Human Right

R2P

R2P or Responsibility to Protect is a United Nation’s obligation to prevent humanitarian crises such as genocide, humanity crimes and war crimes.  R2P was approved at the 2005 World Summit and it has principles which are related with protecting the citizens from violation of human rights and other crimes which may bring adverse effects to their lives (Evans, 66). In addition, the United Nations complies with the international law which governs the human right and security. In meeting the objective, RSP applies government and intergovernmental measures such as economic sanctions, mediation and other important measures which help in preventing crime.  R2P has three pillars which are expressed in ‘2005 World Summit Outcome Document’ (Evans, 66). The pillars are the responsibility to protect the state from crisis, providing international assistance toward preventing crime and responding to the crisis in a timely manner.

Background                                  

            The need for humanitarian intervention was developed in 1990s after the tragedy between Rwanda and Balkanas. There was a debate on who was responsible between international community and States in responding to humanitarian issues.  Kofi Annan, who was the Secretary-General, challenged the Security Council in his report for the failure to respond to the Rwanda tragedy and to protect the violation of human right (Evans, 66). This led to the development of R2P in 2001 by Canadian Government.  The Kofi Anann’s challenge toward the Member State led to the development of ‘responsibility to protect’ in the International Commission report.  The latter was based on the notion that the State not only had the power to control the State affairs but also the responsibility to protect the people (Evans, 66).

R2P as an effective tool

R2P play an important role and acts as an effective tool in preventing humanitarian crisis. This is because, R2P is created with elements of legal structures and it holds a normative power.  It is important to note that R2P concepts are creates by United Nations and this indicates that it acts as a powerful incentives where all members can take action toward the crisis (Bellamy, 30).  In addition, R2P acts as a ‘collective understating’ where all members become committed in shaping the behaviors through creating a collective legitimization of State policy. Following that R2P is  also integrated in the international politics,  it acts as a tool for developing  ‘appropriateness standards’ and since it is internalized,  it will have a  high enabling effects  and legitimize behaviors (Bellamy, 38).  R2P concentrates on protecting the nations from crisis through proactive and reactive measures in international community. The important point which makes R2P an effective tool is that it is responsible to prevent the crisis, it is responsible to react to the crisis if it happens and finally it is responsible to rebuild and place the nations back to the position they were.  The principles entail the entire important role which R2P play in humanitarian intervention (Bellamy, 43).  R2P has brought significant change where citizens’ rights are not only valued by the State but also by the international community. Sovereignty in R2P is embraced by both the State and the international community (Bellamy, 44).

 R2P has a significant ideology of protecting human rights and this clearly shows the adaptive nature in responding proactively to the 21^st century warfare (Haas, 28).  R2P doctrine clearly represents their role as well as the ‘constructive step’ in fighting for human rights.  Its principles are based on the  idea that  the international community  values the rights of people and so  it will eliminate  the violations and  ensure that  every person  enjoys  the right and is not threatened by tragedies. The issue of protecting human rights is complicated in that the government has limited power in protecting its citizens. For many years, people have suffered from crime, slavery and torture (Haas, 34). According to Haas, theories such as Contract theory, Natural theory, Social Democratic theory and other asserts that there should be respect for human rights and individuals should enjoy the rights without restrictions. Other theories states that minorities should be respected in economic, social and political areas. In addition, individual should be legally provided with rights and there should be equal opportunities (Haas, 34).  In this case, it is important to assert that R2P is an effective tool in protecting the human rights in that, using the ‘enforcement action’ in responding to the matter, it means that the international community will use the international law and UN collective security. Thus, R2P as a tool to fight warfare complies with the existing law as well as the principle of sovereignty (Haas, 38).

Power asserts that America policymakers have failed to prevent mass atrocities in 20^th century.   She argues that America has revealed an ineffective response despite the fact that it has military and financial power in fighting with crisis (Power, 5). America has faced unspeakable atrocities and it is worth to say that the country has played part in assisting the attackers.  Looking back to the Cambodia, Iraq and other genocides, America has failed to offer effective response as   result of self-interest and   lack of will. It is undeniable reality that millions of people have survived from insurgencies and world crises. As Power asserts that America failed to provide proactive measured toward crises, it is an indication that many States have failed to protect its people as a result of lack of preparedness and unwillingness (Power, 8). However, R2P acts as an effective tool by holding the notion ‘right to intervene’. In this case, the international community has implemented enforceable standards   in fighting the crisis and in building foreseeable future. Other important point to note is that R2P acts as an effective tool through establishing procedures and rules which will be used in considering when and how to fight.  In addition, it included the military intervention and provided principles on when and how the military will intervene in order to minimize the cost and damage (Power, 15).

