Social Sontract Theory of John Locke Essay Example for Free

Social Sontract Theory of John Locke Essay This paper analyzes the social contract theory of John Locke and how his values are consistent with the criminal justice system and private security settings of today. It will further discuss whether or not Locke’s’ values and principles apply to both criminal justice and private security venues. I will also summarize the major differences of the social contract theories; identify the key principles associated with Locke’s social contract theory; identify how these principles are inculcated in the U. S. Bill of Rights; identify how these principles play out in the criminal justice system and security settings of today and finally describe freedom in relationship to personal rights and ethical standards and obligations. â€Å"A social contract is a voluntary agreement in which mutual benefit occurs between and for individuals, groups, government or a community as a whole. According to Locke, the State of Nature, the natural condition of mankind, is a state of perfect and complete liberty to conduct ones life as one best sees fit, free from the interference of others (Kelly, Martin.(2012)). † This does not mean, however, that it is a state of license: one is not free to do anything at all one please, or even anything that one judges to be in one’s interest. The State of Nature, although a state wherein there is no civil authority or government to punish people for transgressions against laws, is not a state without morality. The State of Nature is pre-political, but it is not pre-moral. â€Å"Persons are assumed to be equal to one another in such a state, and therefore equally capable of discovering and being bound by the Law of Nature. Given the implications of the Law of Nature, there are limits as to how much property one can own: one is not allowed to take so more from nature than oneself can use, thereby leaving others without enough for themselves (Powell, Jim. (1996)). † Because nature is given to all of mankind by God for its common subsistence, one cannot take more than his own fair share. Property is the linchpin of Locke’s argument for the social contract and civil government because it is the protection of their property, including their property in their own bodies, which men seek when they decide to abandon the State of Nature.  · Summarize the major differences of the social contract theories. The major differences between classical republicanism and John Lockes natural rights are philosophy are that classical republicanism stresses the common good or community over the natural rights stress of the individual. You look at the natural rights philosophy from what Locke would describe as a state of nature, that is, an imaginary situation where there is no government. Lock believed that there was a law of nurture to govern a state of nature; he stated, The state of nature has a law of nature to govern it which obliges everyone No one ought to harm another in his life, health, liberty, or possessions. â€Å"The main ideologies of the natural rights philosophy are found in the Declaration of Independence with such ideals as consent of the governed, right of revolution, unalienable rights (or rights that cannot be taken away or given up, such as life liberty and property), and overall establishes a social contract. Classical republicanism is modeled after the Roman Republic, where the government provides its citizens with liberty under government and stressed the common good, or what was best for the society as a whole (Powell, Jim.(1996)). † Citizens within a republic must share the same characteristics: civic virtue, moral education, and live in small, uniform communities. Civic virtue is demonstrated when a person sets aside their own personal interests to promote the common good, and thus classical republics often drastically limited individual rights. â€Å"Moral education is the idea that citizens must be taught to be virtuous based on civic religion; these virtues included generosity, courage, self-control, and fairness. Small, uniform communities were necessary to prevent factions (self-interested groups of individuals), and to prevent this, limited the degree of diversity within these communities (Kelly, Martin. (2012)). † People residing within these communities often had similar wealth, religious or moral beliefs, and ways of life. To further prevent diversity, each community has an established religion (which is prohibited in our Constitution per Amendment 1). What are the key principles associated with Locke’s social contract theory? Locke believed there also exists a Law of Nature, the basis of all morality and given by God, that compels us to not harm others life, health, liberty or possessions. For Locke, the social contract exists when mankind in the State of Nature recognizes and heeds the Law of Nature thus forming a civil society. Protection of property, both geographic and one’s own body, were key to Locke’s argument. He said that political society and government are established by mutual consent forming â€Å"one body politic under one government† united into common-wealth to protect property from those who would violate the Law of Nature. Lockes argument for the right of the majority is the theoretical ground for the distinction between duty to society and duty to government, the distinction that permits an argument for resistance without anarchy. â€Å"When the designated government dissolves, men remain obligated to society acting through majority rule. It is entirely possible for the majority to confer the rule of the community on a king and his heirs, or a group of oligarchs or on a democratic assembly (Powell, Jim. (1996)). † Thus, the social contract is not inextricably linked to democracy. Still, a government of any kind must perform the legitimate function of a civil government How are these principle inculcated in the U. S. Bill of Rights? â€Å"John Locke influenced Thomas Jefferson and our Founding Fathers while writing â€Å"the Declaration of Independence and the U. S. Constitution, Locke’s Social Contract Theory on America’s political and governmental system is undeniable (Constitution Society). † â€Å"While writing the Declaration of Independence, Thomas Jefferson, drew heavily from the writings of John Locke, and placed them in the Constitution. The social contract theory infuses both these documents (Constitution Society). † Thomas Jefferson adopted Lockes ideas people had rights to life, liberty, equality, and pursuit of happiness, the responsibility of government must protect those rights, and put them in the Constitution.  · How do the principles play out in the criminal justice system and security settings? The theory does not have basis in today’s criminal justice system in that there are segments of society that believe that the law doesn’t apply to them nor does it protect them. For example, the perception is that the amount of crime in the inner city is rampant. It is widely reported on the news every night. There are always stories on these neighborhoods if and only if it is sensational and /or involves a Caucasian citizen. This argument bears out when newspapers print banner headlines about Caucasian children being missing or kidnapped. Many of the ideas formed in Locke’s social contract theory mimic the modern criminal justice system. As citizens of a society, we give up many of our rights to protect ourselves in favor or a centralized system or rule governed by elected officials.  · Describe freedom in relationship to personal rights and ethical standards and obligations. â€Å"It’s believed that values are what we learn from childhood from parents and surrounding influences of adults involved in the child’s life. Morals are the beliefs developed from that value system and how one should behave in any given situation (Banks, C. (2009)). † â€Å"Ethics on the other hand is how someone actually behaves in the situation that may test ones morals and values. Values are established by childhood upbringing and help mold them into citizens contributing to society. Those environments include home, school, church, neighbors, cultural backgrounds and social get together or parties (Banks, C. (2009)). † Most of these beliefs and patterns of behavior are established through the unconscious observations and experiences of childhood in those environments. John Locke is the creator of the concept of individual rights as the basic reason for government. The U. S. founders turned this into government for the people of the people and by the people. References: Banks, C. (2009). Criminal justice ethics: Theory and practice (2nd Ed.). Los Angeles, CA: SAGE. Constitution Society. (2007). Retrieved on February 18th 2012 from http://constitution. org/soclcont. htm Kelly, Martin. (2012). Social Contract. Retrieved on February 19th 2012. From http://americanhistory. about. com/od/usconstitution/g/social_contract. htm Powell, Jim. (1996). John Locke: Natural Rights to Life, Liberty, and Property. Retrieved on February 19th 2012. from http://www. thefreemanonline. org/featured/john-locke-natural-rights-to-life-liberty-and-property/ 1.

Bank of Canada and Interest Rates Essay Example for Free

Bank of Canada and Interest Rates Essay The Bank of Canada has indicated that it has concerns over inflation being too low. (Parkinson). However, inflation has been rising and the Canadian economy has strengthened over the last several months. Keeping interest rates too low over a long period of time may have a tendency to over-inflate the economy and create asset bubbles while also creating pockets of greater debt, not dissimilar to those that contributed to the global economic collapse of 2008-2009. Although the Bank of Canada has iterated – and reiterated – its current neutrality with respect to interest rates, economists predict that current conditions may require the bank to move more quickly than it may like to bump the rates in the next several months. (Parkinson). Canada is currently facing a housing bubble like that which occurred in the United States, prior to the massive global downturn of 2008-2009. (Altstedter). Home prices have been steadily increasing along with the size of the debt that homeowners are taking on in order to afford the increase in housing prices. Earlier this year, the Bank’s governor, Stephen Poloz, had forward guidance language that cautioned that interest rate hikes could be in the offing removed from Bank of Canada’s policy statements. (Kawa). Since the removal of the language, inflation has begun to increase and the Canadian Dollar has weakened somewhat. This will contribute to further expansion of the housing bubble in Canada. In order to slow the growth of the housing bubble and prevent or delay its eventual bursting, the Bank of Canada will likely be forced to raise interest rates. Bank of Canada Will Not Alter Interest Rates One of the reasons Bank of Canada’s Governor Stephen Poloz removed forward guidance warning of the potential need to increase interest rates from the Bank’s policy statements was to highlight the neutral stance he and the Bank are embracing with respect to interest rates. (Kawa). Poloz said in a September statement that he feels that the global economy is â€Å"performing largely as expected† and that the housing industry in Canada was â€Å"stronger  than anticipated.† (Isfield). This month, Poloz stated that he feels that the upside and downside inflationary risks are, at this time, balanced and that, as such, there is no need alter interest rates in the foreseeable future assuming the status quo is not disrupted. (Parkinson). The Bank’s current neutral stance on interest rates, has now been reiterated and strengthened, to such an extent that it is possible, to â€Å"ultra-neutral.† (Isfeld). Because of Poloz’s ongoing statements with respect to interest rate neutrality, the bank’s removal of interest rate hike guidance from its policy statements, and the perception that the risks between and inflationary upside and an inflationary downside are perceived by Poloz and the board to be balanced, it is unlikely that interest rates will be changed in the next six to twelve months by the Bank of Canada. Works Cited Altstedter, Ari. â€Å"Housing Bubble Will Force Bank of Canada to Renew Rate Hike Warnings Soon, Pimco Says.† Financial Post. 1 Oct. 2014. Web. http://business.financialpost.com/2014/10/01/housing-bubble-will-force-bank-of-canada-to-renew-rate-hike-warnings-soon-pimco-says/ Isfeld, Gordon. â€Å"Bank of Canada’s Stephen Poloz Turns Ultra-Neutral On Interest Rates.† Financial Post. 3 Sep. 2014. Web. Kawa, Lucas. â€Å"Say Goodbye To Forward Guidance From The Bank Of Canada.† Business In Canada. 14 Oct. 2014. Web. Parkinson, David. â€Å"Bank of Canada Still Fears Low Inflation Despite Balanced Outlook.† The Globe And Mail. 3 Nov. 2014. Web.

