Category: Uncategorized

Abuse of Women in Prison

Name

Institution

Abuse of Women in Prison

One of the major startling issues in the criminal justice has been the increasing cases of incarceration of women in prisons. Women in prisons have been more vulnerable to physical and sexual abuse compared to men. According to approach 1 that is based on micro or individual (biological) level of explanation, the increasing punitive sentencing policies have led to women being trashed in prisons without positive outcomes on the improved behaviors and, high likelihood of them not being accepted back in the society. The approach 1 has been rather a flawed approach that has seen more than 200, 000 women being put behind the bars and more than one million women on probation or parole (Siegel, 2011). However, many women are still struggling with histories of physical and sexual abuse, mental illness and substance abuse. The criminal justice system should ensure healthy and safety of women and girls and facilitate their successful re-entry into the communities. However, according to data released by Bureau of Justice Statistics in 2007, more than 50 percent of women in jail made claims to have been physically and sexually abused at Bedford Hills Correctional Facility in New York. The data revealed that women were forced to have sex with the prison staffs, made to exchange sexual favors and encountered verbal harassment. Some of the women claimed to have been impregnated by the staff and forced to have abortion, placed in seclusions for days and stripped naked and watched by men on cameras. These complaints went uncovered and were never investigated, making these women to suffer from emotional psychological trauma. Therefore, the micro approach does not look into the issues of women in prisons who require special needs such as the counseling of women who are suffering from the psychological problem and sexual abuses (Siegel, 2011).

As a result, there has been the need to change the criminal justice systems to enable prisons and other correctional facilities to help inmate women address the issues and prosecute the perpetrators of the victimizations. According to the study done by US department of justice, the numbers of juvenile females into prisons are on the increase. As such, the Illinois State Bar Association report of 2008 state bulletin indicated out of 6, 183 women in prisons, 74 percent were diagnosed with mental conditions which were associated a record of criminal history. As a result, the Illinois criminal system has been working towards solving the victimization problems being faced by the women in prisons for the benefit of both the prison population and the society. The justice systems has adapted a contemporary approach, which is the approach 2 that aims at offering an improved, multi-level (macro, intermediate, micro) explanation of the cause of the causes of the problems experienced by women in prisons and ways to eradicate them. One of the contemporary issues methods of addressing the widespread cases of sexual misconduct against the women in prisons has been the litigation process. Examples of the laws that have been enacted include the Eighth Amendment, Title IX of the Education Amendments Act of 1994 that allows the women to report the sexual misconduct and protects them against retaliation from the perpetrators. The correctional facilities have also been providing counseling for women who have been subjected to sexual abuse by the staff members. As a result, the second approach has created a stimulating learning environment where the women in prison are supported through design programs that foster positive changes in their behaviors and prepare them for to be accepted back in the society (Siegel, 2011).

References

Siegel, L. (2011). Criminology. Natorp Boulevard: Cengage Learning

MAT Assignment 2

Name

Proffessor

Institution

Course

Date

Find a newspaper article that converts measurement at some point in the article. Show the calucatlation that are neaded to convert the measurement and indicate weather the publisghed reslts appear tio have been calucatedm correctly.

The published results in the article have beeen calculated corectly, however, the results is wrong. The wrong results can be attributed to the fact that the article final steps in the question have been concantated.ths means the there are section of the conversion factors that were left out for the ease of conversion. This was done to enable the conversion have an easy time converting the final result (Kreswell, 2002).

Write areport about kelvin, fahrenheit, and celcius temperature scales why each is used and why we have a diferent temperature scales.be sure to include how these diferentr systems affect the values of the community and respect.

Fahrenheit is majorly used for recording the surface temperatures measurement. This is mainly used in the US by meteorologists. However, a large portion of the world’s population is conversant with the use of Celsius which was initially developed in the 17th century. This forces the meteorologists to convert the measurement to a standard unit that can be used by everyone. This involves the conversion from Fahrenheit to degree Celsius. Kelvin is mainly used in scientific experiments, and is also applicable in scientific calculators as it starts from the absolute zero,

Celsius to Kelvin: K= ͦᴄ+273

Kelvin, fahrenheit and celcius are the main conversion and measutrements units for temperature. However, they very in the values used based on the conversion factors used. However, these names are just compledx and may scare people, the conversion process need not be that complicated. For example to convert fahrenheit to celcius, one can start be deducting 32 from the fahrenheit termaprature, to get the conversion factor than multiply the reulting figure by 5 and finaly devide the result by a value such as 9 to derive the celcuius temperature.

On the other hand, one can easily get the Fahrenheit temperature from the Celsius temperature by first multiplying the Celsius temperature by a figure such as 9, and then resulting figure is divided by 5. And finally the result after the operation is added to 32to get the Fahrenheit temperature required.

degrees Celsius (oC)     HTMLCONTROL Forms.HTML:Text.1

degrees Fahrenheit (of)     HTMLCONTROL Forms.HTML:Text.1

Kelvin (K)     HTMLCONTROL Forms.HTML:Text.1

degrees Reaumur     HTMLCONTROL Forms.HTML:Text.1

These values changes the way people reason, for example, if one qouted the fahrenheit outside the americas, it will be a new concept and many are not conversent with it. Additionaly. The fahrenheit is not widely used (Kreswell, 2002).

Compare and contrast metric and english measyrement systems. Also include, where each iusn used and why we have difFerent measurememt systems. What reason might e given for continuing to use the the english systems

Compare

The two systems are both used for measuring volume, distance, mass, and temperature. They are both accurate with negligible variation.

Contrast

The metric system is much easier tom use as it is specific to a unit for example volume, for capacity. The English system is complicated as one unit can be used to refer to number of measurement. For example, the ounce can be used to refer to volume, quart or pounds.

Relevance of English measurement

The English measurement will only be used a different measures especially when we want to have a single unit for measuring many values. However, it is rather illogical.

Compare and contrast conversion in linear measurement, area and volume measurement.

Compare

Linear measurement is used to measure the displacement in straight line

Area measurement- refers to the amount of space covered by a plane.

While volume is three dimensional space enclosed by a border line

Contrast

measurement formula Si unit

area Length X width unit²

volume Length X width X height Unit 3

Length displacement unit

Write a paper why every measurement has two parts

All measurement has two parts, for example every measurement has the numerical part which is also referred to as the factor and the other part is the dimension also called the unity. This is useful for showing what is measured and the quantity measured. For example: 2 meters. Two is the factor, meters is the unit of measurement.

References

Kreswell. J. (2002), Operation Research, A Gentle Introduction. NY Sage

 SUFFOLK COMMUNITY COLLEGE

MATHEMATICS AND COMPUTER SCIENCE

DEPARTMENT

STUDENT COURSE OUTLINE

MAT103 Section 152

Statistics 1

3 credits

Spring 2022

CRN: 20698

INSTRUCTOR: Russell Coe

DAY/TIME: Thursday 6:00 P.M. – 8:45 P.M.

MODALITY: Real Time Online

PREREQUISITE: MAT007 or equivalent

TELEPHONE: Office: 451-4494

EMAIL: HYPERLINK “mailto:coer@sunysuffolk.edu” coer@sunysuffolk.edu

OFFICE HOURS: Monday 8:15 A.M. – 9:15 A.M., 11:20 A.M. – 12:20 P.M.

Tuesday 9:30 A.M. – 10:30 A.M.

Wednesday 8:15A.M. – 9:15 A.M.

Thursday 9:30 A.M. – 10:30 A.M.

OFFICE: Riverhead Building Room 302

TEXTBOOK: Fundamentals Of Statistics Informed Decisions Using Data, sixth edition,

by Michael Sullivan III

NOTE: This is an ebook. You will need to buy a license either from the bookstore or

from the publisher (Pearson). Once you have the license you will need to create your

own account. To get access to the ebook for this course you will need to use the id:

coe06721

This course will be taught as a Real-Time Online course. Below is the school’s definition of Real-Time Online.

Real time Online classes also take place in an online format, but these

classes recreate the in-person classroom experience using virtual

instruction. You will access your class through a link that will be provided

by your instructor. You will meet and learn in a real time virtual classroom

along with your other class members.

Copies of department syllabi for all Math courses are available in the Math Office (R352). The following items are specific requirements for this course.

Course Goals:

A. Introduce the basic ideas of probability and statistics.

B. Discuss both descriptive and inferential statistics.

C. Show students the wide applications of statistical methods.

D. This course satisfies the SUNY general education requirement for

mathematics.