 The R2P involves collaborative actions from UN with a major purpose of maintaining peace and security.  In this case, sovereignty serves two purposes of controlling and responsibility.  In international practice, sovereignty ensures that   the citizens are protected from warfare nationally, all citizens internationally are protected from warfare and all agents’ states are accountable in providing security and peace (Bellamy, 26). Thus, R2P play a significant role of ensuring that human rights and human security are maximized in both national and international level. The important point with R2P is that it is developing national culture where all states are accountable to comply with international humanitarian law.  In addition, it is developing the human right law where all states are valuing the universal justice as well as standards of behaviors. The key thing which governs the R2P principles is protecting the human rights and practice universal jurisdiction (Bellamy, 28). Other important point is that R2P principals are not only tied with human right but also human security. Thus, international community concentrates on territorial security against internal and external crisis.

Work cited

Haas Michael. International Human Rights: A Comprehensive Introduction. Routledge, 2013

Power, Samantha. A Problem from Hell: America and the Age of Genocide. New York: Basic Books, 2013.

Internet resource.

Evans, Gareth J. The Responsibility to Protect: Ending Mass Atrocity Crimes Once and for All. Washington,

D.C: Brookings Institution Press, 2008. Internet resource.

Bellamy, Alex J. Responsibility to Protect: The Global Effort to End Mass Atrocities. Cambridge: Polity,

2009. Print.

Human rights

Article 2: Freedom from discrimination

Freedom from discrimination is the second article as declared by the universal declaration of human rights and recognized by the global laws that ensure human rights are not violated (Naughton & Frey, 2015). Discrimination is defined as different treatment of other people based on race, ethnicity, religion, age, disability and sex. Discrimination can be favorable where someone gets favors and can be unfavorable where someone does not bet favors (Roosevelt, 2000). Discrimination most cases is viewed as being unfavorable since discrimination undermines the people who are not favored. Freedom from discrimination came up in order to ensure no discrimination cases would be reported since in the old days many discrimination cases were reported. Freedom from discrimination is implemented for example in the US where cases of discrimination reported earlier were on the rise. People were discriminated because of the religion they practiced which was wrong compared to currently where discrimination cases are minimal. Freedom from discrimination is ensured by the constitution since the American constitution is against discrimination. The constitution advocates for equal treatment of all people and prohibits violation of the freedom from discrimination (Sweet, 2003).

The fifth and fourteenth amendment of the US constitution protects the people and ensures people are not discriminated (Sweet, 2003). Though the government protects all people few cases of discrimination have been reported in the US thus this article has not fully become implemented. In the United Kingdom discrimination has been abolished thus people are treated equally (Sweet, 2003). This freedom however is limited since cases of discrimination are still reported in the UK showing that people are still discriminated therefore this right has not been fully implemented. In German however, the law supports equal treatment of all people thus discrimination is prohibited. However cases of discrimination are reported showing that the right has not fully been implemented. For this right to be implemented in all countries measures have to be put in place which will ensure that all cases of discrimination are handled and people punished for discriminating others. Freedom from discrimination should be upheld as one of the human rights that support universal unity (Sweet, 2003). The constitutions in all countries are against any kind of discrimination since discrimination violates human rights and deprives people off their rights to live and survive.

Article 3: Right to life, liberty and security of person

This right is included in the universal declaration of human rights as article 3 where it ensures that all people have an equal right to life, security and liberty (Universal Declaration of Human Rights, 2007). According to the Canadian constitution, act 7 explains that all individuals have equal rights to life. It protects individuals against all the actions that can harm individuals either from the government or other individuals as well. Right to life ensures that individuals are protected by the state against actions that could end the life on an individual. Such actions include laws, health care services and other services that could terminate the life of individuals. Right to liberty is defined by the Supreme Court as the freedom to ensure people have personal choices which need to be respected. People have the right to make personal choices thus other people and the government needs to respect this (Sweet, 2003).