Reflection on a business education course

Reflection on a business education course Reflection according to Walker E. S (2006) p 216 has been defined as a process regarding thinking about and exploring an issue of concern, which is triggered by an experience. This simply means that for there to be a reflection, there has to be an experience, irrespective of it being positive or negative. Leaver- Dunn et al were also noted in Walker E. S (2006) p 216 that reflection has the ability to distinguish between the expert practitioners and their peers. To start with and looking way back to the beginning of this particular course it is interesting to note that being an international student from Nigeria and studying Marketing Communications in the University of Bedfordshire was an experience never to be forgotten, i have been through various forms of transformation, since the session started in September 21st,2009. Transformation theory, that was initially developed by Jack Mezirow, identifies a process of change that begins with an experience one cannot incorporate into the mental matrix built from prior life experience, and which usually includes the following components: a disorientating dilemma, self examination, a critical assessment of assumptions, the recognition that others have gone through similar processes, the exploration of options for forming new roles, relationships or actions, the formulation of a plan of action and reintegration into the experience with new, transformed perspectives. Fuguan Tan (2009) Talking about transformation, i personally come from a country that the educational system is totally different from that of Europe, particularly the United Kingdom. I was able to come to terms with the fact that there existed a school calendar that will be strictly followed and i saw myself in an organised setting. At first i had problems coming to terms with being the only Nigerian girl in my class until later when i was joined by another fellow from my home country, this gave me a bit of confidence as to facing the challenging course. In the words of Aileen C. and Elaine E, (2004) they wrote that thoroughly reflecting on practice is actually a central feature of effective learning, they went on to define reflection as focusing on the immediate, thereby presenting the details of a problem or task. As an individual i agree with the need to reflect or rather focus on the immediate, this will definitely help to make corrections for the future and not make the same mistakes already made if at all there was any. Further in the words of Horton-Deutsch. S and Sherwood Gwen (2008, p 947) reflection involves thinking about experience, which leads learners to a fuller understanding of what they know and increases their potential for leadership. Also true in my perspective is the argument of Horton-Deutsch, who wrote that it is important to reflect or think back on the experience, which will in turn improve the individuals knowledge about a particular situation or increase the potential for greater heights. In most cases it is believed that the experience for studying abroad has great potential for transforming international student. I must say i went through some stages of transformation such as encountering change, engaging in reflection, reconfiguring perceptions and re-acclimating to the situation. Fuguan Tan (2009) Worthy of note is the point that throughout my study in my home country , there has never been an opportunity for me to reflect, this made it rather impossible for me to have a re-think on my mistakes, and there was also no opportunity to make corrections. 5.2 WHAT DOES REFLECTION MEAN? Cunliffe, (2004, p. 414) defines reflection as the means or process through which an experience in the form of thought, feeling, or action, is examined to analyze its meaning while it is happening or subsequently. Kember et al., (2000), wrote that reflection does represent a point on a learning continuum which is then characterised by habit at one end and critical reflection at the other. To Schon (1983) reflection is referred to as the ability to rethink ones prior thoughts and action in context, both to surface assumptions as well as to make meaning. Reflection, as written in Klenowski V and Lunt I (2008) is mostly defining with regards to conceptual components and theoretical perspectives. Horton-Deutsch S and Sherwood Gwen (2008) explained that Reflection is about learning from experience, a critical aspect of knowledge development and a skill essential to leadership development. They both went on to argue on the basis that reflection goes far beyond ordinary empirical knowing, but it also combines personal and ethical ways of knowing. Korthagen F and Vasalos A (2005) wrote that the essential importance of reflection is to learn from experiences. Woerkom M (2010) referred to reflection in Deweyans perspective as instrumental learning; he went further to note that it is the assessment of assumptions implicit in beliefs about how to solve problems. In this particular definition, reflection thus also includes an element of criticism but refers more to instrumental thinking, which is concerned with how to solve a problem. In contrast, Mezirow defines critical reflection as addressing the question of the justification for the very premises on which problems are posed or defined in the first place and examination of their sources and consequences. Critical reflection cannot become an integral element in the immediate action process but requires a hiatus in which to reassess ones meaning perspectives and, if necessary, to transform them. Critical self-reflection refers to the most important learning experience. It means reassessing the way we have posed problems, our own meaning perspectives, as well as reassessing our own orientation to perceiving, knowing, believing, feeling, and acting. Some of the scholars perceived reflection, as critical reflection or critical thinking. It is therefore often not clear what the difference is, or even if there exist a difference, between these