of people, you become part of that organizations social system, and you must adjust and relate to that world of work. â€Å"The variables in an organizational system operate in a working balance called social equilibrium. Individuals make a psychological contract that defines their personal relationship with the system. â€Å"When they contribute to the organization’s success, we call their behavior functional. The broad environment that people live in is their social culture, and a major change in it can lead to cultural shock. People need to accept and appreciate the value that cultural differences can contribute to the success of an organization (www. angel fire. com). † â€Å"Other important cultural factors include the work ethic and corporate attitudes toward social responsibility. Role is the pattern of action expected of a person in activities involving others. Related ideas are role perceptions mentors, role conflict, and role ambiguity. Status is the social rank of a person in a group, and it leads to status systems and possibly status anxiety. Organizational cultures reflect the assumptions and values that guide a firm. They are intangible but powerful influences on employee behavior. Participants learn about their organization’s culture through the process of socialization and influence it through individualization (www. angel fire. com). On that note, the nature of authority can be both positive and negative, because, from a negative standpoint it can be used for growth in power in domination. But from a positive standpoint, it can be sued for uplifting other coworkers, by improvising their skills, capabilities and more importantly, their motivational drive on the job. Motivational techniques (Describe the motivational driving forces e. g. Intrins ic or extrinsic used to influence productivity and performance? ) Due to the constant and unpredictable adjustments that my organization goes through, behavior can change in a instant, with each and every individual on the job. Therefore, motivational techniques are a concurrent thing, on a day to day basis. â€Å"There is no doubt that motivation is the driving force by which humans achieve their goals. Motivation can be intrinsic or extrinsic. Intrinsic motivation is driven by an interest or enjoyment in the actions required to achieve a goal, without relying on external rewards or pressures (Amin, 2011). † In my organization the motivational driving force is intrinsic, because pride is everything to a man more than anything, therefore everyone on the job feels a sense of obligation to achieve the goals presented to them to their best ability. Productivity and performance stays at an all time high and positive level, thus, whatever daily goal is presented to us, is handled with confidence and integrity. Our motivation consist of reminding ourselves that what we do, is what we enjoy to do, what we do is appreciated by the tax payers & family and most importantly we enjoy knowing that our skills and capabilities are worth the time and effort that we put forth to learn and achieve the skills and tools to complete present and future organizational objectives. Areas of EQ incorporated (Describe how the organization embraces the theory of emotional intelligence) Emotional intelligence (EI) refers to the ability to perceive, control and evaluate emotions. Some researchers suggest that emotional intelligence can be learned and strengthened, while others claim it is an inborn characteristic. And it consists of four branches that include perceiving emotions, reasoning with emotions, understanding emotions and managing emotions (Cher ry, 2012). † Based on the high demands of my job, my co-workers and myself included, may at times have high emotions about whether something on the job is not going right, and show some form of frustration without even knowing it sometimes. Therefore my our organization constantly issues EQ (emotional intelligence ), reminder courses, that helps the crews keep a stable mind set when working in dangerous areas, and if something goes wrong, we use the EQ tools to control and manage our emotions for the sake/safety of our well being the others that are around. EQ classes have been very positive for the organization over the past 5 years, and every since the integration there have been no altercations, accidents, or incidents on the job at all. A 100% success rate. How are the components of a virtual organization embraced? (Explain how the organization embraces new paradigms such as teleworking and virtual offices? ) â€Å"Traditional brick and mortar businesses may become a thing of the past. Today’s modern workplace has embraced the virtual environment. The ultimate goal of the virtual organization is to provide innovative, high-quality products or services instantaneously in response to customer demands (Hamilton, 2012). On that note, my organization has embraced the components of a virtual organization on a very positive and useful level. For example, in the Water/sewer department, we are responsible for the distribution of bills/and cut-off notices for the water use throughout the city. For decades, this task was done by hand; by hand I mean driving to each and every house in the city, knocking on the door, and handing the customer their water/sewer bill for that month. Ever since the company embraced the compo nents of a virtual organization, these tasks are now obsolete. Now we contact the customers, through email, text messaging, and voicemails. When the customer has a question about their bill, they are able