Right to security of an individual involves the individual coming up with laws that protect the people against making choices that harm them. In addition, this right ensures that individuals enjoy dignity and are independent in their endeavors (Naughton & Frey, 2015). The right ensures that individuals make choices that do not harm their bodies. Therefore this right has been implanted in countries such as the Germany, Canada and United Kingdom where the governments protect their people against terminating their lives. The countries ensure that they protect their citizens such that people enjoy dignity and independence they deserve. The right to liberty ensures that individuals have the right to express themselves and make personal decisions. These rights are however limited since the government makes restrictions on some individual choices since nobody is allowed to take his or her own life (Sweet, 2003). These rights have been implemented in these countries though they have not been fully implemented since individuals have made personal decisions that threaten their lives. The government as well practices capital punishment and life imprisonment which terminate and threaten the lives of individuals respectively. The government violates human rights when it supports capital punishment and life imprisonment thus it violates the human rights and indeed the universal human rights that protects the people.

Article 1: Right to equality

This right is the number one article in the universal declaration of human rights. It is defined as the human rights that ensure all people all treated equally since all people are born different, have different like and dislikes and therefore need to be treated equally (Sweet, 2003). This right according to the constitution of all countries ensures that no one remains above the law. All people are treated equally by the law and constitution of the given countries. The rule of the law governs the right to equality whereby no person regardless of the political or social status is above the law. All individuals follow the law and no special treatment is given to individuals since all individuals are equal in the eyes of the law. For instance in India, the government ensures that no citizen is discriminated on the grounds of religion, sex and race and that all people are equal and should be treated as such (Sweet, 2003). Tradition systems of some countries ensured that some people were specially treated but with the new constitution, all people are treated equally since no person is better compared to others.

The right to equality has been implemented in such countries such as India, US and United Kingdom where individuals are treated equally as the constitution explains. These countries as well as other countries ensure that individuals are given equal rights to follow the law and once violation has been done individuals are punished equally regardless of the social and political status Bagchi & Das, 2013). The rights have not been fully implemented since some people are given special treatments in the societies regardless of the constitution prohibiting such treatments since all people should be treated equally. The right to equality is limited in some cases since people with high political and social profiles are treated with respect compared to other people who hold no political profiles. The right to equality ensures that people are not discriminated since all people are equal and have equal thoughts that need to be respected. This right is effective in some countries whereas in other countries people still treat other people as minors compared to others. In the US for instance the whites discriminate against none white which is against the constitution therefore indicating that the right to equality still needs to be well implemented.

References

Roosevelt, E. (2000). Universal declaration of human rights in English, Spanish, French,             Chinese, Russian, Arabic.

Universal Declaration of Human Rights. (2007) (1st ed.). [New York].

Bagchi, S. S., & Das, A. (2013). Human rights and the Third World: Issues and discourses.          Lanham: Lexington Books.

Sweet, W. (2003). Philosophical theory and the Universal Declaration of Human Rights. Ottawa             [Ont.: University of Ottawa Press.

Naughton, G., & Frey, D. (2015). Teaching the Transformative Agenda of the Universal   Declaration of Human Rights. Radical Teacher, (103), 17-25. doi:10.5195/rt.2015.232

MONEY CAN'T BUY HAPPINESS

Introduction

Money refers to a medium of exchange that can be used to purchase different items. Money helps us in acquiring things that we deserve in life including the basic necessities. It is everyone’s dream to be happy in life. People have different views about what money can actual acquire and what it cannot. Money brings some level of happiness which is not entirely brought by money. Money increases the quality of life that every human aims at (Fresco, Fresco & Meadows, 2002). However, it is important to live within the means that the individual can be able to provide for with the increase in modest lift style of leaving. Therefore I believe that money can buy a lot of things but happiness is not amongst them because it is priceless.