terms. Dewey, who is perceived as the founder of the concept of reflection, sometimes uses the terms reflective thinking and critical thinking interchangeably. Scott. G.S (2010) 5.3 RECOLLECTIONAND PROCESS OF REFLECTION OF REFLECTION The theoretical framework for reflection according to Korthagen F and Vasalos A (2005, p48) is referred to as ALACT model. This model is said to rely on the assumption that by nature people reflect on their experiences. The model also describes a structured reflective process, but on the other hand, the model did not take note about the content of reflection. On the other hand Scott. G S (2010) p 434 argued that the benefit of reflection has got extensive theoretical support in literature, though Scotts definition of reflection is not without its own argument. He went on to write that the critical theorists reflection is considered to require the surfacing of assumptions relative to situations and surrounded firmly power relations, control and the transformation of belief and values. Reflection was interchangeably used by management theorists as personal, psychological change rather than social change Scott. G.S (2010) p 434 The role of student reflection is an integrated learning process, and reflection has three stages: a review of experience, analysis, and re-evaluation (Peltier, Drago, 2004; Peltier et al., 2005). The initial stage of this process is the review of experience and presupposes awareness. That is, it presupposes that the experience in question has been brought into consciousness. The term reflection is frequently used very loosely and this can easily obscure the disciplined and challenging nature of such learning. Reynolds (1999) distinguishes between critical reflection an approach in which both experience and its social and political contexts are examined, reflection which focuses on the individual and gives little attention to social or political processes, and critical thinking, a term which he argues is usually used to signify a disciplined approach to problem solving (Reynolds, 1999, p. 173). He went on to claim that in the management literature critical reflection is being used in the weaker sense to describe thoughtful analysis or problem solving (Reynolds, 1999, p. 177). With regard to reflection and learning, Argyris and Schon distinguish between single loop and double loop learning. For the exercise of single loop learning it is possible by observing and reflecting on our own actions, to make a description of the tacit knowing implicit in them (Schon, 1987, p. 25).This enables us to analyse and evaluate such knowledge. However, double loop learning involves not only reflecting on ones actions, but also exploring the assumptions and theories-in use which are embedded in those actions. Walsh (2009) 5.4 PERSONAL FEELINGS AND LEARNING FROM THE EXPERIENCE The discomfort that was felt at the beginning of the dissertation was overwhelming. It all started the first day that we were told to prepare for the first dissertation presentation, as i faced the fear i still was able to gather knowledge. I wondered in the beginning if i could cope with the work ahead of me, but with the encouragement of mentors i was able to face it and carry on. Reflective thinking is to be used to enhance decision skills, cultural sensitivity, and teamwork, not simply express feelings or record in a diary what occurred, McInnis-Bowers et al. (2010) In the words of Scott S G (2010) reflection, is referred to as the process of rethinking ones prior thoughts and actions in context to surface assumptions and make meaning. Reflection represents one point on a learning continuum that is characterized by habit at one pole and critical reflection at the other. During the course of my study particularly during the period i was writing up my dissertation, the experience i had has thought me to believe in myself and stop thinking i cannot do it. It has thought me to always face my tasks with whatever challenges that come with it. From this experience i have realised that there is no two ways about succeeding except through hard work and there is a saying that goes thus Proper, Preparation, Prevents, Poor, Performance 5Ps. The first feedback i had with my group members for the progress in the Trident campaign which marked the kick off for the final dissertation. It did not seem a good start to me, because my group had a lot of things to work on and it was obvious not every group member was willing to work. Although the feeling did not serve as a drawback it only meant i had to work harder. On that day we were advised on the three vital aspects of the dissertation which included the campaign plan and report, literature review and finally the reflection. Before we attended the second feedback, myself and the other three group members met on three occasions where we delegated work to each member on the task ahead, most of the time it was two of the four members that was active, and on several instances i personally encouraged them to put in more effort so we all can achieve success at the end of the piece of work. The second feedback which was on the tenth of March, was attended by two supervisors and again i was not happy with myself as no thorough research was done, my input was not good enough and when we were asked what our campaign strategy meant, none of my group members could respond, this became a bit depressing. Looking forward to a sixty unit module i felt really down, but then it became a challenge. The problem that was posed was the inability to put literature together to back our arguments up but at the latter stage things got better. Again in the beginning it looked like we had difficulty interpreting the brief, as we came up with several propositions, objectives and strategy which seemed not to make sense, for this reason the task became more competitive as the other two groups had the same topic and it seemed my group was not making a head way. 5.5 GROUP DYNAMICS AND LEARNING FROM THE EXPERIENCE Within my group i happened to be the only female amongst three guys