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DATA EXERCISE #2

Consists of three parts

Part 1: The Unemployment Rate (weight 30% of the assignment grade)

Complete the following exercise

Visit the Bureau of Labor Statistics Web Site,

www.bls.gov/news.release/empsit.toc.htm . Select Employment Situation Summary.

Write a report (1-2 pages double – spaced) to answer the questions:

What month (and year) is summarized? What was the unemployment rate for that month? How does that rate compare with the rate in the previous month?

What were the unemployment rates for adult women, teenagers, blacks, Hispanics, and whites? How did these rates compare with those a month earlier?

What factors make it difficult to determine the unemployment rate? 

Why is unemployment an economic problem?

What are the noneconomic effects of unemployment?

Who loses from unemployment? 

 

Part 2: The Inflation Rate (weight 30% of the assignment grade)

Complete the following exercise:

Visit the Bureau of Labor Statistics Web Site,

www.bls.gov/news.release/cpi.toc.htm . Select Consumer Price Index Summary.

Write a report (1-2 pages double – spaced) to answer the questions:

What month (and year) is summarized? What was CPI-U for that month?

 What was the rate of inflation (percentage change in the CPI-U) for the month? How does that rate of inflation compare with the rate in the previous month?

Which two categories of goods or services had the greatest price increase for the month?

Which two categories of goods or services had the lowest price increase (or greatest price decrease) for the month?

Who loses from inflation? 

 

Part 3: Unemployment Data by Labor Force Groups and Duration (40% of the project grade)

Go to http://www.gpoaccess.gov/eop/ – the home page of the Economic Report of the President. Click on the link to the most recent report.

a.       Find unemployment data (Table B–12.—Civilian unemployment rate) for the following four years 1995, 2000, 2005, and the last available year. Use four labor force groups: males, and females, in each case 16 to 19 years of age, versus 20 years of age or over. Present the result in your project as a table.

b.     Use the Economic Report of the President (Table B–13.—Unemployment by duration and reason) to find data on the duration of unemployment in 1995, 2000, 2005, and the last available year. Present the result in your project as a table.

Write a report (1-2 pages double-spaced) about the results you received.

 In this paper consider, but do not be limited to the following:

Compare the distribution of unemployment by duration over these years. What relationship, if any, do you find?

Starting in the early 1990s many U.S. firms downsized their operations. In your opinion, how did this affect the duration of unemployment?

Demographic studies show that the proportion of teenagers and minorities in the U.S. population is likely to increase in the near future. In your opinion, what implications, if any, will this trend have on thenatural rate of unemployment?

 

 

 

 

 

 

Grading Rubric for the Data Exercise #2

DATA EXERCISE #2          

Part 1: The Unemployment Rate (30% of the assignment grade) Virtually no effort to complete part 1 of the exercise; not worthy of credit. Only a superficial effort to complete part 1 of the exercise. The project contains some data for the unemployment rate, but the analysis should be considerably more developed Good effort is made to present and analyze the data in the unemployment rate. Excellent and very thorough development and articulation in presenting and analyzing the data in the unemployment rate.

Part 2: The Inflation Rate (30% of the assignment grade)  Virtually no effort to complete part 2 of the exercise; not worthy of credit. Only a superficial effort to complete part 2 of the exercise. The project contains some data for the inflation rate, but the analysis should be considerably more developed Good effort is made to present and analyze the data in the inflation rate. Excellent and very thorough development and articulation in presenting and analyzing the data in for the inflation rate.

Part 3: Unemployment Data by Labor Force Groups and Duration (40% of the assignment grade) Virtually no effort to complete part 3 of the exercise; not worthy of credit. Only a superficial effort to complete part 3 of the exercise. The project contains required data  for Unemployment by Labor Force Groups and Duration,  but the analysis should be considerably more developed Very good effort in collecting Unemployment Data by Labor Force Groups and Duration, and analyzing the results Excellent and very thorough development and articulation in presenting and analyzing the data Unemployment Data by Labor Force Groups and Duration .

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Abraham Lincoln’s Assassination

Introduction

Any type of leadership is often characterized by different forms of oppositions that stem from the conflict of interests. This is a common characteristic of any society and it is ingrained in the diversity and differences in personality that characterizes humanity. However, this has the capacity to culminate in far reaching implications if it is left to persist for a long period of time. In particular, it does not only threaten social cohesion that is fundamental for sustainable living but it also undermines the security of the individuals in power.

Lincoln’s assassination is a classic example of the extent of this type of opposition. Although he was an ideal leader whose mode of leadership was admired b various individuals, it is certain that the segment of the population that was opposed to his leadership could explore all possibilities to ensure that his ideologies are brought to an end. Notably, they were opposed to his mode of leadership and this contributed significantly to their feelings of contempt for him. It is in this consideration that this paper presents an explicit analysis of his assassination and underscores the events that characterized the same.

Lincoln Abraham was the first American president to be assassinated on 14th April 1865. This mission was carried out by a confederate sympathizer and actor, John Booth who conspired with George Atzerodt and Lewis Powell. The other government officials that the trio planned to assassinate were Andrew Johnson who was the vice president and William Seward, the secretary of state. The assassination took place at the Ford’s center while he was watching a performance together with two guests and his wife.

Initially, Goodwin indicates that Booth had planned to kidnap the president and not to kill him. As indicated earlier, Booth was a confederate sympathizer who was angered by Grant’s suspension of the much awaited exchange of the prisoners of war that was expected to take place in 1864. This had massive implications with the most profound being the cut off of the imperative reinforcement for the manpower than was required to provide reinforcement in the south.

This was also perpetuated by the fact that the soldiers in the south had limited resources and led desperate lives. Thus Booth’s initial thought was to kidnap Lincoln and hold him hostage to the south. This according to Jim would make the government to review its previous policy about the exchange of the soldiers. His close associations with Lucy Hale gave him a chance to monitor the operations of the president and make plans accordingly. However, these initial plans were cut short after Booth attended Lincoln’s speech that supported the idea of according African Americans equal voting rights. He became furious and swore that instead of kidnapping him, he would simply assassinate him.

On the day of the assassination, Kauffman recounts that the president was in a very jovial mood. This was atypical of him as in the past, he had been very pale. Before proceeding to his daily activities, he held a meeting with his cabinet and then with the vice president whom they had not met since his day of inauguration. This was because the president was annoyed with his drunken state on this important day. Booth found out about the president’s plan to attend the Ford Theatre and watch “Our American Cousin” at noon. He decided that this provided the right environment to assassinate the president together with his allies. He believed that the plot would be a success because he knew the layout of the theatre and had even performed there in the previous month. According to Goodwin, Booth believed that his would give the confederacy an opportunity to mount resurgence.