Argument 1

Time is precious. Despite the fact that money can be able to all the good an individual want the constraint of time is with everyone. Time is priceless. Time well used can result in happiness despite not having enough money. This is because making time is the important aspect of generating happiness with friends and family (Fresco, Fresco & Meadows, 2002). From what I have observed the extremely busy people who do not have time for themselves, family and friend end up being lonelier. People who have a lot of money are most busy chasing more money forgetting that they need some break from their busy schedule in order to meet with other members that result in satisfaction thus generating happiness. People are happier when they meet in person which they consider important rather than having the money and creating a vacuum as the only means of communicating with the person is through mobile phones and other means. Money does not offer a shortcut to happiness as it is not a counterproductive means of generating happiness (Fresco, Fresco & Meadows, 2002).

Arguably money saves a lot of time. It is able to buy the autonomy that molds one’s image of an ideal life. This can be equated in short time used in travelling as the rich people uses the quickest and safest means of transport  compared to the other people who may take longer to travel the same distance. It nourishes happiness as it helps the person achieve their values which happiness can be considered to be made of. Just like many things, money can be as well as be put into poor use yet it can be put in great uses that include experiencing the great joy in living (Strobel, 2012). As a fact, people do embrace money unapologetically in order to obtain significant control over their lives so that they can recognize their ends and achieve their dreams.

Argument 2

Money does not relieve pain. Whether an individual is rich or poor money cannot be used to eliminate the pain. When individuals are sick the pain they experience can only be eliminated through treatment procedures. Poor people in a community are happier as they live like one family. They care for one another and offer support amongst themselves and share the joy that arises to celebrations (Fresco, Fresco & Meadows, 2002). From an observation a region of the not so wealthy are seen to join in dances in wedding functions and children play together as they share their toys compared to the rich one who is always secluded thus missing the happiness of living as a community and sharing what they have. This proves that it is not a most to have money as happiness is an inside job that cannot be purchased (Fresco, Fresco & Meadows, 2002).

However, it is argued that money can buy happiness as it can relieve poverty and pain. It is argued that in the case of sickness and an individual has money they will seek the best medical facility that offers quality health care in order to be better again and soon. The type of treatment offered is considered to be friendly and the family of the patient has fewer worries about the medical payment considered to the other poor family which may force them to seek help resulting to stressful moments that are less happy (Strobel, 2012). Poverty is not the type of life an individual would be happy about. For example, an average person need is just to be able to eat enough amount of food and live in a comfortable house. However, it is considered much easier to be able to pay for fine dining than trying to barter. Generosity by the rich to relieve misery to the poor allows them to be happy again as they were sad (Strobel, 2012).

Argument 3

As happiness is priceless so is value. True happiness cannot be purchased results to great value for item and respect for people. Money makes everything materialistic thus eroding the moral values in people. This is because money suggests a degree of self-centered behavior as well as in differencing the poor. It results in attitude and arrogance as the individuals with money feel that they can attach a price on everything they come across (Fresco, Fresco & Meadows, 2002). This can be proven by observations from the social platform as most of them upload pictures of themselves in exclusive places indicating that they are happy and in reality that is not the case. An average person shows respect to all people of which they don’t have to look miserably. They are happy with what they can afford as it reflects their true picture of life without necessarily hiding behind what they can afford. They are grateful for what they have made them happy (Fresco, Fresco & Meadows, 2002).

Money is power. The average people are seen to be humble and happy with what they have because they do not have power. They are intimidated by what the rich can do as they can acquire what they average person dreams of. It is argued that money is as a result of being successful in life which translates into happiness. This is because money gives people hope in life (Strobel, 2012).

Argument 4

Economists use utility to measure happiness that individuals get from consuming various good and services. In support that money cannot buy happiness they economists argue that utility increases with income as it allows one to consume goods and services they may want there is an optimal point where despite high levels of income no more happiness can be realized (Fresco, Fresco & Meadows, 2002). This is because as the income increases the consumer's taste and preference changes diminishing happiness. Moreover, happiness amongst employees can be generated through other means rather than the huge salary as a reward because employees will more than the money reducing their happiness that results to inefficiency and low productivity (Fresco, Fresco & Meadows, 2002).

Conclusion

Money might be used to make a person happy at a point in their life, but it cannot buy happiness. Money motivates but it has no power to buy happiness. An increase in income does not translate to an increase in happiness despite that fact that people race to make more money. Happiness relates to an emotion as it is something felt rather than bought. Therefore happiness is priceless, thus, I agree that money cannot buy happiness.

Reference

Fresco, J., Fresco, J., & Meadows, R. (2002). The best that money can't buy: Beyond politics, poverty, & war. Venus, Fla: Global Cyber-Visions.