to contact the office and have a videoconference with the workers in the water/sewer department, to discuss whatever problem they are having with their water/sewer bill, or their water/sewer in general. My organization has also embrace the concept of a virtual organization in the street department. When there is a down power line, streetlight, street sign, blocked up drain pipes, etc. my organization has integrated a beacon system that alerts us when any of these incidents have occurred and in what area. All we have to do is acknowledge the beacon alert, log on to our computers, locate the problem, and proceed to fix the issue at hand. Integrating the components of a virtual organization has been immensely helpful and positive to our over all daily tasks and duties. In conclusion, Organizational Behavior is the study and application of knowledg e about how people, individuals, and groups act in organizations. The purpose of organizational behavior is to gain a greater understanding of those factors that influence individual and group dynamics in an organizational setting so that individuals and the groups and organizations to which they belong may become more efficient and effective. Culture can be defined as the cultivated behavior that is socially transmitted. It involves the accumulation of knowledge, beliefs, attitudes, experiences, religion, relations, concepts of the universe, values, meanings, roles, notions of time, relations, material possessions and objects acquired and a way of life of a group of people throughout the generations. When it comes to the type of culture on my job I would have to describe it as a pluralism type of culture. Communication consists of transmitting, receiving, and processing information. In organizations, communications flow between individuals, between levels in the organizational hierarchy, between departments, and between the company and outside publics. Effective communication has often been linked to interpersonal and company success. The nature of authority is also very important on my job because, each individual respects the fact hat one should not go over the next persons head of authority, or having curiosity about a co-workers way of life without discussing it with them first. Due to the constant and unpredictable adjustments that my organization goes through, behavior can change in a instant, with each and every individual on the job. Therefore, motivational techniques are a concurrent thing, on a day to day basis. Emotional intelligence (EI) refers to the ability to perce ive, control and evaluate emotions. Some researchers suggest that emotional intelligence can be learned and strengthened, while others claim it is an inborn characteristic. And it consists of four branches that include perceiving emotions, reasoning with emotions, understanding emotions and managing emotions. Traditional brick and mortar businesses may become a thing of the past. Today’s modern workplace has embraced the virtual environment. The ultimate goal of the virtual organization is to provide innovative, high-quality products or services instantaneously in response to customer demands. All in all the purpose of the paper above, was to analyze the organizational behavior of my current or former employer (current: Street, Water, and Sewer Department for my town), by describing how each of the components listed below influences the behavior of the organization in a negative or positive manner, and they include, the Type of culture (Pluralism, Dualism or Salad bowl? ); Modes of communication (Describe the dominant communication form used, e. g. written or verbal); Nature of authority (recognized social rank); Motivational techniques (Describe the motivational driving forces e. . Intrinsic or extrinsic used to influence productivity and performance? ); Areas of EQ incorporated (Describe how the organization embraces the theory of emotional intelligence); and How are the components of a virtual organization embraced? (Explain how the organization embraces new paradigms such as teleworking and virtual offices? ). Grasping a complex and knowledgeable understanding on why, when, where and how, organizational behavior functions and operates, can provide great tools and skills to an individual or organization to better manage behavior and productivity within a company. References Amin,. (July 21, 2011). Motivate your team intrinsically or extrinsically? Retrieved on December 10, 2012 from http://blog. 7geese. com/2011/07/21/intrinsic-vs-extrinsic-motivation/ Baack, D. (2012). Organizational behavior. San Diego, CA: Bridgepoint Education, Inc Cherry, K. (2012). What Is Emotional Intelligence? Definitions, History, and Measures of Emotional Intelligence. Retrieved on December 10, 2012 from http://psychology. about. com/od/personalitydevelopment/a/emotionalintell. htm Hamilton, D. Dr. (April 23, 2012). Today’s Organizations Embracing Virtual Business. Retrieved on December 10, 2012 from http://drdianehamilton. wordpress. com/2012/04/23/todays-organizations-embracing-virtual-business/ Henry,. (April 4, 2004). Culture Definitions and Types. Retrieved on December 10, 2012 from http://language. ezinemark. com/culture-definitions-and-types-17b25a011fd. html Wertheim, E. G. (February 22, 2004). Historical Background of Organizational Behavior. Retrieved on December 10, 2012 from http://ehcweb. ehc. edu/faculty/ljcumbo/downfiles/historyofOB. pdf http://www. angelfire. com/blues/cannonsessays/org_behavior/ORGANIZATIONAL_BEHAV

What Are the Benefits of Earning an IB Diploma?