and i thought this reason will make them more active than i am but the reverse was the case, this was the reason why in the beginning i had mixed feelings about working within a group, as it seemed everyone had a level of understanding and this means it takes a brilliant one to be able to achieve success. I had no choice at that point as we had a little group of twelve in the entire marketing communications, masters degree class, which made it really obvious to be able to distinguish between the brilliant and dull students. Several times i was not happy with the groups i fall into, but with determination to excel i usually face it, and i never regretted my decisions as i never failed a group work. According to Moon (2004, p. 136) when considering the university perspective on experiential learning and reflection, it becomes apparent, that the fact that all education comes about through experience does not mean that all experiences are genuinely or equally educative he also argued that a distinction needs to be made between what she terms informal reflection and academic reflection the latter being a formal process. Walsh (2009) At a point during the group meetings i became so unhappy and i told other group members i was no longer interested in the work though this was not a true statement from my heart, i was probably too upset, but with time i was able to calm myself down and cope even though things did not work out as planned On several occasions there existed misunderstanding and i personally found out that there was need for these misunderstanding as it helps in moving forward most of the time. Again many at times a member within the group was used to saying he works better under pressure and this did not go well with me as i do not work well under pressure, instead i do the opposite meaning i plan my time and i appreciate time management and not fire brigade approach in carrying out my task. Many times after a misunderstanding there exist dialogue and apologies will be made by the necessary group members and then the task continues, interestingly we tend to achieve more at this time. Another point worthy to note at this time is that working within a group gives a knowledge about the office environment, where one will be working with other members of staff and if a task is to be carried out, there will be no opportunity to choose who to and who not to work with. Each time i think of this i am encouraged to cope within any group i find myself and try to corporate and have a good team spirit. Reflection then, in the words of Scott G S (2010) p 432 is the process or means by which an experience, in the form of thought, feeling, or action, is examined to distil its meaning while it is happening or subsequently. Reflection is fodder for self-regulation in an environment where what we define as useful and effective behaviour changes continuously. With reference to the words of Scott (2010) i had different reactions to every situation that i was faced with, always thinking back that i had a degree in a different educational setting and now a masters in Europe. At that point it was obvious something was not right as the first and second feedback did not yield a positive result, but something i held on to was the words given by the supervisors, which i pondered on, i went on to sent my piece of work to the tutors over the internet, again little improvement was made, it all became worrying but i never give up. What happened next? I suggested we needed to meet a tutor and start afresh, interesting, we approached him and he was happy to lead us aright, every group member attended this meeting and things began to change. From the proposition, target audience, strategy and very many useful advices was given. Most importantly we were told to include some theories of learning and reflection to buttress some points, this period was a well cherished one as it marked the beginning of a turn around. My role within the group was a very vital one as the other members do contact me to know what the next step was, i was always be called upon to divide the task and explain what we did so far including the future plan. I enjoyed doing this as i have always seen myself as a charismatic leader, of course a leader by example. 5.6 LESSONS FOR THE FUTURE PROJECTS When one talks of success story, that does not literarily mean the results for the dissertation is out already but the fulfilment and the joy that comes to mind knowing basically that the group work and the individual part was done and submitted in due time is worthy of note. Soon after the summer holiday started two of the four group members did travel to their home country leaving just two people to deal with the work. Sincerely things went slow but at each time a meeting was arranged and there was progress at every meeting coupled with misunderstandings. On the eighth of June, we had a final group presentation with feedback, which marked the final day of the course, to our greatest surprise the proposition we have changed time and time again, target audience segmentation and the tag line began to communicate, it became obvious that the group was on track even though the actual presentation got lost in a missing flash drive. The group was advised to do more research and understand the target audience and what needs to be done to communicate the brand (Trident chewing gum) is the strategy and implementation. Throughout this same month and July communication continued online as it became a bit difficult to meet in the university since the library closed earlier than usual. Each part of the campaign was dealt with rigorously and the power point slides were put together then the report followed afterwards. Scott G. S (2010) p 433 was earlier quoted in the report where he noted that John Dewey is considered a key originator of thinking about reflection. Dewey argued in his own words that reflective individuals have certain characteristics, which includes open-mindedness, which illustrates the will power within an individual to accept intellectual