Course Objectives:

Upon successful completion of this course, students will be able to:

A. Demonstrate an understanding of basic statistical terms;

B. Organize and describe data, mathematically and pictorially;

C. Understand and compute measures of central tendency and variability;

D. Apply basic probability principles;

E. Write and do basic analysis using binomial, normal, t, and chi square

distributions;

F. Understand and apply the central limit theorem;

G. Understand, conduct and interpret hypothesis tests;

H. Understand, construct and interpret confidence intervals.

REQUIREMENTS: Classes will be taught through the internet using zoom. The zoom link and passcode will be sent out through email prior to the first class meeting and will also be posted in Blackboard under “content.” However, if necessary, I will switch to using Blackboard Collaborate Ultra (The directions for using blackboard collaborate ultra will be sent out to everyone if it becomes necessary.) For example, if “zoom bombing” occurs or if people not registered for the class regularly get into the class sessions and cause trouble, then classes will be taught through Blackboard Collaborate Ultra. As long as no trouble occurs, I will be using zoom. Webcams equipped with a microphone will be necessary in order for students to interact with the instructor during the course. Recordings of the lessons will usually be made. (I say “usually” because it could happen that I forget to record the lesson, but I’ll make an effort not to forget.) However, students are expected to attend class during the regular class time. Students can ask questions during class but can’t ask questions when they are only watching a recording. Recordings of zoom lessons will usually be posted in the content section of Blackboard within 24 hours of the time that the lesson ends.

Homework will be assigned every day (or almost every day) that the class meets but will not be collected or graded. Homework assignments and announcements of upcoming quizzes and tests will be put in the content section of Blackboard usually within 24 hours of the time that a lesson ends.

Each student is responsible for all material taught or assigned by the instructor. If a student misses a class, it is the student’s responsibility to find out what material was covered and whether or not there will be a quiz or test coming up. Not knowing that there would be a quiz or test does not excuse a student from taking it.

OFFICE HOURS: Office hours are times when students may ask the instructor to go over any homework problems, topics from class, problems on returned quizzes or tests, or any other topics relating to the course. Office hours will be conducted on campus, but I will have a link in Zoom for those who want to attend office hours that way. The link for office hours will be provided during the first week of class. The link for office hours will not be the same as the link for class.

EXAMINATIONS: There will be three tests during the semester and a cumulative final exam. In addition, there will also be several short quizzes, usually one per week beginning with the second week of class. (There will be no pop quizzes.) The lowest quiz grade will be dropped. The quiz average will count as one test. There will usually be no quiz during a week in which there is a test (unless the quiz is given as a take-home quiz.)

Tests will be taken during normal class times. They will be placed into Blackboard and also be sent out in email. To take a test or quiz either print out the quiz or test or copy the problems down on paper. When you are done you may take photos of the individual pages and either submit them though Blackboard or through email. (I recommend you do both, just to be safe so that there is no concern on whether or not it went through and whether or not I received it.) When submitting a test or a quiz, please check the following:

1)The handwriting is legible.

2)There is plenty of light so that I can see what is written.

3) No shadow is covering part or all of a page.

4) All your work is submitted. If you take a test but forget to submit a page, you

will not get any points for the missing problems.

No student will be allowed to take a quiz or a test after the day and time that the quiz or test is given to the rest of the class. NO MAKEUP QUIZZES OR TESTS WILL BE GIVEN. The only exception to this in which a makeup test will be given is in the situation in which a quiz or test occurs on a day on which a student will be observing one of the religious holy days posted on the school’s website. In that case the student MUST notify the instructor IN ADVANCE BY ONE FULL DAY what the religious observance is and that he or she will be observing that religions obligation. In that event, the makeup quiz or test must be completed the next day. The lowest quiz grade and the lowest test grade (which could be the quiz average or the final exam) will be dropped.

The number of problems on each test will be chosen so that a student should be able to complete the test within one class period. As a rule, I will expect all tests and quizzes to be submitted by midnight on the day of the quiz or exam. No test or quiz will be accepted after that time.

Tests and quizzes may have instructions at the beginning of the test saying on which problems a student must show the work. For those problems, if no work is shown, no credit will be given. If only part of the work is shown, only part of the credit will be given. Problems need to be solved using the methods shown in class. Tests and quizzes are to be completed without students working together or getting outside help. If I have reason to believe students cheated, either by communicating and working together on a test (for example if two students submit identical tests with the same correct answers and the same mistakes), or by some other method, the students that cheated will get a score of 0 on the quiz or test. If I see that a student solved a problem in a way that I never taught, it will be assumed that the student looked up the solution on the internet or had someone else solve the problem. The student will get a zero for that problem.

GRADING POLICY: Each student’s final grade will be based on the quiz average, the three grades on the tests during the semester, and the grade for the final exam. The lowest quiz grade and the lowest major grade (which could be the quiz average, the grade for test 1, the grade for test 2, the grade for test 3, or the grade on the final exam) will be dropped.

Test1

Test 2

Test 3

Final

Quiz average

Grading System:

A 90% – 100%. C 70% – 74%

B+ 85% – 89% D+ 65% – 69%

B 80% – 84% D 60% – 64%

C+ 75% – 79% F 59% or below

Calculators are needed in this course. You will need either a scientific calculator or a graphing calculator. I recommend the TI-84.

WITHDRAWAL POLICY: Any student can withdraw by contacting the registrar’s office by April 11. If someone wishes to withdraw after that date, I will allow a withdrawal up to April 21, but no later. If a student wishes to withdraw after April 2, that student must contact me by April 21

SCHEDULE: The following is a tentative schedule.

1.1 Introduction to the Practice of Statistics

1.2 Observational Studies versus Designed Experiments

1.3 Simple Random Sampling

1.6 The Design of Experiments

2.1 Organizing Qualitative Data

2.2 Organizing Quantitative Data: The Popular Displays

3.1 Measures of Central Tendency

3.2 Measures of Dispersion

3.3 Measures of Central Tendency and Dispersion from Grouped Data

The first test is tentatively set for 2/24 covering up through section 3.3.

5.1 Probability Rules

5.2 The Addition Rule and Complements

5.3 Independence and the Multiplication Rule

5.4 Conditional Probability and the General Multiplication Rule

5.5 Counting Techniques

6.1 Discrete Random Variables

6.2 The Binomial Probability Distribution

The second test is tentatively set for 3/31 covering sections 5.1 through 6.2.

7.1 Properties of the Normal Distribution

7.2 Applications Of The Normal Distribution

8.1 Distribution Of The Sample Mean

8.2 Distribution of the Sample Proportion

9.1 Estimating a Population Proportion

9.2 Estimating a Population Mean

The third test is tentatively set for 4/28 covering sections 7.1 through 9.2.

10.1 The Language of Hypothesis Testing

10.2 Hypothesis Tests for a Population Proportion

10.3 Hypothesis Tests For A Population Mean

12.1 Goodness-of-Fit Test

12.2 Tests for Independence and Homogeneity of Proportions

The Final Exam is tentatively set for 5/12.

MATHEMATICAL LEARNING CENTER: The Math Learning Center will open on 9/8 and have the hours given below. Any student may make a one-hour appointment. The learning center will also have “walk-in, real time sessions.” NOTE that use of the term “walk-in” does not mean that a student is to literally walk into the MLC in campus. All sessions will be held virtually.

 

 

SPRING 2022 

MATH Learning Center Schedule 

  Monday – Thursday  9:00 am – 6:00 pm 

Friday  9:00 am – 2:00 pm 

Saturday  9:00 am – 1:00 pm 

Vaccination & COVID-19-related Requirements

In alignment with  HYPERLINK “https://www.suny.edu/sunypp/documents.cfm?doc_id=900” t “_blank” SUNY’s COVID-19 Vaccination Policy, all students coming to campus for classes, activities or services must be fully vaccinated for COVID-19.

In addition, as soon as they are eligible, students are required to present evidence of a COVID-19 vaccine booster during the spring 2022 semester. Details regarding student eligibility to receive the booster will be communicated directly to students and made available on the website.

Mandatory COVID-19 Safety Measures

The safety, health, and well-being of students and the college community are Suffolk County Community College’s primary concern during the COVID-19 pandemic. Your compliance with these mandatory safety measures will help reduce the risk of on-campus transmission of COVID to assist in keeping our campus safe so we can convene face-to-face classes and student activities. Failure to comply with the COVID-19 safety measures will result in referral to the Office of the Campus Associate Dean of Student Affairs for potential disciplinary action.

Masking Requirements

In accordance with the Centers for Disease Control and Prevention (CDC) guidelines, Suffolk requires that all members of our campus community wear masks in the classroom, inside any College buildings, and in any crowded outdoor settings. These masks should cover both your nose and mouth and are required regardless of vaccination status. Suffolk may change the masking protocols, course modality or other guidance as the COVID rate is monitored and as required by New York State, SUNY, and the local health department. Students who cannot wear a face mask due to a medical condition or disability, or who are unable to remove a mask without assistance, should seek an accommodation through the Office of Disability Services. Eating in the classroom is prohibited. Students are encouraged to find alternative spaces in the building for eating. If you do not adhere to any of these practices, you will be asked to leave the room. Non-compliance will result in referral to the Student Conduct Office for potential further disciplinary action.

Course Modality Changes

This course may need to transition to remote instruction should the need arise due to tightening local, state, or federal guidelines that cause the College to pause face-to-face instruction or due to classroom exposure related to COVID-19. Please look for announcements on Blackboard or your Suffolk email.