In past posts on the blog , you may have noticed that when we talk about AP courses and exams , we sometimes mention another acronym that may not sound as familiar to you: IB. This stands for International Baccalaureate , and represents another advanced educational option for high school students that exists alongside the AP program. While the IB program isn’t as popular as the AP program in the United States, it can definitely be a worthwhile option for those who have access to it. In particular, earning an IB diploma, which requires that you take certain courses and fulfill additional academic and extracurricular obligations, can be an impressive qualification to add to your resume. Read on for more information about the IB Diploma Programme and how an IB diploma can enhance both your high school experience and your college prospects. International Baccalaureate is an overarching organization that administers a number of different educational programs for students ages 3 to 19. Its curricula are used by specially trained teachers at certified schools throughout the world, and it prides itself on providing â€Å"rigorous, high-quality education† to its students. The most familiar IB program to high school students in the United States is the IB Diploma Programme, or IBDP, which is offered to students between the ages of 16 and 19. When you hear about â€Å"IB courses† being offered at a high school, it means that that school has been certified to offer the IBDP. (Students may be able to take some IB courses without enrolling in the full IBDP curriculum.) In some ways, the IB program is similar to the AP program—it’s a way for high school students to take advanced, rigorous courses. However, there are two main differences. For one thing, the IB program is much less popular than the AP program among high schools in the United States, and you since you can’t self-study IB courses, its availability is limited. In addition to this, the IB program is far more focused on presenting a cohesive overall curriculum with specific requirements that culminates in a diploma. While the AP program offers a similar option in the AP Capstone Diploma , most students don’t approach the AP program in that way. For a more detailed explanation of the International Baccalaureate organization, and especially the IB Diploma Programme, check out the Beginner’s Guide to the International Baccalaureate Program . The IBDP is a two-year academic program that, as we’ve mentioned, is open to students aged 16 to 19—in other words, high school students. Upon successfully completing the program and all its requirements, students can earn the IB diploma, which is a significant credential for college applications and other purposes. Academically, the IBDP requires students to take courses and pass exams in six specific subject areas. Three or four of these subjects must be taken at the more challenging â€Å"Higher† level, while the rest can be taken at the â€Å"Standard† level. In addition to this coursework, the IBDP has three more major requirements. First, students must write a lengthy essay based on independent research. Second, students must take a Theory of Knowledge course, which covers critical thinking and epistemology. Third, students must participate in a certain number and range of extracurricular activities. Earning the IB diploma means that you’ve done much more than take a few IB courses. Instead, you’ve undertaken a particular kind of high school education that is meant to teach you not only history, math, and other subjects, but also how to better analyze and understand the information you’ll encounter in school and beyond. Along with this stated purpose, an IB diploma can be an asset for you in a number of different ways, especially as you take on the college admissions process. Below, we’ll go over some of the main benefits of working toward and receiving an IB diploma. Our Early Advising Program helps students in 9th and 10th grade discover their passions and build strong academic and extracurricular profiles to succeed in high school. The IBDP is well-known throughout the world for the high quality of the coursework it offers. The strength of the IB curriculum, as well as the extensive training that IB teachers and school administrators are required to undergo, help the program to maintain this high standard. The respect that the IBDP enjoys means that no matter where you go, colleges will understand and positively view the effort you’ve put into earning your IB diploma. College admissions officers in particular will be familiar with the program’s reputation, making an IB diploma an excellent way of demonstrating your academic prowess. Strong performance in school is, of course, an important component of what competitive colleges look for in applicants. This is typically represented in your application by your GPA , transcript, and class rank. However, since every high school is different, colleges can’t always be sure what your grades actually mean compared to those of other applicants. Programs like the IBDP help colleges to evaluate applicants by providing a single curriculum that’s used worldwide, allowing admissions officers to more precisely assess your performance. Since this program is known to be rigorous, doing well in your IB courses and earning your IB diploma indicates to colleges that you’re an objectively strong student. Earning an IB diploma also shows you’re willing to take on special academic challenges. You’ve chosen to go beyond the typical high school curriculum and pursue a goal that asks more of you, including substantial independent work on topics of your own choosing. This is something that every competitive college values. As we’ve mentioned, the IB program is less popular and well-known in the United States than, for example, the AP program. You must take IB courses at a certified high school—self-studying is not allowed—which limits the number of students who can participate. The expense and training required to get certified as an IB school can also contribute to its relative rarity at high schools. What this means for you is that if you have an IB diploma, you’ll be among a relatively small portion of the college applicant pool with this qualification.   