Strobel, T. (2012). You can buy happiness (and it's cheap): How one woman radically simplified her life and how you can too. Novato, Calif: New World Library.

Weekly questions 3

1. Common abused drugs include alcohol, cigarettes and marijuana and if abused at places of work or the government offices impact negatively on productivity. The drug abusers are not able to relate well with others in the places of work and this negatively affect productivity in the work place.
2. The terrorist groups impact negatively on the economy since they interfere with the normal running of businesses. Most countries invest much in fighting terrorist groups instead of focusing on ways of improving their economy and this ensures that the economy lags behind (Davies & Hertig, 2008). This is a negative impact since most countries spend most finances in ensuring terrorist groups are tracked.
3. I would recommend a business plan which would ensure that all is planned for before the start of a business. Precautions such as insurance against riots should be put in place so that insurance companies can pay for the damages done during the riots or demonstrations which have affected the business. Insurance against riots is the best option since the businesses will not incur losses.
4. Government and private properties are some of the local resources that demonstrators put into considerations. Most peaceful demonstrations often turn out to be riots thus police officers get ready to protect both government and private property that can get destroyed during that process.
5. First responders are usually the first people to arrive at the crime scene usually police officers, fire extinguishers and medical personnel and have been trained to perform first aid to the victims (Davies & Hertig, 2008). Supervisory standpoint on the other hand ensures that the crime scene is well protected and that all activities are carried out well by the first responders.
6. “Obtaining samples from a known standard" is described as the process whereby police get verified information from known sources and is known as physical evidence (Davies & Hertig, 2008). The police take physical evidence direct from the source and ensuring the evidence is from original sources. The samples from the known standards cannot be verified without being compared with the unknown standards.

References

Davies, S. J., & Hertig, C. A. (2008). Security supervision and management: The theory and        practice of asset protection. Amsterdam: Butterworth-Heinemann/Elsevier.

Business ethics

Child labor

The key relevant fact which spurs the decision on child labor is that young children aged 5-17 years work for full-time basis in developing countries.  The total estimated number of children involved in child labor is 250 million and 8.4 million work in harsh conditions and bears the unbearable (Hartman DesJardins & MacDonald, 2014). Majority are forced to work in an unconditional environment where they experience sexual exploitation and drug dealing.  Children are denied their education and due to the harsh condition in place of work, they live an illiterate and unhealthful life in their adult age.  Parent negligence is also a fact following that they should be help responsible for the illegal act. They do not view the adverse effect of child labor they and play role in creating a poor and a non-meaningful life to their children (Hartman DesJardins & MacDonald, 2014).

 There are various ethical issues in child labor. First, children face serious hazard and they are left to cater for themselves despite their young age.  They are recruited in armed conflict and they are also involved in pornographic performances (Hartman DesJardins & MacDonald, 2014).  They work in harmful conditions hence putting their life in risk.  They work for full time, low payment or no payment and they exceed the working hours. These are ethical issues which need to be considered in solving the child labor issue so that children can live a meaningful life and enjoy their rights.  On the same note, the important thing to put into consideration in solving the case of child labor is education, right of child to have an identity, right to live with their parents and right to live a healthy life (Hartman DesJardins & MacDonald, 2014).

 CSR should be in the frontline to end child labor. Second is the corporate stakeholder (organization staff) and external stakeholders (community partners).  Alternatively, the government and parents should be inclusive in assisting the organization stockholders in solving the ethical issue.  First, the government will affect the CSR in planning and in implementing policies (Hartman DesJardins & MacDonald, 2014). The policies will be imposed within the organization and the internal stakeholders will have to comply with the law. The government will also work with the community in that the latter will be provided with financial help, create welfare groups and provide the children with shelter and food. The government will also improve the economy and so that parents can get employment and cater for their child. Parent can also play a huge role and affect the organization. They should value education as well as the child rights. By so doing, they will develop a child labor movement and abolish the illegal act. They will report any incidence and help the government in dealing with t organizations which employ young children (Hartman DesJardins & MacDonald, 2014).