Booth proceeded to Washington DC and ordered for the preparation for his gun and ammunition in readiness for the operation in the evening. In the evening, he held a meeting with Atzerodt, Powel and Herold. According to their plan of action, Seward was to be killed by Powell and Johnson by Atzerodt. Herold was to play a critical role of leading Powell to the house of Seward and guiding them out of the city together with Powell after the action. Booth planned to Stab Grant using his knife and shoot Lincoln. Booth insisted that this needed to be done simultaneously after a few minutes past ten at night. Goodwin cites that despite the fact that Atzerodt made attempts to back off from the plan on the premise that had not been informed that the entire plan would involve killing, Booth insisted that it was late and as such nothing could be done to change the plans.

Lincoln attended the play with his wife, Cara Harris and her father Major Henry Rathbone. The Grants were absent because of the fact that Mrs. Lincoln was not in good terms with Grant’s wife. A policeman named Parker was assigned the duty of guarding the President’s box but left with his coachman. Sandburg posits that it is not clear whether he was on duty at the time the president was shot. Since booth knew the play very well, he waited for perfect moment when the gun shot would not be heard by the audience. When this moment reached, he took a practical action and shot Lincoln on his head. Immediately, the president slumped in his chair and was unconscious. His wife had a look at him and screamed.

On seeing this, Rathbone made rushed forward and made an effort to prevent Booth from escaping. However, Booth used his knife to stab him on the arm violently. Nonetheless, Rathbone recovered quickly and again made efforts to stop Booth from escaping but this were again stabbed. He jumped from the rill box and landed on the stage in an awkward manner. Despite having had a fracture, Jim reports that he rose to his foot, held his dagger and shouted that the South had been avenged. He escaped using the backstage door and the horse that he had strategically placed outside the theater. Although several men made after him, they did not catch him as he managed to escape using his horse and went to Navy Yard Bridge, where they were expected to link up with Powel and Herold.

Steers indicates that the screams by the trio in the president box made the audience to realize that that was not part of the play. The first efforts to save the president’s life were undertaken by Dr. Charles Leale who was a surgeon and worked with the army. After examining the President and finding out that he did not have a pulse, Leale contended that he was already dead. However, together with Dr. Taft, they discovered the hole of the bullet in Lincolns head and after removing the clot of blood from this, the president’s breathing got better.

Despite this effort, Leale maintained that his wound was mortal land that he could not survive. Another doctor who was also in the audience, Albert King joined the two and after consultations, they decided to carry the president to a house. These three doctors were later joined by other doctors and made desperate efforts to save the president’s life. Regardless of this, the president did not survive the ordeal and according to Goodwin, he passed on at quarter past seven the following day and at fifty six years of age.

Powell’s mission also took place at almost the same time as he attacked the then secretary of state. Seward was resting and recovering from a previous carriage accident. Powell was accorded admittance in the house after reporting that he was to deliver some medicine personally. Although the butler took this, Seward’s son grew suspicious and his efforts to stop Powell from entering his father’s room led to a fight that left Fredrick injured. He stabbed Seward’s neck twice although this did not have an effect as Seward had been fitted with a surgical collar. Atzerodt on the other hand went to drink and after this became too drunk to do anything. This made his to panic and as a result, he threw his weapon in the streets. He later took a room in a hotel and slept till morning without accomplishing his task.

After making their respective attacks, Powell and Booth met at the Navy Yard Bridge and rode towards Maryland. Booth then consulted a local doctor who confirmed that his leg was broken and fitted the same with a splint and provided him with crutches. After this, they hid in a swamp near the house of Thomas Jones for five days. Sandburg believes that this gave Booth a chance to recover in order to be able to cross River Potomac. They continued to go in hiding until April 26th when they were tracked down by the union soldiers. They had been locked in Garret’s barn and although Powell surrendered when the soldiers arrived, Jim indicates that Booth declined. This prompted the soldiers to set the barn on fire and shoot him. Before his death, he requested the soldier to inform his mother that he had died for his country.

After this, all the conspirators were captured and imprisoned accordingly. In addition, al the individuals that were suspected to have been related to the principle conspirators in any way were arrested tried and imprisoned accordingly. Lincoln was buried and Andrew Johnson assumed presidency. Further, Jim cites that there were attacks made in different cities that supported Booth’s action.

Conclusion

The death of Lincoln had far reaching implications on the wellbeing of America. Historical evidence affirms that very many individuals mourned his death and considered this a loss of a very important person. From the review, it is certain that leadership is a complex conception that is perceived differently by various segments of the society. It is unlikely that a leader can have the support of all the subjects. As it has come out from the study, some forms of opposition do not only undermine social cohesion but they also compromise the safety of individuals in power. At this juncture, it can be concluded that besides having been a great leader, Lincoln’s inability to satisfy the wishes of the entire population contributed significantly to his assassination.

Bibliography

Bishop, Jim. The Shooting of Lincoln. USA: Harper, 1955

Carl, Sandburg. Abraham Lincoln. USA: Brace & World, 1986.

Doris Goodwin. Team of Rivals: Understanding Lincoln’s Death. USA: Simon & Schuster, 2004.

Edwards, Steers. The Death of Abraham Lincoln. Kentucky: University Press, 2001.

Michael, Kauffman. How Lincoln was shot. USA: Random House, 2005.

AC 2.1 Explain the skills and attributes needed for leadership.

Having great ideas and assembling team to meet the set goal is the first step in forming a successful business venture. The ability to successful execute the ideas is what creates the difference between a dreamer and an entrepreneur. In that case, there are several attributes that contribute to good leadership skills. They include:

Communication

It may seem clear in you mind to know what you want to accomplish; however, making someone else understand to understand your goals can be a problem. As such, good leadership relies on the ability to explain clearly what you want to be done, by communicating your visions to your team. The benefit of a leader having good communication skills is to create a productive working environment in which the members involved can work towards achieving the same goals. For example, the leaders can practice an open-door policy whereby he can talk to his employees on a daily basis (Pride, Hughes & Kapoor, 2009). From the excerpt, Mrs. Hogan established a worker productivity group in which she encouraged worker to come up with goals and develop plans for achieving them.

Positive Attitude

As a leader, it is his job to keep the team motivated in order to ensure the success of the company, and to keep the morale of the workers at high levels. Workers feel happy and when treated to be as a part of the company and when they are appreciated. For example, a team leader can provide snacks, or give awards to the most hardworking employees (Pride, Hughes & Kapoor, 2009). Mrs. Hogan part of her method of leading her workers was the formation of the worker’s award group. The purpose of giving awards was to encourage workers to be devoted in achieving the set goals.

Ability to Delegate

One key element involved delegation is the ability to learn to trust your team with the company’s vision. Learning to trust your employees’ devotion towards achieving the company’s objectives is a sign of strength, and not a weakness. Delegating tasks within various departments involves identifying the strength of your workers. For example, it is important to find what each employee loves doing most, which establishes trust and enables the team leader to focus on higher tasks (Pride, Hughes & Kapoor, 2009). From the excerpt, Mr. Worthy trusted workers to do their work without his interference. Most workers never saw him, but they liked his leadership and some even had stayed for long time in the business while enjoying the freedom in their work. In addition, Mr. Worthy trusted the workers and this enabled him to attend to other tasks.