Student Absence

Students who have tested positive for COVID-19, who believe they may have been exposed or who are symptomatic should not come on campus and must notify their Campus Associate Dean of Student Affairs: • Ammerman Campus: Dr. Edward Martinez: martineze@sunysuffolk.edu • Eastern Campus: Dr. Mary Reese: reesem@sunysuffolk.edu • Michael J. Grant Campus: Dr. Meryl Rogers: rogersm@sunysuffolk.edu

Students should contact their instructor(s) as soon as possible if they miss class for any illness to discuss reasonable adjustments that might need to be made. When possible, students should contact their instructor(s) before missing class.

College Policies

Absences and Attendance Policy

The College expects that each student will exercise personal responsibility with regard to class attendance. All students are expected to attend every class session of each course for which they are registered. Students are responsible for all that transpires in class whether or not they are in attendance, even if absences are the result of late registration or add/drop activity at the beginning of a term as permitted by college policy. The College defines excessive absence or lateness as more than the equivalent of one week of class meetings during the semester. Excessive absence or lateness may lead to failure in, or removal from, the course. Absences due to religious observance will be deemed an excused absence with no negative consequences.

Any student who enters a class after the first meeting, regardless of reason, is accountable for all course requirements including assignments and attendance.

A student may be required to drop or withdraw from a course when, in the judgment of the instructor, absences have been excessive. A student may also be withdrawn from a course by the Associate Dean of Student Services or the Student Conduct Board following a disciplinary hearing for violating the Student Code of Conduct as described in the Student Handbook.

Attendance on Religious Observance

As provided for in New York State Education Law §224-a, student absences from class necessitated by religious observance will be deemed an excused absence, with no academic consequences. Students must notify their professor in advance of their religious observance, via their College email accounts or otherwise in writing, of their intention to be absent from a particular class due to a religious observance; notification should occur at least one week prior to the religious observance. Observing students shall be granted reasonable arrangements and/or be permitted a reasonable amount of time to make up missed quizzes, tests, assignments, and activities covered in their absence. Please refer to the College’s Religious Observance Policy, which is available on the Office of Legal Affairs’ website, for additional information.

Services for Students with Disabilities

Suffolk County Community College provides reasonable accommodations to registered students with disabilities who have self-identified and been approved by the Office of Disability Services.

Once approved for reasonable accommodations, such students will be provided with an Accommodation Letter, describing the specific accommodations. Students must present this letter to each of their professors before accommodations can be provided. Students are encouraged to email this letter to their faculty member.

Students who have, or think they may have, a disability are invited to contact Disability Services for a confidential consultation. Students are encouraged to contact the office by email this semester.

Disability Services Contact Information:

Ammerman Campus

Call the Disability Services Office at 631-451-4045 or email the Office at disabilityA@sunysuffolk.edu

Eastern Campus

Call the Disability Services Office at 631-548-2527 or email the Office at disabilityE@sunysuffolk.edu

Michael J. Grant Campus

Call the Disability Services Office at 631-851-6355 or email the Office at disabilityG@sunysuffolk.edu.

Academic Integrity

Suffolk County Community College provides students with the opportunity to demonstrate their knowledge by submitting coursework that is uniquely theirs and giving proper attribution to the work of others. Participating honestly in the SCCC academic community ensures that students can take pride in their education and their contributions to scholarship. Without academic integrity, students gain unfair advantage over others and prevent their own intellectual progress. As a student in this class, you are expected to uphold the SCCC core value of Integrity and understand the Special Procedures for Academic Dishonesty in the relevant sections of the SCCC Student Code of Conduct.

The Code prohibits academic misconduct, which includes any action that results in students giving or receiving unauthorized assistance in an academic exercise, or receiving credit for work that is not their own. Academic exercise includes all forms of work submitted for credit. Academic misconduct includes, but is not limited to, the following behaviors: cheating on exams; plagiarizing – using another person’s work or ideas without crediting them; complicity – helping a student, or being helped, to engage in academic misconduct; multiple submissions – submitting the same work for credit in more than one course without the instructor’s permission; falsification and forgery – inventing information or falsifying the identity of a student.

Information about the Student Code of Conduct, plagiarism and the citation process is in the Academic Integrity and Plagiarism Guide.

Name:

Professor

Institution

Date

Misogyny During the Civil Rights Movement

At The Dark End of the Street is a book that gives a glimpse into another side of the Civil Rights movement which is on women. When we talk of the Civil Rights movement, the first names to come into our minds are Martin Luther King Jr. and Malcolm X. However, there are other individuals who paid a price for the achievements in the Civil Rights movements but have often be ignored. Danielle McGuire by looking at female civil rights activists and what they had endure including sexual violence and resistance encountered even by the fellow male black activist because of the patriarchy and misogyny that existed in the society.

Throughout the book one can clearly note how McGuire is able to triumphantly lift the successes, fears and the voices of the women that were involved in the civil rights movement. Women during this period rally struggled to have a voice in the society as it was still largely patriarchal. Black women were courageous in taking up their stands and lifting up their voices to take a stand against white supremacy and to demand for equality. It is the women’s voice and their courage to speak that helped the movement garner international outrage and they were also able to intensify campaigns for both justice and human dignity. In giving the struggles these women went through and how they fought for each other, she gives detailed content and scope.

Recy Taylor a black woman who was raped is mentioned in McGuire book. She details how after the investigation into Taylor’s rape, Rosa Park together with other black women from Alabama came together in order to raise money that would help Taylor fight for a fair prosecution of her attackers. The Taylor case set precedent to many cases especially on sexual violence and rape as they now had created a platform where women could talk about sexual violence especially interracial rape and African Americans were now able to destroy white supremacy. Even with the acquittal of Taylor’s attackers, these women did not give up but rather continued to campaign for better treatment of women. The Committee of Equal Justice who wanted to redress the rape cases and sexual violence that occurred in Montgomery city limit teamed up with clergy members. Women including Mary Fair Burks and Joann Robinson in association with Ralph Abernathy teamed up creating the Montgomery Improvement Association. With the support Taylor got, black women had more courage to testify against their attackers who were mostly white and this “dramatically altered the political and legal landscape for black women raped or sexually abused by white men” (McGuire, pg. 249). This would help later generation of women seek justice for themselves

The Rosa Park bus boycott is an important historical event. McGuire points out how the women who were first involved in fighting for Taylors case were quite instrumental in organization of the boycott that highlighted racial segregation. The boycott brought into light other names that have often been neglected in history but are named by McGuire including Melba Patillo, Amelia Boyton, Daisy Bates and Victoria Gray Adams. These are women who were able to defy the south white powers and were instrumental in fighting against the racial segregation laws that had been set including in buses. Women played a role in also bringing cases that “broke with Southern tradition and fractured the philosophical and political foundations of white supremacy” (McGuire, pg. 130) An example is the Browder v. Gayle in 1954 that was important in setting precedent as a case that would be used by activist in eliminating the southern caste system. These movements led to trials and convictions in the south. These women caused a shake up to the laws and brought more weight to the movement and were quite instrumental to the success that were witnessed by civil rights movements although they are rarely mentioned.

Despite the major contribution women made in helping fight in the Civil Rights, movement, men still took on the leadership position and women were not given enough credit for the role they played. Rosa Park may be the most known female civil right activist yet during the bus riot she took part in there were other women took place. Before the Park came into the picture, there were already four women from Montgomery who had refused the laws allowing racial segregation. Women had arranged for car pools and also sold pies and cakes in order to raise money that would enable them get alternate form of transportation. Women seemed to take up background roles in the movement while some it was by choice other knew being a black woman would result in facing both racism and sexism. Men took the helm of leadership on issues that women had already spearheaded for example after the bus boycott which was already making a stir and having an impact, Martin Luther came into the picture. McGuire states that “The enormous spotlight that focused on King, combined with the construction of Rosa Parks as a saintly symbol, hid the women’s long struggle in the dimly lit background” (McGuire, pg. 89) During the first mass meeting he would not even let Rosa Parks address to speak as she was told she had done enough. This took the credit from the women who had begun this revolution.

In dealing with flaws with our heroes, it is important to first recognize that although they were part of spearheading the civil right movement, they took the spotlight from the women who were doing the same. Women were still left out to feel they had no place in the society that they were trying to achieve equality for. It is important to recognize that compared to an African American male, the female had a much harder time as they face both racism and sexism. More scholars should take up the mantle as McGuire did and explore roles women played in building our history as roles of most women have long been shunned.

Mission Command

Student’s name

Institution

Course

Tutor

Date

Introduction

Mission command refers to military command style. This style was founded from the Prussian-pioneered mission-type tactics doctrine. Mission command is the army’s command approach and control that seeks to empower the subordinates to be able to make decisions. The style also enhances decentralized execution that is appropriate to the situation at hand. Mission command was developed in the German army by Gneisenau and Scharnhorst, who applied Napoleon’s theoretical methods during the Napoleonic Wars. In terms of mission command, subordinate units are given a ‘mission’ or purpose by their commander. This ‘mission’ is a statement of the desired end-state, not how to reach that end state. The commander delegates authority to the subordinate level and holds them accountable for achieving the mission by setting time sensitive objectives (e.g., time and place) and measures. Subordinates decide how to reach those objectives within their means and capabilities. The commander does not plan or manage for them and has no higher-level doctrines to impose on his subordinates. He provides resources, support, assistance if needed, but he stays out of the way unless his subordinates require his assistance.