responsibility for ones own views, wholeheartedness this simply means, a willingness to face fears and uncertainties, and finally enthusiasm. Reflection is concerned with practices and actions, especially professional practice in fields such as school teaching (Allen, 1992; Beyer, 1989; Collier, 1999), nursing (Burns Bulman, 2000), social work (Fook, 1996), and management communities of practice (Welsh Dehler, 2004). Reflection also generates inquiry and a search for meaning; it provides the potential to see things in a way they have not been understood before. More simply, reflective practice contributes to learning. What i have learnt that will be forever useful to me is the ability to dialogue, this a very important instrument particularly in a group work scenario. Again it is good to listen to the leader as two wrongs can never make a right, it is totally unfair when team members refuse to listen to the leader, and obviously things will not go well. I have also learnt that in the future i understand clearly the basis of my task before i kick off with work on it, as this delayed my group from moving forward during the presentation, as though we were moving around within the same circle, before we got our priorities right. The means of reflection is most often dialogue through which subjective and objective experience is processed, questioned, and meaning is made of it. Reflection through dialogue demonstrates students learning through their ability to conceptualize what they have learned, the meaning it has for their present and future, and the recognition that they are neither the same person as they were a few years previously nor should they expect to be a few years hence. Baker, Jensen, and Kolb (2002) labelled this approach to learning the inside-out approach. Scott G. S (2010) p 433 5.7 CONCLUSION In concluding this reflection report it is interesting to note that learning can be considered as a process of argumentation in which thinking, reflecting, experiencing and action are different aspects of the same process. It is also a practical argumentation with oneself and in collaboration with others that actually forms the basis of learning. (Pavlica et al. 1998: 145) in Corley A and Eades E (2004, P 138) During the review of literature it was noted according to Jeffrey D et al. (2000) that reflection is not an entirely new process and some writers trace it to the work of Socrates, they went on to describe reflection as a process of disengaging from or stepping back from an experience and taking time to deliberately and carefully review it, think about it and construct meaning from it, however reflection is said to have a past, present and future element. In this report the writer has been able to reflect generally about the past experience, looking through the beginning of the marketing communications masters degree first impression, through to the present time which has to do with the experience while writing up the dissertation, it is also interesting to note that the writer also discussed briefly of future expectations and learning from the past experience that can positively affect the future work. Having reflected on my experience from first day of university up until the days of my final dissertation, i will say i have actually enjoyed the entire process. Meeting friends from other parts of the world was a good thing to remember, with no exceptions of my tutors who were always there, and willing to help with whatever need we might have during the course of study. However i quit e agree with the idea of personal reflections as it gives the opportunity to think back and make amends as required. This in turn will have a positive effect on an individual. REFERENCES Miriam Catterall, Pauline Maclaran, and Lorna Stevens (2010) Critical Reflection in the Marketing Curriculum Journal of Marketing Education, Vol. 24 No. 3, December 2002 184-192 Scott. G Susanne (2010) Enhancing Reflection Skills through Learning Portfolios: An Empirical Test. Journal of Management Education 34(3) 430-457. The Author(s) , http://www. sagepub.com/journalsPermissions.nav Fuguan Tan (2009) Tri-fold Transformation: An International Adult Students Reflections on Online Learning. Walker E. S (2006). Journal Writing as a Teaching Technique to Promote Reflection Journal of Athletic Training Vol. 41, No 2 p216-221 Klenowski Val and Lunt Ingrid (2008) Enhancing learning at doctoral level through the use of reflection. Taylor Francis Walsh Anita (2009) Modes of Reflection: Is it possible to use both individual and collective reflection to reconcile the three-party knowledge interests in workplace learning? European Journal of Education, Vol. 44, No. 3, 2009, Part I _1389 385 Aileen Corley and Elaine Eades (2004) Becoming critically reflective practitioners: academics and students reflections on the issues involved. Pp. 137-144. Human Resource Development International, Taylor and Francis Limited Horton-Deutsch Sarah and Sherwood Gwen (2008) Reflection: an educational strategy to develop emotionally- competent nurse leaders. Journal of Nursing Management, 16, 946-954 Doyle, Wendy; Young, Jeffrey D (2000).Managing Development: Making the most Experience and Reflection. Fall2000, Vol. 25 Issue 3, p18 Marianne van Woerkom, (2010) Advances in Developing Human Resouces. The Concept of Critical Reflection and Its Implications for Human Resource Development Advances in Developing Human Resources Vol. 6, No. 2 p 178-192

I am a Wimp :: Personal Narrative Essay Example