AC 2.2 Explain the difference between leadership and management.

Leadership involves motivating and inspiring the employees while the role of a manager is to plan, organize, direct and control. Mr. Worthy inspired many workers by not monitoring their workers at a close supervision. As a result, some of the workers loved their jobs and were motivated to continue working at the Fancy Footwear (Pride, Hughes & Kapoor, 2009). Mrs. Hogan more often engaged in organizing workers into groups and communicating down the ideas on notice boards so as to ensure the workers achieved the goals of the company.

A manager motivates while a manager develops (Mumford, Gold & Thorpe, 2012). Mrs. Hogan was a motivator and she gave out awards as a way of motivating workers to achieve the set goals. On the other hand, Mr. Worthy developed a self-motivating attitude to his employees by allowing them to work under minimum supervision, a plan that motivated employees to carry the company’s vision.

Furthermore, a manager is a copy while a leader is original (Mumford, Gold & Thorpe, 2012). Mr. Worthy had been in the company since when it was formed and therefore, had the leadership skills to operate the business. Mrs. Hogan had been an employee who was promoted to management position. She was relying on the company’s already established skills to advance her leadership style.

Another difference is that a manager focuses on doing thing right while a leader focuses on doing the right thing. What was the right thing to do for Mrs. Hogan was to ensure productivity of the workers, without being sensitivity to whether her methods were well received by the workers. For Mr. Worthy, he cared about the how the workers responded to adjustments and as one of his tactic; he used correspondent groups and memos to communicate his plans.

AC 2.3 Compare the leadership styles of Mr. Worthy and Ms. Hogan.

It is clear that Ms. Hogan adopted participative/democratic leadership while Mr. Worthy adopted autocratic leadership.

Participative leadership is a common style in small financial institutions. Leaders invite their subordinates to make suggestions in the process of decision making. This kind of leadership motivates workers and it facilitates personal development. As Mumford, Gold & Thorpe (2012) explains, it involves following written rules or ‘working by book.’ It is perceived to be suitable since workers in banks handle large sums of money. Mr. Hogan used the participative leadership to engage workers by communicating frequently with them, creating suggestion groups and even making an effort to know them by their names.

In contrast, autocratic leaders exercise powers over subordinates. In this kind of leadership, subordinates have limited opportunities to make suggestions and they just follow orders. This is an extreme form of transactional leadership where leaders have absolutes powers over their subjects. According to Mumford, Gold & Thorpe (2012), the subjects have limited or no opportunities to make suggestions even if they have views that could be beneficial to an organization. This kind of leadership tends to demoralize worker who feel that they are not treated fairly. Consequently, autocratic leadership usually experiences high levels of staff turnover and absenteeism. In extreme cases, it leads to workers’ strikes. However, the style is often effective when applied in some unskilled and routine jobs. Despite this, its disadvantages outweigh advantages. It is clear from the excerpt that Mr. Worthy practice autocratic leadership. He often used his secretary to communicate with the workers but never engaged in active supervision. As a result, the workers had to comply with the order from their boss.

AC 2.4 How do you think the people under Ms. Hogan can be motivated? Explain how Ms. Hogan can motivate the staff to achieve the objectives.

Further, management should motivate teams by instituting an effective reward system. Organizations should provide rewards to teams in recognition of good performance (Mumford, Gold & Thorpe, 2012). Examples of rewards and benefits are bonuses, special assignments, and office fixtures, time off, awards, promotions, recognition and verbal praise. Basically, employees in a team feel good and “naturally high” after completing a job and delivering high quality outcome. They feel that they are more competent, have achieved greater development jointly and at personal levels and that they have greater self control over their work (Mumford, Gold & Thorpe, 2012). An effective reward system has to satisfy the basic needs of all team members, needs to be distributed fairly and equitably and need to be comparable or better than those given by other, competitive organizations in the same area. Mrs. Hogan can use verbal praise to make employees feel good, especially the senior employees who had been in that industry for a long time (Mumford, Gold & Thorpe, 2012).

Mrs. Hogan can also use time-off; the can introduce contest that earn time. She can put goals in a scheduled time, and once these goals have been realized, she can reward the workers with time off. For example, allowing earlier dismissal and earlier lunch breaks will make people compete for the time-off. Furthermore, giving workers recognition for something they have already accomplished as a way of appreciating them. In Mrs. Hogan’s context, before implementing her management, she should first recognize the contributions of that had been made by the senior employees. It would enable her to “fit in” and even implement the changes without the resistance from the workers.

Leadership and Management LO3

3.1 The benefits if team working for the organization

There are several benefits of teamwork to the organization described in the case study. Firstly, team working will enable the enable the customer service personnel in the organization to work with a higher level of efficiency than before. As Daft and Lane (2009) explain, combining efforts enhances the morale of the workers. Ultimately, this influences them to work harder and to achieve more than usually. In the organization, the customer service personnel are going to work harder in providing services to the customers. Secondly, team working enhances the speed at which the workers carry out their tasks (Daft & Lane, 2009). As such, the customer service personnel will assist one another when providing services to customers. Hence, there will be no delays in the provision of the services. Eventually, the workers will serve more customers in less time. Thirdly, team work enhances creativity and innovation among the workers, leading better output quality (Daft & Lane, 2009). When working together, the workers will be able to come up with different ideas on how to solve the emerging problems and how to provide better services. As such, they will enhance the quality of the services offered to the customers. Further, team working will help to improve the effectiveness of the services offered by the customer service personnel. When there is overload of tasks in the department, for instance, the workers will be dividing the tasks among themselves. This will also help to prevent delays that may be present without team working.

When working in a team, the workers provide each other with mutual support as they work to achieve the set goals (Daft & Lane, 2009). They provide one another with encouragement and assistance. As such, the organization’s customer service personnel will gain confidence that will enable them to work together to achieve the set goal of improving in customer service quality by 15 percent. Lastly, team working will also be beneficial to the workers and the leader since they will have greater sense of accomplishment. This is due to the fact that the team working will enable them to accomplish what they could not achieve individually (Daft & Lane, 2009).

3.2 Difference between working as a team leader and as a team member

There is significant different between working in the team as a leader and working as a team member. The main role of a team member is to take collective responsibility through working with the other team members to achieve the set goals or to complete the assigned task (Werner & DeSimone, 2009). A team member is expected to be committed and enthusiastic, while sharing the assigned responsibility with the other team members. For instance, the members of the customer service team are expected to share the responsibility of providing the assigned customer service tasks without any of them failing to do so. A team member has the responsibility to ensure that the assigned task is completed within the set time and has the desired quality. In the organization described in the case study, the members of the customer service team are expected to serve the customers without delay. Further, a team member is expected to display his or her professional skills while working. He/she is expected to apply the relevant knowledge and skills while undertaking the assigned tasks (Werner & DeSimone, 2009). For instance, a member of the customer service team in the case study is expected to display the relevant customer service knowledge and skills when dealing with the customers.