Mission command is a military concept that focuses on “mission” rather than purely on “command”. The concept was created to address problem areas in traditional military command structure. It has evolved over time to include many tenets of leadership, management and strategy, to help fight as well as possible with a minimal loss of life and resources. The concept advocates that team members be given the maximum amount of decision-making authority relative to their rank on how to accomplish the given mission or goal (Matzenbacher, 2018). This is to increase initiative and flexibility, as well as to reduce the likelihood of inappropriate orders being given, based on the experience and expertise of each individual.

In military command, mission command is used in a context where a leader at some level of the chain of command has failed in their duty. When this occurs, the mission continues despite any higher command authority that may have failed in their duties. This situation is often due to a loss or lack of communication between higher authorities, and subordinate commands. The lower-level unit or element then declares that they are now under mission command. For example, if the leadership loses communications with one or more of their units, the troops will step up and begin issuing orders using mission command doctrine.

Mission command is enabled or guided by seven principles. These principles are mission orders, risk acceptance, commander’s intent, shared understanding, disciplined initiative, mutual trust, and competence. By applying these principles, commanders are able to command an operation with confidence. In the course of a discussion on doctrine the commander must identify the mission and the environment. The Mission Commander must also make a decision to accept or not accept risk. The commander has to specify his intent so that all commanders will know how he wants them to conduct their missions, thus there is a need for clear and concise orders, even if they are no longer used formally (Rubel, 2018). Battlefield conditions in Afghanistan when “a man’s got his whole life in front of him” requires him to be able to make quick decisions based on a limited amount of information.

Command and control refer to the exercise of direction and authority over attached and assigned forces working towards the accomplishment of a particular mission. This is done by a properly designated commander. Command is the authority to direct efforts of others and to serve as the final decision maker on behalf of the organization (Burke, 2018). It is distinct from management, which is preparing an organization to accomplish an objective, as well as overseeing activity. Commands are normally issued to units with a specific mission focus – army, naval force or air force units – with the purpose of forcing the adversary out of position and thus creating an opening for decisive engagement. In some cases, commands can be issued at a very high level: i.e., Strategic Command, which may run counter-value operations against an opponent that is not seeking to take territory but rather change political attitudes in a region or population group.

Principles of Mission Command

Mutual Trust

The principle of mutual trust in mission command refers to the special relationship of trust and mutual respect which exists between a commander and subordinate, such that the subordinate trusts the commander to command competently and achieve success on their behalf (Mikaloff). It refers to an understanding between general and commander that the commander has complete authority and responsibility to command, direct and control all assigned or attached forces. This principle is based on the premise that a commanding officer has broad discretion to use his/her judgement; what we might call “the art of command.” The idea of mutual trust in mission command is at odds with the concept of hierarchy, organized with strict discipline. The level of discipline required for success in military tasks can be somewhat inconsistent with an excessively trusting environment where leaders are expected to abide by all directives from superiors without question. The degree of mutual trust varies depending on specific military leadership philosophies including rank, maturity, experience, innovation skillset, contextual awareness and so on.

Disciplined Initiative

The principle of Disciplined Initiative refers to the intent to empower adaptive and agile leaders in mission command. The focus of this principle is on the work to do in response to any given task or situation no matter what obstacles may be present. The goal is not just a desired outcome but also strategic planning and leadership capabilities. This principle can only function when it has been adopted as part of the culture or mission command manual and incorporated in the training regimen for all leaders. To accomplish this, there must be an understanding that mission command means different things for different people, the most important factor being that it needs to make sense in relation to the current situation. This approach has proven relevant in wartime because it lessens hesitation from unplanned decisions based on higher priorities which leads to increased efficiency and more success with fewer resources.

Mission orders

The principle of mission orders in mission command is used in military organizations to allow the commander to order subordinates to carry out specific tasks. There are two principles of mission orders: a. Mission command system b. Principle of mission orders. The principle of mission orders is the decision-making process that ensures that every task and every subordinate is focused on completing the missions as quickly, efficiently, and effectively as possible. There is a need for the principle of mission orders to ensure that subordinates understand roles and responsibilities and the objectives of the mission. The principle of mission orders also improves unity of command (i.e. unity of effort), simplifies command relationships, enhances situational awareness, results in self-sufficiency, and results in subordinates focusing on completing their role/responsibilities with minimal disruption (i.e., self-sufficiency).

Risk acceptance

The principle of Risk acceptance in mission command is a principle which states that the commander of a military unit, responsible for military operations, should be responsible for deciding whether to take particular risks to accomplish the mission. The commander who has accepted responsibility for a decision should not pass it on without very compelling reasons. This principle was one of the guiding principles of General Norman Schofield’s life and career. General Norman Schofield was born at Cowes on the Isle of Wight in 1881 into an upper-class English family with connections with royalty. He attended Harrow School and then studied modern history at Oxford University before training as an army officer at Sandhurst Royal Military Academy, where he won many prizes including Queen Victoria’s sword.

Commander’s intent

The principle of Commander’s intent refers a clear expression of an operation’s purpose and the desired end state of the military. This expression provides the staff with focus, supports mission command, and assists the subordinates act to achieve the commander desired results. The principle of Commander’s intent has been called many different terms in military history; however, they are all intended to convey the same meaning with regard to a commander’s desires and objectives. At the operational level, ‘intent’ is a general statement describing what the commander intends to do or wants done during a mission. Intent is not an order. It does not give any particular action, but rather describes the operation that needs to be accomplished and leaves how it will be accomplished up to subordinate units. The difference between intent and orders is that orders are explicit instructions on how something needs to be done and must be obeyed, whereas stated intentions remain within the scope of responsibility for each subordinate unit commander.

Shared understanding

The principle of shared understanding in mission command refers to the idea that the commander must share an understanding with subordinates as to what is occurring in the mission. As a leader, you provide clarity and insight through your words to ensure your team can apply these same guidelines to their day-to-day operations. The principle helps leaders relay instructions in a way that inspires confidence and trust in the members of their team while also creating an intimate bond by having “one voice” among leaders and teammates throughout a mission (Pearce et al., 2021). These are two key ways in which teams avoid confusion and continue operations without major issues or errors along the way.

Competence

The principle of competence in mission command involves the capability of a unit’s leader to lead by virtue of their competence, without the need for detailed plans. The theory was developed during World War II and espoused by British military officer Field Marshal Bernard Montgomery. The principle is considered central to the success of every military unit in battle from then until now, as it provides clear leadership that would not be possible if units had to be micromanaged constantly by officers on the ground. Competence in Mission command is most effective when commanders can exercise discretion and independence, with orders being given clearly on an “as needed” basis. This allows for better cooperation among staff members who are able to take initiative day-to-day activities with minimal guidance from above.

Command and Control

Elements of command

Command can be defined as the process by which someone or something gives a set of orders to others for a specific purpose or goal. There are different types or levels of command but most fall into one category in particular: strategic management. Strategic management consists of three types of management: business level, system level and tactical level. The main elements of command are authority, responsibility, decision making, and leadership. There are other elements that are important, such as supporting the mission, achievement of mission objectives, and performance. All these elements help to make up the command structure in any given organization or group. This article is meant to introduce you to command and give you an overview of its nature and importance.

Elements of Control

Elements of Control in mission command are direction, feedback, information, and communication. The element of direction involves defining objectives and making sure those objectives are clearly understood by the task force. The element of feedback uses assessments and results to provide timely feedback to the military commander on whether or not their plan is working as intended. Information is key with this element as it helps in managing resources and giving the commander an accurate overview of what is going on within his/her mission area. And finally, communication ensures that they have all the important information necessary for continued operations. This blog post discusses these four elements that make up mission control and how they work together to give a clear understanding of what’s happening within an operation.

Command and Control as a Warfighting Functions

Warfighting Functions

Warfighting Functions refers to related systems and tasks that enables a commander to effectively synchronize and converge all elements of combat power. The functions of mission command are Planning, Direction, Support, and Training (Ploumis, 2020). Take for example; an Infantry platoon is tasked with search and destroy missions in an urban environment during warfighting operations. A commander of this platoon needs to make sure he has his maps updated with correct coordinates of the target building before engaging in armed conflict. He also needs to ensure his subordinate leaders are briefed on the current situation prior to them deploying their troops into that area of operation. Once they have calmed any unruly civilians or evacuated any critical infrastructure outside the area they will be entering, he coordinates air support for troops on the ground while making sure there is no collateral damage nearby buildings or lives on either side.

Tasks

Major tasks in mission command are command forces, control operations, establish command and control systems, and drive the operations process. Command forces task to manage operational procedures, personnel, and resources. Control operations tasks are to plan and execute the operation with available resources. Establish command and control systems tasks are to develop systems that ensure commanders can easily exercise their authority during the operation. Drive the operations process tasks are to establish priorities for an operation, synchronize operational actions across different lines of effort, employ all available assets for maximum effect, and coordinate or train subordinates on a particular skill set. The significance of these is that they all work together in order to create one coherent mission with many different objectives that were made prior by the commander.