I am a Wimp I am sitting alone on the "N" train. I am in my usual spot: back car, second floor, first window seat. It is cold inside. It is wet outside. I'm tired. My thoughts are playing themselves out in-between the lyrics on my walk-man. For Friday, I am mellow. The two sides of my personality are trying to communicate, and I have decided to simply sit down and listen to the conversation. My weekday self goes to high school in Manhattan. I am often tired and try simply to get through the day. I usually do not have fun during the week. I like my friends, but there is no time to have a good time together. I feel inadequate at my high school. Many students do just as much work as I do and make it look easy. My "week" self is often frustrated. In comparison, my weekend self is rested and happy. I leisurely groom myself in the morning. My weekend friends are impressed that I travel so far to get to school. They are impressed that I get good grades. But overall they are impressed that I am allowed to leave for lunch and that I actually go back to classes. My weekend self buys into the hype, and is very proud. I realize part of the equation is location. My weekday self spends its days on Madison Avenue, while my weekend self spends its days in Queens. Even though I have lived my entire life in this neighborhood I have always felt a little out of place. It's a tough neighborhood and I'm not afraid to say I am a wimp. I enjoy the freedoms of the Upper East Side. The only attitude I receive is from rich women who wish teenagers would stop crowding their streets and talking too loudly. If I give someone a look, I am not afraid they are going to follow me or "jump" me. The kids in my neighborhood rarely finish school. Most go to an alternative high school or get their G.E.D. after dropping out. They eventually get decent jobs, but few receive college educations. In the end, few adults in my neighborhood enjoy their jobs. I fear this will happen to most of my weekend friends. Location also affects my identity in other ways. I am a Wimp :: Personal Narrative Essay Example I am a Wimp I am sitting alone on the "N" train. I am in my usual spot: back car, second floor, first window seat. It is cold inside. It is wet outside. I'm tired. My thoughts are playing themselves out in-between the lyrics on my walk-man. For Friday, I am mellow. The two sides of my personality are trying to communicate, and I have decided to simply sit down and listen to the conversation. My weekday self goes to high school in Manhattan. I am often tired and try simply to get through the day. I usually do not have fun during the week. I like my friends, but there is no time to have a good time together. I feel inadequate at my high school. Many students do just as much work as I do and make it look easy. My "week" self is often frustrated. In comparison, my weekend self is rested and happy. I leisurely groom myself in the morning. My weekend friends are impressed that I travel so far to get to school. They are impressed that I get good grades. But overall they are impressed that I am allowed to leave for lunch and that I actually go back to classes. My weekend self buys into the hype, and is very proud. I realize part of the equation is location. My weekday self spends its days on Madison Avenue, while my weekend self spends its days in Queens. Even though I have lived my entire life in this neighborhood I have always felt a little out of place. It's a tough neighborhood and I'm not afraid to say I am a wimp. I enjoy the freedoms of the Upper East Side. The only attitude I receive is from rich women who wish teenagers would stop crowding their streets and talking too loudly. If I give someone a look, I am not afraid they are going to follow me or "jump" me. The kids in my neighborhood rarely finish school. Most go to an alternative high school or get their G.E.D. after dropping out. They eventually get decent jobs, but few receive college educations. In the end, few adults in my neighborhood enjoy their jobs. I fear this will happen to most of my weekend friends. Location also affects my identity in other ways.

Plagiarism and the Internet :: Cheating School Education Essays

Plagiarism and the Internet Premarital sexual activity and drug and alcohol use are high in the list of problems in schools and universities today. Equally as severe is plagiarism, the act of taking credit for another person words or ideas. Plagiarism is a major problem in educational institutions. There are reasons for this action, the  ¡Ãƒ easy ¡ÃƒÅ" way out of writing assignments and projects. However, there are also ways to remedy the situation. Thus, plagiarism is a problem, but it is possible through education to substantially lower its use. Students rationalize entirely too much when it comes to essays and other assignments. Whether it is poor time management or lack of incentive, plagiarism is always wrong. Not only is taking another person ¦Ãƒ s thoughts not moral, but it is punishable by law. It is a serious offense. Pupils plagiarize because it is virtually effortless. With the Internet both available everywhere and used as a daily necessity, there is a plethora of information at one ¦Ãƒ s fingertips. Also, students find that plagiarism is not addressed as a serious problem because it is often undetected, much less punished. These reasons encompass the motives behind plagiarism. The situation isn ¦Ãƒ t entirely hopeless, however. Education is the key to decreasing the thirty-six percent of college students who confess to plagiarizing papers and other such materials (Paradigms 1). One way to educate is to inform students of the Copyright Act and of the Digital Millennium Copyright Act. The former states that fair uses are not an infringement of copyright (Loren 4). A fair use refers to uses such as reports, essays, and research in which a source is properly cited. The Digital Millenium Copyright Act provides for copyright owners who believe that their material on the Internet is breaching their rights (Loren 4). Both of these laws have severe consequences. If educators familiarized their students with these, then plagiarism would decrease inversely with the understanding of the severity of the act. Teachers must make this effort, just as students must make their own effort to do their own work. Also, teachers ought to enforce discipline when it co mes to a violation like plagiarism and create an association between plagiarism and punishment, not plagiarism and indifference. This is how plagiarism should be dealt with in the classroom. An omnipresent situation in schools today is plagiarism.