The roles of a team member are different from the roles of a team member. The team leader has the responsibility of developing the strategy to be followed by the team members when undertaking the assigned tasks. For instance, the team leader in the customer service department in the organization described in the case study has a responsibility of designing the strategy to be followed by the customer service personnel in order to achieve a 15 percent improvement in the quality of customer service (Werner & DeSimone, 2009). The team leader also plays the role of mediating the conflicts that emerge between the team members. For instance, the team leader of a customer service department should listen to the conflicting parties and assist them in finding a solution to the conflict (Werner & DeSimone, 2009). Further, a team leader has a duty to examine whether the team members are carrying out the assigned tasks as agreed. Also, the team leader has the responsibility of providing training to the team members who are unable to carry out their effectively. The team leader also creates reports about the team’s progress and submits it to the management (Werner & DeSimone, 2009). In addition, the team leader listens to the team members and acts as a link between them and the management. He/she gives directions and instructions to the team members on how tasks are to be undertaken (Werner & DeSimone, 2009). In short, the roles of a team leader are different from the roles of a team member.

3.3 Reviewing the effectiveness of the team in achieving the set goal

There are several steps through which a team leader in the customer service department can review the effectiveness of the customer service personnel in achieving the targeted goal of 15 percent improvement in the quality of customer service. The first step is the assessment of the customer service personnel to determine whether they have the required knowledge and skills needed for a customer-service job (Holman et al., 2005). The second step is to establish a strategy that would allow the customers to give feedback regarding the quality of services they receive. The team leader should also asses the current levels of customer satisfaction. Also, the team leader should asses the level of satisfaction of the customer service personnel and their readiness to adopt the new strategy that is meant to improve the quality of customer service. The team leader should provide the customer service personnel with a mission statement and a statement of the objective to be met, and then gauge their responses towards them. Further, the team leader should design an improvement plan with the set goal and the responsibilities of each customer service personnel. After distributing them to the team members, the team leader should gauge their level of awareness of the responsibilities (Holman et al., 2005). The team leader should establish a strategy of measuring and monitoring the progress of the customer-service workers as the provide services to the customers. As well, the team leader should set improvement targets to be achieved within specific time intervals and then asses whether the workers achieve them within specific time intervals. The team leader should also develop employee performance evaluation form in which to record the daily performances of the workers.

References

Daft, R. L & Lane, P. (2009), Management. New York, NY: Cengage Learning

Holman, D., Wall, T. D., Clegg, C. W., Sparrow, P. & Howard, A. (2005). The Essentials of the

New Workplace: A Guide to the Human Impact of Modern Working Practices. New York NY: John Wiley & Sons

Mumford, A., Gold, J., & Thorpe, R. (2012). Gower handbook of leadership and management

development. Burlington: Gower Publishing, Ltd.

Pride, W., Hughes, R., & Kapoor, J. (2009). Business. Natorp Boulevard: Cengage Learning.

Werner,J. M. & DeSimone, R. L. (2009), Human resources development. New York, NY:

Cengage Learning

Abraham’s Expression of Faith in God

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Abraham’s Expression of Faith in God

Abraham’s expression of faith in God is expressed in Genesis 22. He expressed extraordinary faith in God when he agreed to sacrifice his son. Many Christians today agree that children and other properties are given by God. However, many of them would be reluctant to give their children as sacrifice to God. An individual is likely to find it difficult to offer his or her only son or daughter as a sacrifice to God, especially when there are no hopes of bearing another child. Abraham’s account acts as a challenge to Christians, with regard to their faith in God.

Abraham was living in Canaan when God asked him to sacrifice his son. Before moving to Canaan, Abraham did not have a child since his wife, Sarai, was barren. Although Sarai’s handmaid, Hagar, gave birth to Abraham’s child, the child could not become Abraham’s heir. After bearing the child, Hagar ran away from Abraham’s home. As a result of God’s intervention, Sarai became pregnant at the age of 90, many years after she had reached menopause. She eventually gave birth to a son called Isaac, who was expected to be the only heir of Abraham.

Earlier before the birth of Isaac, God had made a covenant with Abraham, in which He promised to bless and protect Abraham and his descendants. In turn, God required Abraham to be obedient and faithful to Him. Later after the birth of Isaac, God decided to test Abraham’s faith in Him. God recognized that Abraham loved his son, but He instructed him to go to the land of Moriah and sacrifice his son as a burnt offering in one of the mountains that he would find there.

In response to the instructions, Abraham woke up the next day early in the morning and started a journey to the land of Moriah, together with his son and his servants. They arrived close to the land after three days. When Abraham saw the land from a distance, he left his servants and his donkey somewhere and told the servants that he would walk a little farther with Isaac. Abraham had already fetched wood to be used for burning the sacrifice. As they walked towards one of the mountains in the land, Isaac carried the wood, while Abraham carried knife and fire. As they walked together, Isaac asked his father where the sheep meant for burnt offering was. Abraham responded by stating that God would provide it. They continued moving towards the lace where Abraham would make sacrifice.

Ultimately, Abraham and Isaac arrived at the place where the sacrifice was supposed to be made. Abraham made an altar, placed wood on it and tied Isaac on the wood. He then took a knife, ready to sacrifice his son. However, an angle of God intervened immediately and told Abraham not to hurt Isaac. Through the angel, God said that He was impressed by Abraham’s extraordinary faith, to the extent that he was ready to sacrifice his only son. After the communication from God, Abraham saw a sheep that was trapped in a bush. He took it and used it to make a burnt sacrifice for God. As a result of Abraham’s faith, God promised him that he would not let him down, and He would fulfill the promises that He gave when He made a covenant with Abraham.

Significantly, Abraham expressed an extraordinary faith since he did not even argue with God about the issue of sacrificing his only son, even though he did not know whether he would get another child. He demonstrated that he could do anything that God instructed him to do, irrespective of impact. The case presents a challenge to Christians, who would be reluctant to even offer God with their material properties, live alone a child. The key theme in the case is that Christians should strive to have faith in God, as Abraham Did.

Academic Disciplines that Affect Advertising

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Introduction

Research in advertising is very important as organizations market their services amid stiff competitions. There are academic disciplines that play very significant roles in the research. In this paper, I will discuss three of the disciplines. The three disciplines are Information Technology, Marketing and psychology.

Information Technology

The discipline of information plays a very crucial role in research in advertising in the contemporary society. There are advances in information and communication technologies every passing day. The field of advertising is very diverse and requires diverse information and communication technology tools to succeed (Okazaki, 2012). Organizations engage in advertising to retain their real customers and attract new ones. They cannot stay with the conventional advertising methods. They have to conduct more research to determine the changes in terms of consumer needs and tastes. Application of hardware and software resources plays significant roles with regards to finding new methods of attracting the consumers.