Command and Control System

Command and Control System in mission command involves people, processes, networks, and command posts. Military operations are not simple tasks to take on, especially when taking into account the many projects that need to be completed given any typical operation (Chen et al., 2021). It might seem like chaos at first, but each step is carefully planned out and assigned to someone who can execute it best; this makes it possible for things like missions to go through without a hitch if everything goes accordingly. Command and control system ensures that everything remains under control throughout the course of any given operation.

References

Burke, R. P. (2018). Command and Control: Challenging Fallacies of the’Military Model’in Research and Practice. International Journal of Mass Emergencies & Disasters, 36(2).

Chen, X., Li, L., Zhang, W., & Li, L. (2021, December). Command and Control System in Intelligentized Warfare. In 2021 IEEE Conference on Telecommunications, Optics and Computer Science (TOCS) (pp. 951-954). IEEE.

Matzenbacher, M. B. (2018). The US Army and mission command. Military Review, 2018, 61-71.

Mikaloff, M. R. S. School of Advanced Military Studies United States Army Command and General Staff College Fort Leavenworth, Kansas.

Pearce, A. P., Naumann, D. N., & O’Reilly, D. (2021). Mission command: applying principles of military leadership to the SARS-CoV-2 (COVID-19) crisis. BMJ Mil Health, 167(1), 3-4.

Ploumis, M. (2020). Mission command and philosophy for the 21st century. Comparative Strategy, 39(2), 209-218.

Rubel, R. C. (2018). Mission Command in a Future Naval Combat Environment. Naval War College Review, 71(2), 109-121.

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Missing Microbes

The book Missing Microbes: How the Overuse of Antibiotics is Fueling Our Modern Plagues by Dr. Martin Blaser challenges the belief that many hold that antibiotics may not cause any harm. Dr. Martin explores the extensive research that he has done and asserts that antibiotics may affect us in the long term. He compares antibiotics too ice cream in his book to point out how they can be both good and harmful, “I’m not against antibiotics any more than I’m against ice cream – both great at serving their purpose – but sometimes there can be too much of a good thing” (Blaser, pg. 122). Antibiotics have helped many people recuperate when they have infections and Dr. Blaser also accepts that these drugs have helped cure his loved ones from various illnesses including typhoid and fever.

In writing his book, Dr. Blaser reflects back to a golden age in medicine whereby antibiotics were to go to drugs when patients suffered from infections such as meningitis tuberculosis, scarlet fever among other diseases. However, he is quick to point out a distinction between the age when antibiotics cured meningitis and how they are now being used. He points out the liberal and reflexive use that he points out is more common now for example a person suffering from upper respiratory tract infection is likely to be given antibiotics and this is contributing to the problem on use of antibiotics. Blasler’s argument is that although antibiotics kill bacteria, they may be killing too many. He believes that the wide use of antibiotics is leading to the extinction of certain species by maiming invisible organ that may be important in keeping us alive. Microbes that resides in our bodies have co-evolved and losing them translates to loosing certain parts of ourselves

In pointing out the effect of killing these microbes, Blaser attributes obesity as a result of messing with microbiota. In one of his research where mice were being given antibiotics, they had more fat in their bodies. Children who receive antibiotics in the first six months of their life are likely to gain weight. He also associates certain chronic conditions such as IBD, diabetes, allergies, celiac and autism to the fact that certain microbes may be missing (Blaser, 121). Blaser raises concerns that the microbe’s problem is getting worse as children born in different generation have reduced microbiota. He also covers the issue of antibiotic resistance on how antibiotics kill all bacteria except this that have developed resistance and they flourish in the body. He drives the point that soon drugs will be powerless towards certain infections.

Blaser’s arguments affects how patients will be treated in the future. An example is banning the use of antibiotics as they are used in fattening of animals that need to be slaughtered. Even if one does not consume antibiotics prescribed clinically they are likely to consume them in meat consumed and may alter the microbiota in the body. Resistance by antibiotics is a clear reason as to why we need to stop using antibiotics carelessly. Bacteria are evolving and soon there will be bacterial infections that will not be treated with the use of antibiotics. Blaser’s arguments led to a discussion on better ways that treatment may be administered without overuse of antibiotics thus ensuring that the microbes are not affected

There has been recent research pointing out that certain intestinal infections are as a result of antibiotics called clostridium difficult. The intestinal infections have proved to be quite a challenge in treating it and at times surgery is needed such as removal of the colon surgically and at times the infection results in death. The evolution and natural selection happening on the antibiotics is resulting in a race between evolution and chemistry as pharmaceutical industries try to create antibiotics that will help destroy these strain of bacteria’s that have developed resistance. There have been concern on the prescription of broad-spectrum antibiotics has contributed to the antibiotic resistance. Physicians have pointed out concern that patients who need antibiotics may begin rejecting them with the fear that it will do harm in the long run yet the patients may be in need.

Prebiotics and probiotics have been suggested as ways that can be used to ensure the alteration of microbes is restored. Probiotics are microbes used in altering the metabolic activities of a microbiota. In the past, probiotics were utilized in animal feeds but with more research being done, they are now available and can be purchased over the counter as healthy foods that are freeze dried. Prebiotics on the other hand are food ingredients mostly the oligosaccharides which escapes digestion in the gastrointestinal tract stimulating the growth of certain bacteria such as lactobacilli and bifidobacteria. Through the use of probiotics and prebiotics it helps in modulation of normal microflora that has proved to be useful to the host (Preidis, pg. 2015-31).

The book clearly points out how certain disease continue to spread by killing as well as disruption of microbes in the body. Microbes have proved to be important in helping fight certain infection. A good example is the gastrointestinal tract which has more than 10 trillion organisms which protect the gut rom colonization by disease causing organisms. They also have other roles including synthesizing of vitamins, braking down food to absorbable nutrients and stimulating our immune system. When these microbes are altered by misuse of antibiotics certain disease causing organism may likely to result. Clostridium defficle coltis is a perfect example as it causes diarrhea. The condition arises after antibiotics get to skew with the normal population of microbiota in the gut favoring toxin-producing organism. These infectious diseases in order to be treated need powerful drugs in order to control them yet this was not the case a few years ago.

Ulcers and stomach cancers are disease that have been attributed to the intake of antibiotics. Helicobacter pylori a bacteria found in the stomach as slowly been eradicated by antibiotics. H. Pylori has often been referred to as the ulcer bacteria. When these bacteria slowly vanish, there are diseases that follow including esophageal diseases and inflammation which may result in heartburn or in worse cases cancer. The bad germ has proved good in protecting esophagus from infection. Although antibiotics will treat an infection, it is less likely that the microbial community will regain the original composition (Keeney, pg. 217-235).

Antibiotic increases susceptibility of humans to salmonellosois. Patients with this bacterium suffer from fever, abdominal cramps and diarrhea. People susceptible to this infection are often people who are immunocompromised for example the elderly or children but recent research has shown people recovering from an antibiotic treatment may be susceptible to this infection. Gut dysbiosis which results from use of antibiotics has a strong correlation with other diseases that include inflammatory bowel disease, rheumatoid arthritis, obesity and atopy. It is for a fact that antibiotics have helped in curing major disease but has also caused collateral damage on the microbiota. It is important to thus look into ways that will ensure intake of antibiotics is not misused.

Works Cited

Blaser, M. J. “Missing Microbes: How the Overuse of Antibiotics Is Fueling Our Modern Plagues (Henry Holt and Company, New York).” (2014).

Keeney, Kristie M., et al. “Effects of antibiotics on human microbiota and subsequent disease.” Annual review of microbiology 68 (2014): 217-235.

Preidis, Geoffrey A., and James Versalovic. “Targeting the human microbiome with antibiotics, probiotics, and prebiotics: gastroenterology enters the metagenomics era.” Gastroenterology 136.6 (2009): 2015-2031.

Mat section 8

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Description

The unemployment data is important to the United States in making macro and microeconomic policies (Rufus, 2010). The average of the unemployment is 7.767, which is the general average of unemployment in all the states. However, at 95% critical value, the standard deviation is 1.88 while the variance from the mean is 3.554. This shows that the variances between the figures of mean are large enough. Cowan, (2012), the disparity is large due to the economic activities and endowment of various regions. On the other hand, the Skewedness is less than 4 and the Kurtosis is less than then 2, this means that the data do not violate the assumptions of the statistical analyses. The Skewedness and kurtosis is within the acceptable limits (Gary, Elder, Fast &, Hill, 2012; Kimberly, 2007).