This distinction shows that you’ve not only taken on academic challenges, but done so through a program that’s widely known to be reputable and rigorous and require a good deal of independent work from its graduates. Not every student can present such a prestigious qualification when they fill out their college applications, and this relative uniqueness is an advantage. In addition to the novelty of IB participation itself, certain elements of the IB Diploma Programme may give you the opportunity to do especially interesting and original academic work that will give you additional chances to set yourself apart from other applicants. As we mentioned, you’re required to complete a substantial independent research project in order to receive your IB diploma. Your choice of topic for this project can say a lot about you, and your ability to handle the challenges of independent work and create something truly original will render you a unique and recognizable candidate come application season. One particular perk of the IB program is that it can be useful not only in the college application process, but also once you get to college. Like AP test results , your IB courses can sometimes be used by colleges to determine placement and credit. Depending on your school, you may be able to be placed in higher-level courses as a result of your IB experience, or you might receive credit outright for your IB courses, which can enable you to save time and money in getting your degree. Colorado and Texas have even passed laws requiring colleges in those states to award college credit to students with IB diplomas. If you’re interested in attending college outside the United States full-time (as opposed to on a short-term basis as a study abroad student), an IB diploma may be particularly useful to you. Since other countries have different academic systems and pathways to a university education, it can be difficult for students from the US to gain entrance. The international recognition of the IB diploma can help to bridge this gap. Some examples of countries that accept the IB diploma for entrance into universities are France, Spain, Italy, India, and Turkey. Additionally, some universities offer scholarships specifically for IB diploma holders. While each country and school has additional requirements you’ll need to meet, an IB diploma can be of great help in the process. Finally, aside from college admissions concerns, getting your IB diploma can simply be a very satisfying intellectual experience in its own right. The IB program is designed not only to provide you with rigorous course content, but also to help you learn how to think, analyze, and critically consider materials in the way that your college will eventually expect. The independent projects that are part of the IB curriculum can be enjoyable as well. Some high school students don’t get many opportunities to focus their energies on the topics they consider interesting. Studying a topic that really moves you can bring out your intellectual best in a way that your daily classwork may not. Going through the full IB Diploma Programme isn’t for everyone, and as we mentioned, it isn’t available everywhere. If you have access to this option, however, it can be a strong addition to your college application profile as well as an aid to your intellectual development. You can find more advice on whether IB is right for you and handling your IB coursework in these posts from the blog : To learn more about IB, take a look at our Ultimate Guide to the International Baccalaureate Program . You can also visit the official International Baccalaureate website at www.ibo.org . Looking for more personal assistance with managing your high school goals? Check out our Student Mentorship Program to see how our experienced near-peer mentors can help you to identify your passions and prepare for the college application process.

What Defines Effective Care Planning for a Patient with Dual Diagnosis Essay

What Defines Effective Care Planning for a Patient with Dual Diagnosis - Essay Example Abuse of these drugs for a long time can lead to emotional problems or even more mental disorders like Sebastian started with just hearing voices and now it has developed to the feeling of as if people are after him; moreover, it is required that in a case of dual diagnosis both problems be treated together where the first step or the foundation for the treatment is stopping the drugs. Unfortunately, dual diagnosis is more common than most people imagine; research shows that forty five percent of all drug and alcohol abusers have at least one mental problem and of all the people that have mental disorder twenty nine percent are either drug or alcohol abusers (Mark & Tom, 1999, 1098). Apart from cases where people are diagnosed with mental problems first then they start abusing alcohol and drug abuse for relief; there are cases where people start off with drugs when young, which continues into adulthood and this makes a major contribution to emotional difficulties or mental disorders i.e. Sebastian who started of alcohol when he was young which went on to develop a mental problem where he was hearing voices in his head. Assessment Dual Diagnosis recovery has come out as the most thriving treatment aspects of psychiatric and drug abuse treatment where they are treated as part as a continuum instead of treating them one by one or separately by different clinicians (Joanne, 2013, 1). Specialists of drug abuse addiction treatment are now being given training and testimonials in the treatment of mental/psychiatric disorders; additionally, dedicated rehab facilities offer recovery services for individuals with Dual Diagnosis e.g. Sebastian being treated by a single doctor who specializes in both drug abuse and psychiatric disorders. However, the challenging part of it is finding the precise rehabilitation program especially if the person has a combination of drug addiction and depression or anxiety disorders. In the past Dual Diagnosis has been defined along drug abus e and mental disorders alone; shockingly, today there are other addictions that have been added into the classification i.e. sex addiction, gambling addiction or another behavioural addiction like Sebastian listening to music as he smokes cannabis. Significantly, for a person with dual diagnosis to undergo the proper treatment and increasing the chances of a full recovery; they should be concerned with a few things; psychotherapeutic medication, supportive approach to therapy by a highly trained treatment team or specialist and inclusive treatment strategy where family, relatives and other household members are involved in therapy. In Sebastian’s case, the treatment will commence with two brief screen tests; one that deals with issues of alcohol and cannabis abuse, and the other test will for the mental disorder, which will assist in identifying the need for co-occurring mental disorder services (David, 2013, 14). Even though the screening does not diagnose the co-occurring d isorder, it is effectual in identifying the need for an assessment to look at the dealings between his psychiatric disorders symptoms i.e. voices in his head and alcohol and cannabis abuse, and the effect they have on his health. Some of the tools to be used in the screening process will include the AUDIT and CAGE, which should provide a surprisingly significant amount of information that will be very useful in Sebastian’