A lot of information is available through the internet. Some of the information is crucial for the conduct of advertisement research. Organizations are likely to find adverts of their competitors displayed on the internet. On the basis of the information, they are able to design adverts that are superior to those of the competitors. It is possible to look at the shortcomings of the competitor’s adverts and design better ones to ensure relevance in terms of the competitive contemporary environment. It is worth noting that these are only possible with the use of technology.

There are a lot of software tools that organizations can use to design quality and attention seeking adverts to attract more consumers and realize more sales. Moreover, management information systems exist to help researchers in the field of advertising make informed and quick decisions on the processes of undertaking research. The advances in information and communication technologies have redefined advertising research. Now, more than ever before, the researchers can visualize the products and services of the world’s big companies and their advertising tactics and trends. All these aspects were impossible in the past. The role of information technology cannot be underestimated.

Psychology

In doing advertisement research, the researchers need to have a strong psychological background. This is because they have to study the cognitions and personalities of the customers. Advertisement targets the mind of the consumers and aims at influencing them to think and act in a particular manner. As such, this mindset should be studied and known clearly in order to focus on it and achieve positive results.

Advertisement researchers must know the perceptions of the customers and their belief systems. They have to study their cultures and religions as this has the potential to affect the manner in which they will perceive the adverts. There are conservative societies that will strongly condemn certain adverts. The researchers need to understand the community clearly to avoid detrimental effects on the advert. For instance, the perception of morality to the society plays a fundamental role with regards to the acceptance of the advert and the products and services it promotes (Shimp, 2010). There are societies that will condemn adverts that display naked or half naked pictures of men and women and brand them immoral. On the other hand, there are societies that will have no problem with such images. Immorality means different things to different societies.

Psychology will also help the researchers to understand the emotions and personalities of the society(Shimp, 2010). As such, they will design adverts that arouse positive emotions on part of the consumers and give them reasons to buy a product. They have to look at the thought patterns of the consumers and use the images and information that manipulates their mindset and influences them to think about the product in a particular way. The researchers must get into the community, learn their desires and needs and design adverts that seek to meet those needs.

From the foregoing, psychology plays a major role in advertising. The design of adverts is meant to influence the consumer to use a product or service. Organizations cannot create designs to solve the needs that they hardly understand. Psychology helps in creating this understanding, thus helping to meet the needs and achieving a huge customer base. In conducting advertising research, psychologists should be invited to participate actively (Okazaki, 2012). Without their involvement, the advert may be interpreted wrongly by the consumers, thus creating resentment on the advert.

Literary Studies

Literary studies are very important in researching about an advert. They include aspects of language and literature. It is very important to understand the language dynamics of the customers. Different communities may speak a similar language with different accents. Sometimes, using the familiar accent can grant very effective results as it makes the advert quite natural and native.

Literary studies will also help in establishing the communication patterns among the consumers in the community under research. This understanding is important in designing the advert in terms of audio, video and texts (Shimp, 2010). It is important to note that different communities have different non verbal communication methods. There are also certain body languages that may be similar, but convey different meanings in different communities. The adverts must convey the intended meaning so that it attracts the attention of the consumers. If these studies are not conducted, there are high chances that the wrong message will be conveyed and the advert will not serve its purpose.

Literary studies will also help in enhancing clarity of the advert with regards to the community’s literacy levels. It is important to know the community’s level of education and literacy to design an advert that they can easily follow and understand. It would make no sense to use difficult animations and graphics for communities with low literacy levels. Besides, literary studies will help in determining the jargons to use in creating the adverts. Advanced communities with high literacy levels can response to technical jargons positively (Okazaki, 2012). On the other hand, communities with low education levels may need simple language and a lot of images to understand the purpose of the advert.

Adverts are meant to communicate with the real and potential consumers. It will beat logic to embark on the design of adverts without understanding the language and communication patterns of these consumers. As a result, literary studies cannot be ignored when conducting advertising research.

Conclusion

Advertising lies at the heart of the functioning of every organization. It is the oil that greases the wheels of a contemporary organization’s success. As such, it must be well researched to ensure that it gets to the target audience and achieve their loyalty. Various academic disciplines play a role in the conduct of the research. Key among these disciplines are Information Technology, Psychology and Literary Studies as described above.

References

Okazaki, S. (2012). Handbook of Research on International Advertising. Cheltenham: Edward Elgar Pub.

Shimp, T. A. (2010). Advertising, Promotion, and Other Aspects of Integrated Marketing Communications. Mason, Ohio: South-Western Cengage Learning.

Banned Condom Ads

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(Institutional Affiliation)

The two commercials in question here are the ZaZoo condom commercial and the Durex condom commercial. The ZaZoo commercial shows a man shopping with his young son when suddenly the son begins to show a fit of temper for no obvious reason. The father is unable to control the child, and he seems embarrassed by the son as the onlookers look at them disapprovingly. The son keeps on screaming for the whole span of the commercial and he ends up rolling on the ground. As the commercial ends, it emphasizes ‘wear a condom’ (Banned commercial- condoms).

Though this advert is obviously humorous, the interested parties banned it from the television for the obvious, serious message it is passing across (ZaZoo condoms). The message the commercial seems to be wear condoms to prevent these kinds of tantrums. The message also seems to be advising parents to wear condoms if they do not want these kinds of kids. It is likely that the commercial was banned for this message. Instead of the ad passing the right message, for example, condoms are ways of preventing unnecessary pregnancies and STDs, the commercial seems to be threatening customers to buy their products or end up like this frustrated parent (Banned commercials).

The other commercial in question is the one by Durex, which has a mass of sperms following their owner as he goes to talk to his girl. Her boyfriend’s sperms, which have been personified, rush the girl and a giant condom later rescues her (Banned commercials- Durex). The message the commercial seems to be passing is that the Durex condom can eat up sperm/ men and prevent pregnancy. The commercial is obviously funny and does not use explicit message or pictures, and that is the reason that leads one to wonder why it was banned. It is possible that the commercial was banned for its utilization of man/ sperm eating condom, and the utilization of man- looking sperm (Andersen, 2008).

References

Andersen, C. H. (2008). The best worst commercials you have never seen. AOI. Retrieved from http://www.huffingtonpost.com/charlotte-hilton-andersen/the-best-worst-commercial_b_108480.html

Banned commercials. Banned commercial videos, too hot for TV. Retrieved from http://www.bannedcommercials.org/banned-commercial-of-zazoo-condoms.html

Banned commercial- condoms. YouTube. Retrieved from http://www.youtube.com/watch?v=nojWJ6-XmeQ&feature=related

Banned commercials- Durex. YouTube. Retrieved from http://www.youtube.com/watch?v=bizJWtJ0xXo

ZaZoo condoms. The Rhetoric of Reputation. Retrieved from http://instructors.dwrl.utexas.edu/tbrown/node/104

The United Global Compact Principles in Relation To Refugee Hiring Policies and Practices

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The United Global Compact Principles in Relation To Refugee Hiring Policies and Practices

Abstract

The ten United Nations Compact Principles speak to the conduct and ethical behavior of companies. When dealing with immigrants employers should abide by these ten principles as they serve as guidelines that ought to be observed across the world. The ten principles touch on four key sectors including human rights, labor, the environment, and anti-corruption. The first two principles are not efficient in safeguarding refugee rights in the hiring process. Principle three is achievable but there is no confidence in its implementation. Principles four, five, and six have also not proved effective in protecting refugee rights. As regards the environment, refugees are seen to contribute to problems such as urban sprawl, pollution, and congestion which makes them be viewed negatively in society. Moreover, the final policy that prohibits all forms of corruption is also not effective as refugees continue to part with bribes to make it possible to live a life they have always envisioned.