Descriptive statistic

Anderson-Darling A-Squared 0.100

p 0.996

95% Critical Value 0.787

99% Critical Value 1.092

Mean 7.767

Mode 6.800

Standard Deviation 1.885

Variance 3.554

Skewedness -0.016

Kurtosis 0.102

N 52.000

Minimum 3.300

1st Quartile 6.600

Median 7.900

3rd Quartile 9.000

Maximum 12.600

Confidence Interval 0.525

for Mean (Mu) 7.242

0.95 8.292

For Stdev (sigma) 1.580

2.338

for Median 7.000

8.300

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Anova: Two Factor With Replication α 0.05 SUMMARY Data1 Total Nevada     Count 2 2 Sum 23.7 23.7 Average 11.85 11.85 Variance 1.125 1.125 Rhode Island     Count 2 2 Sum 21.2 21.2 Average 10.6 10.6 Variance 0.08 0.08 Mississippi     Count 2 2 Sum 20.3 20.3 Average 10.15 10.15 Variance 0.125 0.125 North Carolina     Count 2 2 Sum 19.7 19.7 Average 9.85 9.85 Variance 0.005 0.005 Georgia     Count 2 2 Sum 19.2 19.2 Average 9.6 9.6 Variance 0.02 0.02 Michigan     Count 2 2 Sum 18.4 18.4 Average 9.2 9.2 Variance 0.02 0.02 Indiana     Count 2 2 Sum 18 18 Average 9 9 Variance 0 0 Oregon     Count 2 2 Sum 17.6 17.6 Average 8.8 8.8 Variance 0.02 0.02 Arizona     Count 2 2 Sum 17 17 Average 8.5 8.5 Variance 0.08 0.08 Washington     Count 2 2 Sum 16.9 16.9 Average 8.45 8.45 Variance 0.005 0.005 Connecticut     Count 2 2 Sum 16.3 16.3 Average 8.15 8.15 Variance 0.005 0.005 Ohio     Count 2 2 Sum 16.1 16.1 Average 8.05 8.05 Variance 0.005 0.005 New York     Count 2 2 Sum 15.9 15.9 Average 7.95 7.95 Variance 0.005 0.005 West Virginia     Count 2 2 Sum 15.7 15.7 Average 7.85 7.85 Variance 0.005 0.005 Arkansas     Count 2 2 Sum 15.3 15.3 Average 7.65 7.65 Variance 0.005 0.005 Delaware     Count 2 2 Sum 14.7 14.7 Average 7.35 7.35 Variance 0.005 0.005 Wisconsin     Count 2 2 Sum 14.1 14.1 Average 7.05 7.05 Variance 0.005 0.005 Louisiana     Count 2 2 Sum 13.6 13.6 Average 6.8 6.8 Variance 0 0 Montana     Count 2 2 Sum 13.5 13.5 Average 6.75 6.75 Variance 0.005 0.005 Hawaii     Count 2 2 Sum 13.2 13.2 Average 6.6 6.6 Variance 0 0 Kansas     Count 2 2 Sum 12.5 12.5 Average 6.25 6.25 Variance 0.005 0.005 Oklahoma     Count 2 2 Sum 12.1 12.1 Average 6.05 6.05 Variance 0.005 0.005 Wyoming     Count 2 2 Sum 11.5 11.5 Average 5.75 5.75 Variance 0.005 0.005 Iowa     Count 2 2 Sum 10.7 10.7 Average 5.35 5.35 Variance 0.125 0.125 New Hampshire     Count 2 2 Sum 9.3 9.3 Average 4.65 4.65 Variance 0.405 0.405 Nebraska     Count 2 2 Sum 7.4 7.4 Average 3.7 3.7 Variance 0.32 0.32 Total     Count 52 52 Sum 403.9 403.9 Average 7.767308 7.767308 Variance 3.554008 3.554008 k

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X

Exercise 1

Ho: Saint Leo University is the largest of the three catholic Universities in Florida

H1: Saint Leo University is not the largest of the three catholic universities in Florida

23 20

12 12

23 45

67 11

46 13

25 23

45 21

89 15

t-Test: Two-Sample Assuming Unequal Variances  0.05

Equal Sample Sizes   Data1 Data2

Mean 41.25 20

Variance 680.7857 122

Observations 8 8

Hypothesized Mean Difference 0 df 9 t Stat 2.121 P(T<=t) one-tail 0.031 T Critical one-tail 1.833 P(T<=t) two-tail 0.063 T Critical Two-tail 2.262  

Decision

Reject Null Hypothesis because p < 0.05 (Means are Different)

Exercise 2:

The sample data is as shown below: 62, 67, 71, 74, 76, 77,

formula

This is also expressed as

Course assignment Assignment Grade Percentage of Course Grade

A 62 10

B 67 10

C 71 30

Total Percent Listed 50 Course Average for Listed Assignments 68.4 References

Rufus K., (2010). “Unemployment rates – Unemployment rates by State”. CNN Money,

Kimberly H., (2007). “What is the difference between seasonally adjusted and non-seasonally adjusted data?” Nebraska Department of Labor.

Cowan G., (2012).Statistical Data Analysis. Oxford Science Publications. Oxford.

Gary M, J. Elder, A, Fast &T. Hill (2012), publisher Practical Text Mining and Statistical Analysis for Non-structured Text Data Applications.NY Sage

Business Ethics and Child Labour: A case of Nestle Food Company

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Word count 2195

Executive Summary

Child labour continues to exist in society despite the global efforts to eradicate this malpractice, especially in the supply chain of multinational companies. Child labour is legally, morally, and ethically incorrect and negatively impacts business ethics. The utilitarians assess the morality of forced child labour from its consequences, basing their evaluation on end justifies the means. At the same time, the deontological perspective considers forced child labour from its ability to deprive children of autonomy, justice, and veracity. Evaluating Nestle Food company shows that forced child labour in a company supply chain negatively impacts its reputation and results in lawsuits. Additionally, forced child labour affects a company’s business ethics and influences business ethics various principles. However, companies can adopt measures such as conducting due diligence on the supply chain, creating awareness, and providing alternatives to work for children caught up in forced labour in the supply chain to curb forced child labour.

Introduction

Nelson Mandela said, “There can be no keener revelation of a society’s soul than how it treats its children.” Child labour remains one of the deep-rooted problems in society. The International Labour Organisation (ILO) estimates that over 200 million children are victims of child labour globally, with developing countries leading in incidences of child labour. According to ILO, child labour refers to work that deprives children of dignity and childhood and poses potential harm to children’s mental and physical development. Despite international organizations and countries’ strict laws and regulations to reduce and eliminate child labour, child labour is still present in society, particularly by the supply chain of multinational companies in developing countries. Child labour is morally, ethically, and legally unacceptable. Therefore, there is a need for a standardised framework to reduce and eliminate child labour in society.

Child Labour Ethical Assessment

Child labour is a serious ethical issue that businesses grapple with daily. Aside from being illegal globally, child labour is morally unacceptable and negatively impacts business ethics. By definition, business ethics are the moral standards and principles that define what is wrong and right in how organisations conduct their businesses and operations (Crane et al., 2019). Business ethics is significant in how consumers view organisational products. Therefore, companies working with children may find it challenging to market and sell their products. Additionally, child labour taints the image and the company’s brand.

Scholars evaluate child labour from a different ethical perspective. The Utilitarian’s view assesses the morality of child labour from its consequence; the end justifies the means (Crane et al., 2019). According to the Utilitarianists context, child labour is accepted if children are the sole providers to families, and without their income, the families will not survive. Also, Utilitarian approve of child labour if it is voluntary. According to this morality perspective, the ethical correctness of action depends primarily on the actual outcome of the action.

On the other hand, the deontological perspective assesses the morality of child labour not from its consequences but by principles such as autonomy, justice, and integrity (Crane et al., 2019). Forced Child labour is unethical as it deprives children of their independence. Parents manipulate the consent of working children; for children to give consent, they should volunteer to work and understand the consequences and situation. However, children of a young age are not competent enough to assent to an action that requires thoughtful decision-making. Secondly, children in forced labour experience organisational injustice; they fall victim to unfair work conditions such as low pay and lack the power to stand up against mistreatments. The maleficence of child labour has a long-term impact on children’s physical, physiological, and behavioural (Thomas, 2019). Although children lack the competence needed to make an informed decision, they are still individuals whose autonomy should be respected and safeguarded.

Overview of Nestle Food Company

Nestle food is a publicly-traded Swiss multinational food and drinks company that operates under the Good Food, Good Life tagline. The company was founded in 1866, and its headquarters is in Vevey, Switzerland. The company’s products include coffee, bottled water, dairy products, tea, baby foods, snack, ice cream, breakfast cereals, frozen foods, confectionery, and pet foods (Nestle n.d). Nestle is the largest food company globally in terms of revenue, market value, profits, and assets. The company has over 8000 brands, with 29 registering over a billion United States dollars sales annually. The company operates over 447 factories in 187 countries globally, with over 291 000 people (Nestle n.d ). The company is among the best employers in Europe with six Leadership in Energy and Environmental Design certifications and sponsor several activities and sustainable projects globally (Wijesinghe, 2018).

Despite its numerous accolades, various individuals have accused the Swiss Multinational company of numerous business malpractices over the years. Nestle has hit news headlines for several morally wrong reasons, from the days of Ethiopian Debt to the viral baby milk campaign (Wijesinghe, 2018). The company has made news for price-fixing, notably in Canada, pollution notably in its Shanghai Limited bottled water manufacturing plant in China. More gravely, it’s the lawsuit the company faced regarding child labour, abuse, and trafficking.