Fourth Amendment Exceptions :: essays research papers

The Fourth Amendment to the Constitution states that people have the right â€Å"to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures,† but the issue at hand here is whether this also applies to the searches of open fields and of objects in plain view and whether the fourth amendment provides protection over these as well. In order to reaffirm the courts’ decision on this matter I will be relating their decisions in the cases of Oliver v. United States (1984), and California v. Greenwood (1988) which deal directly with the question of whether a person can have reasonable expectations of privacy as provided for in the fourth amendment with regards to objects in an open field or in plain view.   Ã‚  Ã‚  Ã‚  Ã‚  The differentiation between open fields and private property must be made before one can proceed to form an opinion regarding the constitutionality of a warrantless search of an open field. Oliver v. United States is a case in which police officers, acting on reports from neighbors that a patch of marijuana was being cultivated on the Oliver farm, entered on to private property ignoring â€Å"No Trespassing† signs, and on to a secluded open portion of the Oliver property without a warrant, discovered the marijuana patch and then arrested Oliver without an arrest warrant. The Maine Judicial Court held that â€Å"No Trespassing† signs posted around the Oliver property â€Å"evinced a reasonable expectation of privacy,† and therefore the court held that the â€Å"open fields† doctrine was not applicable to the Oliver case.   Ã‚  Ã‚  Ã‚  Ã‚  Upon hearing the case, the Supreme Court argues that the special protections accorded by the fourth amendment do not extend to open fields. â€Å"Open fields do not provide the setting for those intimate activities that the Amendment is intended to shelter from government interference or surveillance.† The court refers to the case of Hester v. United States (1924) which set the precedent for â€Å"open field cases† and interprets that case to imply that â€Å"an individual may not legitimately demand privacy for activities conducted out of doors in fields, except in the area immediately surrounding the home.† The patch of marijuana being no where near the Oliver home, and in an open field, regardless of its visibility from public access, left the court affirming Oliver v. United States, and reversing the case of Thornton v. Maine, and in essence reaffirming that

Philippine Cinema: a Review on ‘No Other Woman’

Philippine Cinema: A Review on ‘No Other Woman' written by Jessica Zafra By all accounts the Viva-Star Cinema production  No Other Woman  is a smash hit, and in show business there is no arguing with pots of money. We may assume from the box-office grosses that this is the sort of movie the Filipino audience wants to see. What exactly is this movie saying? 1. Character is unnecessary; all you need are stereotypes. In the traditional defence of marriage melodrama these are: 1. 1. The Handsome Husband 1. 1. 1. The Handsome Husband is so hot that he is literally bursting out of his clothes, which are at least one size too small for him so as to emphasize his well-developed pectoral muscles. 1. 1. 2. The Handsome Husband flirts outrageously with the customers who come to his store, but that’s all right because it sells furniture. 1. 1. 3. The Handsome Husband is devoted to his wife until a scheming slut throws herself at him. He cannot be blamed for succumbing because men are men and their brains are in their pants. 1. 1. 4. The Handsome Husband is only slightly less animated than the furniture he designs and sells. 1. 2. The Beautiful Wife 1. 2. 1. The Beautiful Wife could be the sexiest woman in the archipelago, but now that she’s married she must suppress her sexuality in shapeless clothes and pale make-up. 1. 2. 2. The Beautiful Wife cooks nutritious meals for her husband and personally supervises his laundry. 1. 2. 3. The Beautiful Wife consoles her husband by having sex with him every time her domineering father makes disparaging remarks about his professional prospects. . 2. 4. The Beautiful Wife, being inexperienced in the ways of the world, confuses seduction with arson. 1. 2. 5. The Beautiful Wife is a good girl, hence she does not wear mascara and she has long, straight black hair that she wears in a ponytail. 1. 3. The Sexy Mistress 1. 3. 1. The Sexy Mistress has lived in New York, ergo she is â€Å"liberated†, which in the Philippines is a synonym for â€Å"promiscuous†. 1. 3. 2. The Sexy Mistress speaks a strange, over-enunciated English and begins each sentence with an arch laugh (Ah-ha-ha! . And she smokes. 1. 3. 3. The Sexy Mistress is a bad girl, hence she wears copious amounts of mascara and has long, dramatically wavy hair. 1. 3. 4. The Sexy Mistress does not cook. 1. 3. 5. The Sexy Mistress likes to taste forbidden pleasures, so she eats seafood she is allergic to, which is just daft. 2. All fathers are mean and horrible, hence responsible for your issues. 2. 1. The Handsome Husband’s father is a philanderer, embezzler and failed businessman, so The Handsome Husband will also be all of the above. 2. 2. The Beautiful Wife’s father is a tacky philanderer, so The Beautiful Wife will marry same. 2. 3. The Sexy Mistress’s father is domineering and arrogant, so The Sexy Mistress refuses to commit to a relationship until she meets someone who really can’t commit because he’s already married. 3. Women should humiliate themselves for their men. 3. 1. They should engage in public bitch fights in which handbags become metaphors for the man they are fighting over. 3. 2. They should invite each other to dinner and threaten to kill the bitch who is boinking their husband. . 3. If thinly veiled verbal aggression does not suffice, they should have a brawl in a public place. 3. 4. It does not occur to them that the person connected to the penis is also responsible for their troubles. 4. Nothing solves a domestic problem like a near-fatal accident. 4. 1. The cheating husband endures excruciating physical torment as a substitute for castration. 4. 2. The suffering wife has to forgive her husband because the thought of living without him is more than she could bear, and she’s forgotten that she left him. 4. 3. The scheming mistress is jolted back to her senses. 5. The moral of the story is, Thou shalt not commit adultery. 5. 1. The cheating husband crawls back to his wife, who doesn’t seem particularly enamored of him but is compelled to defend their marriage. 5. 2. The wife always wins because there is no alternative. It’s not as if she could ditch her unfaithful spouse—there is no divorce in the Philippines (Well, technically). 5. 3. The mistress goes back to New York, where all the bad girls are supposed to go, which makes you wonder who won exactly