Introduction

If well cultivated, refugees and immigrants can be capitalized on as a viable talent solution amid ongoing great resignations. Employers need to address the hurdles that exist throughout the job process for refugees from job hunting to interviews. When they arrive, refugees are usually not in a position to navigate the labor market of the United States, and know the roles they qualify for and where their skills fit best. For all companies, corporate sustainability begins with its value system and its principle-based approach to conducting business. This means that companies must operate at a minimum in a manner that fulfills their fundamental responsibilities in the sectors of labor, human rights, environment, and anti-corruption. The ten principles of the United States Global compact are based on these four key areas. Responsible countries enact similar principles and values if they have a presence and are aware that good practices in one sector cannot harm another. Companies should incorporate the principles of the UN Global Compact into policies, procedures, and practices and develop a culture of integrity as it upholds the basic responsibilities of the planet and people and also sets the stage for long-lasting success. This text evaluates the efficacy of the ten principles in addressing refugee and immigration hiring policies and practices in the context of the United States.

The Ten Global Compact Principles

The ten principles of the United Nations Global Compact are supporting and respecting the protection of international human rights and making sure they are not complicit in human rights abuses. These first two principles are under the human rights docket. Principles 3, 4, 5, and 6 pertain to labor. Businesses are expected to respect the freedom of association and effectively recognize the right to collective bargaining. Principle 4 dictates that companies should eliminate all forms of compulsory and forced labor (Kingo, 2017). Principle 5 speaks to the effective elimination of child labor and Principle 6 speaks to discrimination elimination in employment and occupation. The next three principles speak to the environment. Principle 7 requires companies to take action to support the approaches to environmental issues. Principle 8 is about undertaking initiatives that promote more environmental sustainability and Principle 9 encourages companies to develop technologies that are environmentally friendly. Principle 10 is the only one that touches on anti-corruption. It insists that companies should work to eliminate all forms of corruption including money and extortion.

Analysis of Principles in Relation to Refugee Hiring

The first principle has not proved to be effective in protecting the immigrant population and refugees. The first principle calls for employers to recognize internal human rights. However, this is not the case. It is not uncommon to come across employers that discriminate against immigrants. Some international human rights include the right to life and liberty, freedom of expression and opinion, right to work and education, and freedom from torture and slavery. Despite these being international rights that should be observed by all, some employers tend to refuse to hire immigrants based on their citizenship status which is wrong. The Immigration and Nationality Act also prohibits national origin and citizenship status as bases for discrimination with respect to termination and hiring. Additionally, it is difficult to affirm that companies do not actively take part in human rights abuses. This is because employers have undoubtedly found themselves at the center of workplace human rights violations and immigrants and refugee populations tend to be at the center of it. Refugees tend to be on the receiving end as they are not paid bonuses, are not paid bonuses, have employee misclassification, miscalculated overtime, and workplace discrimination.

Moreover, principle three touches on freedom of association and collective bargaining have proved somewhat effective in refugee and immigrant hiring practices. In the United States, even undocumented workers that are not employed by the government are protected by the National Labor Relations Act in their right to organize and elect a union and collectively bargain with other employers. Even immigrants can join unions as visa status and citizenship does not matter. However, there is no guarantee in the implementation of this policy. Immigrants and refugees might still be discriminated against and prevented from joining unions. Regarding eliminating all forms of compulsory labor, immigrants tend to suffer this fate often. Majority of victims of forced labor in the United States tend to be immigrants and refugees from other countries. They fall, victim, as they are vulnerable since some do not speak English which makes it hard to understand their rights. The fifth principle to do with child labor has also not been effective in addressing immigrant issues of employment. The United States as a country has stern policies on child labor but this does not stop child labor from taking place (Podrecca, Sartor, & Nassimbeni, 2021). As a matter of fact, labor trafficking cases are more common than sex trafficking cases in the U.S. Child labor continues to be an issue for immigrants and refugees as perpetrators prey on groups that are vulnerable. The principle of eliminating discrimination is also far from helping solve the discrimination issue for immigrants and refugees. More than any other population, refugees, and immigrants tend to be the subject of discrimination in employment. Employers tend to disqualify immigrants during interviews forgetting that interviews will rarely showcase all the capabilities of immigrants. Immigrants will rarely shine in interviews in ways that recruiters expect them to shine and as a result, they end up in survival jobs or what is known as rapid attachment jobs. Moreover, immigrants tend to be exempted from employment because qualifications tend to get lost in the course of translation. Even immigrants and refugees that have the highest skills go unrecognized in new countries leading to unemployment.

As far as the environment is concerned, the three (7, 8, 9) UN Global Compact Principles are those that speak to this docket and have failed to protect refugees’ interests. Migration, both temporary and permanent has always been an important survival strategy in the face of adversity. Population pressures have been directly linked to pollution. Immigrants are seen as directly contributing to the degradation of the local environment through congestion, urban sprawl, waste generation, pollution, land conversion, and water consumption. This is also part of the reason why opponents are against immigrants being granted residency. The final principle speaks to mater of corruption like bribery and extortion. Corruption in all forms is prohibited in the United States. Without a doubt, immigrants tend to face corruption problems when trying to acquire employment. If paying a bribe makes a difference in getting a new life, then most immigrants have no option but to pay to acquire entry-level jobs in the United States.

Conclusion

In closing, the United Nations Global Compact Principles speak to the ethical codes and behavior of companies. The principles are based on key priority sectors including human rights, labor, environment, and anti-corruption. When it comes to immigration and refugee hiring practices and policies, these ten principles are effective in some areas while they are ineffective in others.