Nestle Food Company and Child Labour

Nestle company faces the moral challenge of child labour in its cocoa production processes. Different parties have repeatedly accused the multinational company of tolerating child labour in other cocoa-producing farms, majorly in Ivory Coast. In 2005 the International Labour Rights Fund sued Nestle Food company on behalf of six Malian nationals, former child slaves forced to harvest cocoa under poor working conditions in Ivory Coast. Additionally, in 2010 a documentary titled the “Dark Child of Chocolate” brought to public attention the cocoa plantations in Ivory Coast that use child labour, employing children between 12 to 15 years old primarily trafficked from neighbouring countries (Wijesinghe, 2018). Nestle purchases its cocoa from plantations in Ivory Coast; thus, society directly associates it with the child labour in this plantation. This presents a major ethical issue that affects the reputation of the company and Nestle brand globally.

The moral issue affecting Nestle Food Company’s business ethics revolves around child labour. Child labour affects children emotionally, physically, and physiologically and infringes on children’s rights (Nogler et al., 2016). Nestle food company’s code of conduct prohibits child labour. However, it emerges that the company embraces child labour malpractices impacting its business ethics.

Nestle food company’s tolerance of child labour impacts the deontological perspective of ethics. Forced child labour deprives these children of their freedom, human life, justice, and care. Some children working in these plantations are victims of human trafficking. Thus, they do not consent to work in the plantations (Wijesinghe, 2018). Additionally, these plantations force children to work under challenging conditions. In the International Labour Rights Fund submission, the victims document that the plantations cause them to work more than fourteen hours in the plantations six days a week in hazardous conditions, starved and beaten. This shows little regard to human life and lack of justice, and Nestle food company is doing very little to curb this practice.

Stakeholder Analysis

Government and policymakers play a huge role in child protection. Society task these institutions to protect children’s rights and ensure that they do not become victims of child labour, making them significant stakeholders in forced child labour. Also, it is their responsibility to enact and enforce laws that set work standards such as legal work age, prohibit child labor, and encourage child education (Thomas, 2019). Therefore, governments in various countries where Nestle company engages in the production, especially cocoa production, should enact laws that compel the company to live up to their policy prohibiting child labour.

Secondly, consumers should not be driven by product prices; instead, consider the social impacts of their purchase. Consumers should be mindful of how companies produce the products they consume (Thomas, 2019). They should pay attention to the use of child labour in the global supply chain and boycott products from companies that tolerate child labour in their production. Nestle being a company that deals in consumables, consumers can push the company to sort the problem of child labour in its various supply chain.

Additionally, society is vital in solving the issue of child labour. It is the duty of every individual in the community to protect a child and make society child labour free. Every member of the organization must stop child exploitation and ensure the prosecution of offenders (Nogler et al., 2016). Increased societal support for education and support for families at risk of engaging in child labour is essential in eliminating this historic challenge. Nestle is a global brand whose products exist in almost all households’. Individuals in society should evaluate how the impacts of their purchases on the company’s child labour malpractices.

Furthermore, unions and institutions concerned with protecting human rights and upholding children’s welfare are crucial in the fight against child labour. The efforts by organisations such as the United Nations International Children’s Emergency Fund, International Initiative of End Child Labour, International Labour Organization, among others, in promoting a global campaign against child labour and encouraging children education will accelerate the pace of the progress of actions aimed towards eliminating child labour in the society (Nogler et al., 2016). International organisations and unions should double their efforts in compelling Nestle food company to stop embracing child labour in its various supply chain.

Importance of Child Labour to Business Ethics

Child labour is among the severe ethic issues that businesses have to handle in their daily operations. The act is morally, ethically, and legally unacceptable in countries globally. Business ethics outline the responsibility of a business is consider the needs of customers and obey laws and regulations governing the business process (Crane et al., 2019). Business ethics operates under citizenship, responsibility, trustworthiness, fairness, respect, and caring (Crane et al., 2019). Adherence to laws prohibiting child labour highlights a company’s ability to live up to the principles of business ethics. It shows a business taking responsibility for ensuring children’s rights are protected, showing the society that it can be trusted to care and be fair in its operations. Incidences of child labour in an organisation raise questions of the business’s conduct and procedures; thus, for society to consider a business brand and its operations ethical, it is paramount that the organisation speak against and eliminate any incidence of child labour in its supply chain. Unlike the other malpractices, the issue of child labour in Nestle food supply chain hit the headlines. It commanded serious conversations, implying the importance that society attaches to child protection.

Recommendations

Nestle Food can implement the following measures to curb the constant accuses of child labour surrounding the organization’s supply chain. The company can conduct due diligence on its supply chain, raise awareness, provide children with an alternative to work.

Nestle should conduct due diligence before engaging in business with any supply chain. Conducting risks assessment and impact help the company understands how the supply chain works (Nogler et al., 2016). It helps the company answers question such as; are there cases of child labour? What are employees’ working conditions? And what is the possibility of the supply chain engaging in forced child labour? On two different occasions, five years apart, 2005 and 2010, Nest food company has found itself in the middle of child labour problem from the same supply chain, cocoa plantations; this reflects a company that has not done sufficient due diligence. Therefore, to avoid such challenges in the future, the company should thoroughly evaluate the companies in their supply chain to fully and sufficiently understand their operations.

Secondly, Nestle food company should raise awareness about different aspects of child labour to individuals, communities, and families especially, those in its supply chain. The main reason child labour is prevalent in developing countries is the knowledge gap on the impacts of child labour on children, laws governing child labour, and the consequences of child labour (Thomas, 2019). Businesses taking it upon themselves stop educate various stakeholders on the issue is essential in eliminating the vise. For instance, Nestle food company should educate individuals in Ivory Coast on different aspects of child labour to create awareness and influence forced child labour practices in its cocoa production process.

Nestle can also provide children caught in forced labour in its supply chain with alternatives to work like paying for their education and improving their well-being. Getting involved in rectifying a situation speaks highly of a company and helps build a company’s reputation (Wijesinghe, 2018). For instance, Nestle can help enhance the well-being of children undergoing forced labour in various cocoa plantations in the Ivory Coast. Education plays a vital role in eliminating forced child labour.

Conclusion

How a company conducts business, and its process plays a significant role in how consumers and society perceive its operations. Child labour is among malpractices that impact business ethics. Different ethical perspectives exist on how scholars forced child labour. Child labour is prevalent in multinational companies, especially in its supply chain, and involves various stakeholders. Therefore international companies should create awareness, offer alternatives to children, and do due diligence to avoid being caught up in the force child labour problem.

Bibliography

Crane, A., Matten, D., Glozer, S. and Spence, L., 2019. Business ethics: Managing corporate citizenship and sustainability in the age of globalization. Oxford University Press, USA.

Nestle Food Company. Company profile. Nestlé. (n.d.). Retrieved November 16, 2021, from https://www.nestle-esar.com/aboutus/company-profile.

Nogler, L., Pertile, M. and Nesi, G., 2016. Child labour in a globalized world: a legal analysis of ILO action. Routledge.

Thomas, C., 2019. Freedom from child labour: A fundamental right. In Research Handbook on Labour, Business and Human Rights Law. Edward Elgar Publishing.

Wijesinghe, P., 2018. Human rights violations by multinational corporations: Nestle as the culprit. Available at SSRN 3136321.

Abstract

The Savannah State Softball program has recently experienced many shortcomings. This research examines possible factors of those shortcomings. The purpose of the research project is to examine the ethical gap within the Savannah State Softball program. Finally, the research paper suggest recommendations on how to address ethical issues based on quantitative research of best practices used within other successful organizations. As a future coach it is important to understand the guidance needs of every athlete encountered.

Introduction

The Savannah State Softball program is one of the strongest and competitive women’s sport. The Savannah State softball program was originally started in 2001 by Stephanie Anderson. The program has competed in a few different conferences which include the Southeastern Athletic Conference, Southern Intercollegiate Athletic Conference, Division II Independent and Division I-AA Independent.

Presently, Savannah State Athletics resides within the Middle Eastern Athletic Conference. Competing in the MEAC, Savannah State softball has many accomplishments. In the past five years the program has won the Southern Division three times, had the Player of the Year three years in a row. The program has also been awarded Coach of the Year, and many Rookie of the Year players. This program was selected as a topic due to the recent lack of performance on the field during the 2017 season. This program is important to revive because it has the opportunity to be one of the strongest women’s teams in the Middle Eastern Athletic Conference.

Obviously, the program has been very successful since entering the MEAC in 2010. However, the programs short comings have nothing to do with talent or skill. Unfortunately, the issues of the program deal with leadership and ethics. To address this gap we must understand that there is no written code of ethics within the Savannah State softball program.

As a future coach it is important to understand the personnel within the program and their needs for guidance. It is the coach’s job to build student athletes into effective individuals for the work force by using tools such as a code of ethics. The purpose of this project is to examine the ethical gap within the program; and provide a recommendation based on quantitative research of other athletic programs and best practices. Highlighting ethics in a program is important for several reasons such as: it builds integrity and holds athletes accountable for their actions. In order to be successful as a coach a clear and definite code of ethics is essential.