 The Global march has offered an important guidance in resolving the issue.  It has advised that the organization stakeholders should practice ethical standards and ensure that there are just practice and elimination of child labor (Hartman DesJardins & MacDonald, 2014).  For government and other outside stakeholders to come in and take action, the organization should be in the frontline to abolish the illegal act.

Reference

 Hartman P. Laura, DesJardins Joseph & MacDonald Chris (2014). Business Ethics.  Decision making for

Personal  Integrity and Social Responsibility. Third Edition. Published by McGrwa-Hill

Comparison and Contrast: Civil Rights Movement in Different Parts of the Country

Introduction

            The Civil Rights Movement in the United States began in the mid-20^th century when Martin Luther King Jr. and other leaders throughout the country organized and achieved substantial progressive gains. While American society has come a long way since this time period, few would argue that it has achieved true racial equality. Indeed, in recent years a Civil Rights Movement of a new character has taken hold, partially driven by the Black Lives Matter protests that organized to address questionable police shootings of African Americans and other pertinent issues facing the black community. Although this new Civil Rights Movement has had similar intentions throughout the nation, it has assumed different characteristics, and found different levels of support and resistance depending on the location. The present research compares and contrasts different Civil Rights movement currently happening in the country, to other civil rights movements which occurred in response to Black America.

            Perhaps the most significant comparative element of the Civil Rights Movement in the entirety of the United States is its leadership. While the mid-20^th century Civil Rights Movement largely relied on charismatic leadership, the contemporary civil rights movement has been characterized by the abandonment of such a leadership model for a more grass-roots form of organization. This form of leadership is instead a group-based leadership that is modeled on the Student Nonviolent Coordinating Committee (SNCC) that in the 1960s helped African Americans gain a substantial amount of progressive gains in civil rights (Harris, 2016). The similar elements of leadership that have characterized this movement have also characterized its forms of organization. In this respect, social media through Twitter and Facebook have contributed substantially to organizing similar forms of protests in major regions in America. While in past decades, civil rights protests were forced to take on a more local character because of the necessary fragmentation in organization, social media has resulted in targeted protests from places as far apart as Florida, California, and New York, all under the same form of bottom-up, democratic leadership (Harris, 2016).

Another similar element of the current civil rights movement is in terms of government response, which – particularly recently – has been in the form of substantial forms of law enforcement intervention. This week in, ‘New York, 9 Black Lives Matter’, protestors were arrested in mid-town Manhattan. The protestors were not just ordinary citizens but included Ramsey Orta, the individual who filled the Eric Garner choke-hold video that resulted in a substantial amount of controversy (Arrested at Black Lives Matter protest in midtown, 2016). Direct parallels between law enforcement resistances in New York can be seen in North Carolina to an even greater extreme. In North Carolina, the state’s governor recently declared a state of emergency and even called the National Guard after violent protests broke out (McCrory, 2016). While it would be difficult to argue that simultaneous occurrence of law enforcement intervention of the protests in both of these states constituted a form of ideological bias on the parts of these governments, these events do attest to the civil rights movement entering a stage of increasing hostility throughout the country in recent weeks.

Still, among the prominent elements that have distinguished the Civil Rights Movement in different areas, there are no police reforms which have been made. In areas such as Chicago, local activists have been successful in achieving successful forms of social change. For instance, the Black Lives Matter movement in collaboration with other groups such as We Charge Genocide and the Black Youth Project 100 implemented organized protests that called for the termination of Aislinn Sol, the police officer who was responsible for killing Rekia Boyd. Following these protests, the Chicago Police Department announced that they would be terminating this individual. Conversely, in other parts of the country civil rights protests have not had the same level of success as in Chicago. Laughland (2016) explored the substantial amounts of protests that occurred after New York Police Department, cop Daniel Panteleo implemented a chokehold that killed Eric Garner. While in Chicago such protests resulted in the termination of the police officer responsible for the killing, Panteleo’s salary was actually increased after this incident. In Seminole County, Florida, where the Black Lives Matter Movement started, similar outcomes were experienced. Despite substantial protests surrounding George Zimmerman’s shooting of Trayvon Martin, no governmental changes have been instituted in the area, thus making no tangible difference towards advancing progressive change in the community. The disparities in political outcomes in these regions would not seem to speak so much to differences in the types of outcomes that were occurring, but rather to the government and institutional leadership currently entrenched in these locations.