References

Kingo, L. (2017). Private sector’s role in implementing SDGs – Interview: Lise Kingo, Executive Director of the United Nations Global Compact at the UN Global Compact Board Meeting in New York, USA. Africa Renewal, 31(2), 18–19. https://doi.org/10.18356/d75904e1-enPodrecca, M., Sartor, M., & Nassimbeni, G. (2021). United Nations Global Compact: Where are we going? Social Responsibility Journal. https://doi.org/10.1108/srj-06-2020-0261

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The Two Sides of Desdemona

William Shakespeare is, to date, one of the best writers the world has seen. His plays continue to challenge existing stereotypes while the characters he has created are dynamic, and they help question the various realities of life. The Tragedy of Othello, the Moor of Venice is an equally intriguing play with one of the best characters ever created being Desdemona. Shakespeare first introduces this character in a one-dimensional manner; however, as the plot within the play develops, the character of Desdemona grows into an intriguing individual that conforms to and challenges the societal standards of her time. The character of Desdemona is a riddle that grasps the audience’s attention and calls into question the societal expectations placed on people based on their gender. In the play “The Tragedy of Othello the Moor of Venice,” Shakespeare successfully creates the character of Desdemona, an intriguing and complex individual who challenges the oppressive expectations of her society while possessing the expected traits women are encouraged to have. These two sides to Desdemona are both inspiring and intriguing.

Shakespeare first introduces Desdemona as a beautiful, young, white Venetia lady of noble birth. Her noble family belongs to the ruling class of her society, a position that grants her the image of moral and societal superiority among the people of Venice. Desdemona’s positive image and societal privilege are evident through the adjectives other characters use to describe her. For instance, Othello, who becomes her husband, calls her ‘gentle Desdemona.’ Other adjectives used to describe Desdemona by characters such as Cassio, Emilia and Lago include divine, virtuous, fair, and sweet. These positive annotations encourage the audience to view Desdemona’s character as noble and pleasant, further cementing the belief that Desdemona’s character is amicable, obedient, and loyal to the societal expectations set for women of this era.

As the play progresses, other characters continuously describe Desdemona as a woman of innocence and perfection. For instance, Cassio refers to Desdemona as the “most exquisite lady” and the “most fresh and delicate creature .”Both male and female characters present these positive references that allude to Desdemona’s beauty and innocence, giving the image that Desdemona is viewed as the epitome of an innocent beauty that maintained her chastity. The Character of Emilia refers to Desdemona with terms such as “honest, chaste, true, angel and the sweetest innocence.” Before being manipulated into doubting his wife, Othello, Desdemona’s husband, constantly refers to Desdemona with terms such as “a sweet woman, a fair woman, fine woman, virtuous, honest, gentle and very sweet.” Also, Othello claims that “the world hath not a sweeter creature .”The use of these positive terms by multiple characters throughout the play also reveals that Desdemona is a popular individual of her time who was renowned for her physical beauty and her personality that exuded gentleness, fairness, and honesty. Desdemona’s positive image is not only limited to the people around her, but she also views herself in a positive light. For instance, Desdemona refers to herself as “a true and loyal wife.” This reference shows the audience that Desdemona is aware that other men appreciate her beauty; however, she remains faithful to her husband. The positive references about Desdemona are what guide the audience into seeing through Lago’s heinous plot against her and her husband.

Other than the terms used to describe Desdemona, other ways Shakespeare portrays Desdemona in a positive light is through her actions. For instance, when Lago insults and shares his negative views about women with his wife Emilia, Desdemona immediately stands up for Emilia by yelling, “O, fie upon thee, slanderer.” This remark shows Desdemona’s outrage at hearing Lago’s negative views about women and his insult to his wife. By standing up for Emilia, Desdemona is seen as loyal and protective of Emilia despite being her maid. The level of Desdemona’s outrage seen through her yelling also shows that she views the insult Lago’s made about women to be directed at not just his wife but all women in general. Therefore, her fierce response is an indicator that Desdemona does not condone unjust behavior. Other ways the play shows Desdemona’s loyalty and compassion to her friends is seen through her reaction to hearing that Cassio lost his lieutenancy. She not only confronts her husband and offers Cassio her help, but she also promises to help restore his friendship with her husband. Desdemona’s loyal traits are also apparent in how she relates with Othello despite him accusing her of infidelity. She reminds her husband that she truly loves him and continuously tries to settle their dispute by constantly asking him for time to talk things out. Desdemona shows her respect for people despite their social status through these acts. Her actions also show that she is loyal and respectful to the people around her despite the challenges she faces.

Desdemona can be largely described as a demure and innocent woman from the examples above. While this side of her is true, Shakespeare also highlights a different side of Desdemona. As the play progresses, the audience is shown that Desdemona is an independent woman that is courageous enough to speak her mind despite living in a society that is controlled by men. “Free and bounteous to her mind” is a phrase that Othello uses to describe Desdemona, and it shows that he understands that Desdemona is the type of woman that speaks her mind freely. This trait is most apparent when Desdemona stands against her father and resolves to marry the man she loves. In the Venetian society, it was expected that women marry the men their parents chose for them. By defying her father’s choice, Desdemona shows that she is courageous and independent of her mind. In Act 1, Scene 3, Desdemona compliments Brabantio, her father, for fulfilling his duties as a father; however, she also informs him of her decision to be with the Moor and her unwillingness to marry any other person but her love interest. The resolve and firmness to stick by her decision and turn against her father, a man with high power, defies the stereotypical gentleness and submissive nature expected of the women in this society. Moreover, Othello, the man she chooses to marry, is a Moor and an outsider. Though Desdemona’s resolve to marry such an individual would be seen as absurd in this society, her resolve to follow her heart shows great levels of independence.

Another way Desdemona reveals her independence and feminist traits is through her courage to speak freely. Desdemona’s courage to speak her mind despite living in a patriarchal society is first evident when she tells her father about her love for Othello. Later, the audience is shown that Desdemona also speaks freely to her husband as in Act 3, Scene 3, Othello says that Desdemona is “free of speech.” Her courage in saying what she wants at a time when women were expected to be seen and not heard equates to defiance, and it shows how her character embodies feminism. Desdemona’s independence is also apparent through her resolve to restore her husband’s friendship with Cassio. In pursuit of this goal, Desdemona is forced to hide her intentions from her husband. Though this act further adds to the disharmony and distance between herself and Othello, her resolve to keep making efforts to reconcile her husband and Cassio shows Desdemona thinks independently.

Desdemona’s final act of independence and courage is seen through her tragic death. Before her death, it is apparent that Desdemona is aware of her imminent death because she asks Emilia to bury her in her wedding sheets should she die first. Staying by her husband’s side despite the risk of death shows that Desdemona was courageous enough to accept her death. Moreover, she chooses to stay with Othello despite the protection her powerful father would provide her. Also, when Desdemona awakes to find Othello standing over her with the intent to kill her, Desdemona sings the song her mother taught her. This action shows Othello that she was blameless despite the acquisitions made against her and reminds him that she chose to love him despite his jealousy. In the end, Desdemona’s song can also be seen as a form of forgiveness. Also, forgiving her husband for his actions as he smothered the life out of her shows great courage and resolve. These traits set Desdemona apart from other women in her society as they reveal her resolve to live her life based on her terms.