Background/ Literature Review

Ethics are an essential part to any organization. According to the Merriam- Webster, ethics are defined as “a set of rules about good and bad behavior”. Ethical codes are standards used to guide decision making within an organization. Ethical codes or standards add the moral value to the rules of the team. According to Waegenerr, Sompele, and Willem “ethical codes have gained prestige and authority in the sports sector” (Willem, 2016). As collegiate athletes it is important for student athletes to understand their role as student leaders and should be held accountable for making ethical decisions.

An ethical code is generally a formal written document outlining what is considered appropriate behavior. Kaptien and Schwartz described a code of ethics as ‘‘a distinct and formal document containing a set of prescriptions developed by and for a company to guide present and future behavior on multiple issues for at least its managers and employees toward one another, the company, external stakeholders, and/or society in general’’ (Kaptien & Schwartz, 2008). Ethical codes are guidelines for every member of the organization. Coaches are not only sports technicians but also behavioral models of those prescriptions.

Although there are various ways to explore

Enforcing the code of ethics starts with the head of the program. The head coach should be the model of what the organization stands for. Ethics are visible from every form of perception.

Business Contingency Planning

Name

Institution

Business Contingency Planning

Question 1

Question 1.1

Cybersecurity risks are likely to increase due to a projected increase in service requests from various remote points. Vulnerabilities in the remote access points are expected to impact the security and privacy of information within the UC information systems. Home networks could be used as an entry point for hackers and penetration activities to gain permissive access to sensitive information system resources and data. The implementation of remote access services will impact the confidentiality and integrity of information in cases where the users do not comply with security measures in deploying their connections. Establishing remote access services to facilitate the learning activities by the UC system will require the integration on new applications which re likely to have backdoors for malicious activities and exploitation.

The provision of services to facilitate learning will depend strictly on remote support systems which pose a risk of increased load and limitations on the bandwidth. The services provided by the information system are likely to be unreliable, resulting from poor connection and access to resources. An increased load of services requests is expected to cause congestion when the capacity is overwhelmed thus interruptions and distractions.

The UC information systems face the threat of staffing due to unreliable information dissemination and management of system resources. The measure of employee productivity through the virtual environment is unpredictable and can not conclude accurate metrics on services ordered. The supervision of output for each staff in the university is a challenge and impacts the ability to track progress and efficiency in ensuring business continuity.

The reliability of the UC information system services will depend on individual network infrastructure, which is likely to impact productivity in cases of weak internet connection or poor access platforms.

Question 1.2

The review process will start with the development of a contingency planning policy framework to define the objectives for the exercise. Roles and responsibilities will be specified in the policy statements to provide guidelines for contingency planning.

The second step will involve conducting a business impact analysis to effectively identify possible operation interruptions as a result of risks impacting business processes (Moturi, 2014). This phase will prioritise UC information systems components to support the business functions and objectives (Moeller, 2013). Business process and IT governance plan documents will be used to support information gathering for comprehensive impact analysis process. The business stakeholders will also be interviewed to obtain useful first-hand information which will impact decision making in designing response plan (Bechor et al., 2010). Students and department staff will be interviewed through questionnaires regarding the services using the UC information systems (Moeller, 2013). The top management will also be involved in the information gathering process to gain authority and support in conducting the contingency planning process. Identified business processes will be used to obtain useful data on the requirements for operation, including the resources supporting the process (Swanson et al., 2010). The information collected will be reviewed through the evaluation process to create prioritised documentation of the business processes and functions (Moturi, 2014). The requirements for each process will also be identified. A business impact analysis report will be documented based on the findings of the study to aid in decision making (Bechor et al., 2010).

The third phase will involve the identification of possible preventive control to address the vulnerabilities facing defined business processes (Moturi, 2014). All the control measure will be evaluated to determine the most effective and reliable measures to compact the identified risks. The selected measures must be reliable and effective in addressing security and privacy information concerns (Bechor et al., 2010).

The fourth step of the review process will develop recovery approaches to address the risks of deploying remote access services using the UC information system. During this phase, the critical business process will be identified and prioritised based on impact metrics on business continuity. All dependencies of the identified business processes will be labelled and outlined. A Recovery Point Objectives (RPO) is defined in this stage to highlight the priority of information dependencies to enable replication of data through backup to meet and align to business process requirements (Swanson et al., 2010). The Recovery Time Objectives (RTO) will be defined in this phase to act as a guideline in the time taken for a full recovery of information during risk occurrence (Bechor et al., 2010). The Maximum Tolerable Downtime (MTD) will also depict the length of time a business process can be unavailable when risks occur (Swanson et al., 2010). Possible risks that can impact the disaster response plan (DRP) will be evaluated and assessed to create awareness and impact the priority ranking of the business processes. A response team will also be developed and roles and responsibilities assigned to team members, including a communication structure for easy information dissemination. The response team will oversee the overall recovery process and will, therefore, undergo training to ensure they are informed and prepared for risk handling.

In the fifth step, a contingency plan will be developed and will include a guidance framework for addressing and mitigating identified risks. Procedures for addressing each business process will be documented and will include the response teams and communication structures.

The sixth phase will ensure that all the system contingency plan is tested and all stakeholders given training for preparedness in case a risk occurs (Moturi, 2014). The system will be tested to ensure it works correctly and that it gives expected results.

The last phase will detail the plan for maintaining the system through updates and patches. All procedures and update requirements will be documented for reference and will guide the patching process of future versions of the system (Moturi, 2014).

Summary

The major threats facing the UC following the implications of COVID-19 outbreak include cybersecurity threats which arise as a result of the integration of virtual networks which are entry points for hacking activities (Moeller, 2013). Unreliable infrastructure is also another threat caused by increased traffic which overwhelms the remote access support systems. The information system is limited to integrity risks resulting from limitations to track productivity of staff services, making it unreliable in accomplishing the business process.

The development of the contingency plan will involve the formulation of contingency policy to act as a guideline in developing the contingency plan (Moturi, 2014). The business impact analysis phase will involve the gathering of useful information from stakeholders and other supporting documents for detailed risk evaluation.

Risks obtained from business processes will be used in the third phase to develop response controls (Moeller, 2013). The disaster recovery plan will be planned in the fourth phase and will include the assignment of a response plan to each process and will include the assignment of response teams, each with members assigned roles and responsibilities. The formulated disaster response plan will undergo testing to ensure it is effective and that the team members have training and skills in handling such real-time risks. The last step of the contingency planning process involves the creation of a maintenance strategy detailing the procedures of patching systems and the release of new versions of the application (Moeller, 2013).

Question 2

Question 2.1

System failures are a major availability threat impacting information access from the remote locations. System breakdowns have been evidenced in recent times where services are limited due to bugs in remote access systems. The incompatibility of remote platforms with the institution’s remote access systems also poses availability risk causing access limitations. Bandwidth overload is also impacting the availability of information which is caused by congestion of traffic, resulting in slow services or no services. Penetration of communication channels by hackers also is a key threat to service access which is caused by virus and malware malicious activities (Teo & King, 2012). The service requests get redirected to inappropriate links causing limitations to access information from the UC information system.

Question 2.2

The backup strategy will be a key element to consider to ensure a reflective and continuous backing up of data to the current working state. This will enable restoration of information with minimised or no damage, thus ensuring continuity of the process. The backup strategy ensures data to be backed up is identified including the monitoring functions to always allow a regular restoration process to update information using the defined frequency (Moeller, 2013).

The maximum tolerance downtime for the process will be a key element to consider to ensure that the recovery of the information is finished in time to meet the submission key requirement. Interrupted services should be assigned the response time to allow for a defined timeline estimation aimed at meeting submission key requirement. The maximum tolerance downtime for the affected service process should not exceed the timeline for submission of the assignments. The element will focus on flexibility in completion of the tasks based on the remaining deadlines.

Summary

System failure is a major risk affecting the availability of information on the UC system based on remote access deployment. Platform limitations have also contributed to the lack of services from the institution caused by incompatibility issues.

The backup strategy and response time elements are the top key elements to consider in a personal disaster response plan. The backup strategy ensures a regular restoration and backup of data changes, thus providing continuity security to meet the completion and submission of services (Moturi, 2014). Response time for the process is a key element to consider in personal disaster response plan due to the need to track task completion and submission requirements.

References

Bechor, T., Neumann, S., Zviran, M., & Glezer, C. (2010). A contingency model for estimating the success of strategic information systems planning. Information & Management, 47(1), 17-29. https://doi.org/10.1016/j.im.2009.09.004Moeller, R. R. (2013). Novel approaches to contingency planning and security. Information Systems Security, 2(3), 34-37. https://doi.org/10.1080/19393559308551365Moturi, C. (2014). Embracing contingency planning for University information resources. British Journal of Applied Science & Technology, 4(3), 492-509. https://doi.org/10.9734/bjast/2014/6356Swanson, M., Bowen, P., Phillips, A. W., Gallup, D., & Lynes, D. (2010). Contingency planning guide for federal information systems. https://doi.org/10.6028/nist.sp.800-34r1Teo, T. S., & King, W. R. (2012). Integration between business planning and information systems planning: An evolutionary-contingency perspective. Journal of Management Information Systems, 14(1), 185-214. https://doi.org/10.1080/07421222.1997.11518158