Throughout history and in different societies, women are the passive victims of oppression. In the play “The Tragedy of Othello the Moor of Venice,” Shakespeare created a character that was defiant of the oppressive expectations forced upon her. This defiance is evident every time Desdemona asserts her personality and speaks her mind. These traits of courage, independence, decision-making, and freedom reveal a side to Desdemona that is different from other women in her society that choose to conform to the oppressions forced upon them. While Desdemona is an independent individual, Shakespeare also revealed that Desdemona also embodied the expected characteristics of innocence, beauty, and fairness. Desdemona is arguably one of Shakespeare’s most intriguing characters as she possesses the quality expected of women in her society, but she also challenges the oppressive nature of her society. Overall, the Two sides to Desdemona are both intriguing and inspiring.

Work Cited

Shakespeare, William. The tragedy of Othello, the Moor of Venice. Vol. 24. Penguin, 2001.

The United Nation Global Compact’s Ten Principles are derived from a series of other ethical codes and are focused very specifically on the behavior of companies. In your paper respond to the following question:

How would you evaluate the efficacy of the Ten Principles in addressing emerging ethical global challenges?

In synthesizing and evaluating the Ten Principles, pick one specific issue to provide concrete examples. You can consider laws related to child labor, immigration/refugee hiring policies and practices, ethics in the workforce, corporate ethics, corporate social responsibility mandates, or corporate humanitarian activism/service. There are definitely other topics that could fit in this category, so you can certainly explore the possibilities.

You will need to develop a strong thesis to guide your discussion of the Ten Principles. It will be important to support your thesis with examples exploring the specific issue that you focus on. Recognize that there is no easy answer to this specific question.

 

Length: 4-5 pages (excluding title page, abstract, and the References page)

Points: 20

Please follow the APA guidelines for formatting your paper.

You will need to include a title page, a brief abstract with keywords, the text of your paper, and a References Page. You do not need to include an “Author Note” as that is optional for class papers, theses, and dissertation. You can refer to the extended discussion in Chapter 2 with the Publication Manual of the American Psychological Association, 7th edition about the structure of APA papers. In addition, there are sample papers available. Even though this paper is less extended than the sample papers in the Publication Manual, you should include the elements listed above in order to practice the conventions. You can find another good sample of an APA paper at the Purdue Online Writing Lab (OWL).ReaThe United Nations Global Compact (Links to an external site.)UN Global Compact (2010). Annual review. 10 Years 2000-2010 (Links to an external site.) View Videos

Dr. Patricia H. Werhane is the Chair of Wicklander Ethics and Business organization, and the Director of the Institute for Business and Professional Ethics at DePaul University. In the videos, Dr. Werhane shares her insights related to the use of business participation model to further understand ethical practices, sustainability and social responsibility.

The United Nations Global Compact (UNGC) (Links to an external site.)

UN Global Compact: Retrieved from https://www.youtube.com/watch?v=hBRLRehpVY0

UN Global Compact (Links to an external site.)

 Suggested Readings

Danish Institute for Human Rights (2001). Defining the scope of business responsibility for human rights abroad (Links to an external site.).

 

Darley, J. M. (2005). The cognitive and social psychology of contagious organizational corruption.  Download The cognitive and social psychology of contagious organizational corruption.Brooklyn Law Review, 70(4), 1177-1194.

 

OECD (1999). Convention on Combating Bribery of Foreign Public Officials in International Business Transactions (Links to an external site.).

 

OECD (2000). Guidelines for Multinational Enterprises (Links to an external site.).

 

International Business Leaders Forum, Transparency International and the UN Global Compact, Business against Corruption (2005). A framework for action – Implementation of the 10th principle. Download A framework for action – Implementation of the 10th principle. 

International Labour Organization (1998). Declaration on fundamental principles & rights at work (Links to an external site.) 

UN Sub-Commission on the Promotion and Protection of Human Rights, Working Group on the Working Methods and Activities of Transnational Corporations (2003). Norms on the responsibilities of transnational corporations and other business enterprises with regard to human rights  Download Norms on the responsibilities of transnational corporations and other business enterprises with regard to human rights. UN Doc. E/CN.4/Sub.2/2003/12/Rev.2, 2003.

 

United Nations Global Compact, the United Nations Environment Programme (UNEP), Oxfam, and World Resources Institute (WRi) (2011). Adapting for a green economy: Companies, communities and climate change. dings:

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Abstract: Child Abuse and Neglect in Saudi Arabia

Author

Institution

Abstract

Recent times have seen an alarming increase in cases involving child abuse and neglect in various parts of the world. This has raised concerns especially considering that some of these cases go unreported. There exists a consensus among all groups of people that this vice needs increased attention. However, there are variations as to the responses that various groups feel would be essential in combating the vice. Volumes of literature have been written in an effort to explore the various aspects of the vice. This paper examines five works of literature that have been done on child abuse, as well as neglect in Saudi Arabia. It examines the contents of the literary works and outlines the reasons for picking it. In addition, it explores the comprehensiveness of the literary works and the approach that different papers have examined. Most of the books whose summaries have been written outline various studies done exploring child abuse, as well as neglect in Saudi Arabia. The key or fundamental aspect of the various works explored and summarized in the paper is that all or most of them are available in the internet. In addition, the comprehensiveness of the journals or literary works and their relevance to the topic under research were considered. The papers do not only explore the problem in the present times but also compares the historical aspect of it. It offers comparison and progress made in exploring child neglect and abuse in Saudi Arabia. In addition, it incorporates literary works that examine how medical practitioners have been treating the vice while giving insights into the efforts physicians have been making in combating the vice. On the same note, it examines a study that compares different countries in the Arab Peninsula as concerning child neglect and abuse.

Introduction

Cases of child abuse and neglect have been increasing tremendously. Of course, there are variations as to the levels of abuse and neglect that are experienced in different countries. However, Saudi Arabia has distinguished itself as one of the key culprits as far as the vice is concerned. Research shows that quite a large number of cases that involve child abuse or even neglect go unreported in Saudi Arabia, as well as various parts of the globe. In addition, most countries do not have comprehensive institutional frameworks to deal with the vice. Unfortunately, this only ends up abetting the vice. Research has shown that, in Saudi Arabia, extremely few cases of child abuse or even neglect are prosecuted or even examined with the seriousness they deserve. In most cases, they are never reported to the authorities, are tolerated and even encouraged as an effective way of disciplining children. However, it is noteworthy that there exists a difference between disciplining a child and engaging in acts that undermine the well-being of the child.

Child abuse goes beyond the physical aspects of abuse. It extends beyond broken bones and bruises and includes other aspects such as psychological and emotional abuse. However, the fundamental aspect that ties all these forms of child abuse is the emotional effect that they have on the child. It is always imperative that children have predictability, clear boundaries, and structures, not to mention the knowledge or recognition that they are safe with their parents. Child abuse deprives them of this feeling and replaces it with insecurity and aloneness. Child neglect falls under child abuse, and underlines a pattern where the parent fails to provide the fundamental needs of the child. While Saudi Arabia is making tremendous strides in combating the vice, more effort must be put so as to ensure the emotional health of children.