Another contrasting element of civil rights protests throughout the country has been through its forms of political engagement with leading politicians. This distinction was particularly evident in recent months in Seattle where controversy arose within the Black Lives Matter Movement after protestors took the stage at a Bernie Sanders rally interrupted a speech and made derisive statements about the event (Mak, 2016). This incident created controversy within the Black Lives Matter movement partly because the organizer of the Seattle chapter was a significant Bernie Sanders supporter. However, on a larger-scale, this event, and the disparate reactions it caused in relation to different people, attested to different perspectives that are held throughout the country on the best way to use the democratic process to achieve social progress.

Conclusion

This research has consequently compared and contrasted the current civil rights movements being experienced in the country, to other civil rights movements which had occurred previously in relation to African Americans. Within this spectrum of investigation, the research has argued that the civil rights movements based on a democratic and group-based leadership model, its use of social media, and recent law enforcement resistance have been the most prominent similar elements. Conversely, the movement has been distinguished by different forms of political outcomes it has achieved, as well as different perspectives on the best ways to encounter governmental leadership. Ultimately, future changes will be intriguing in regards to the extent the movement continues to remain somewhat cohesive or otherwise begins to splinter and falter. Moreover, the research has also provided differences between the current social movements and the previous social movements of the 20^th century. The research has clearly pointed out, how effective the previous civil movements were as compared to the present civil rights movements, which have not been able to achieve and air their grievances clearly. This consequently shows that the US has a long way to go in order to maintain democracy and equality for all.

Reference

Arrested at Black Lives Matter protest in midtown: NYPD. (2016). NBC New York. Retrieved

4 November 2016, from http://www.nbcnewyork.com/news/local/NYC-9-Arrested-at-

Black-Lives-Matter-Protest-in-Midtown-NYPD-394390861.html

Gov. McCrory declares state of emergency after violent protests in Charlotte.

(2016). myfox8.com. Retrieved 4 November 2016, from

http://myfox8.com/2016/09/21/gov-mccrory-declares-state-of-emergency-after-violent-

protests-in-charlotte/

Harris, F. (2016). The next civil rights movement? Retrieved 4 November 2016, from

https://www.dissentmagazine.org/article/black-lives-matter-new-civil-rights-movement-

fredrick-harris

Laughland, O. (2016). Eric Garner protests continue in cities across America through second night. The Guardian. Retrieved 4 November 2016, from

Blackish

Linda, L. &  Lindsey L. (2015). Gender Roles: A Sociological Perspective. Routledge. Print.

            I trust the source as it addresses the issue of social roles as demonstrated by the film. In addition the dominion of the source is credible.  This is a book that is based on peered studies from a sociological perspective. The credibility of the source is limited as the source is not biased. I hope to get an analysis of sociological aspects.

Gray, H. (2004). Watching race: Television and the struggle for blackness. Minneapolis: U.    of Minnesota P.

            The source is a scholarly article which makes it credible.  The information presented is limited to the concept of racism as presented in the film. From this source I might be able to acquire information in regard to blackness struggles as depicted in the television show.

Hooks, B. (2014). Black Looks: Race and Representation. Routledge. Print.

I hope get information in regard to the representation of race in the film.  This will help in   showing the general significance of race. The source is credible because it is a peered book with a credible publisher.  In addition it is not biased as it presents evidence in an argumentative form.

Barris, K. (2014). Black-ish. Retrieved from http://www.imdb.com/title/tt3487356/ition

The source is credible based on its domain. I hope to get understand the roles and the significance of class, gender and race as depicted by the film.  In addition the source will provide an accurate understanding of social roles significance. The source holds no limited credibility as it holds any biases.

Cherry, D. (2014). Blackish interview w/Tracee Ellis Ross, Anthony Anderson, Laurence         Fishburne and Kenya Barris. Retrieved from   https://www.youtube.com/watch?v=0ZcS4_Rbqec

The domain of the source makes it credible. This is an interview of some of the television’s show characters and the information presented by the source is therefore credible.  In addition the source is not characterized by limitation despite the fact that the information is not detailed.

Social Control and Criminal Deviance: Bullying

Bullying can be defined as the coward act whereby students behave aggressive towards others on the basis of power imbalances. Bullying happens in schools and can take place in various forms in including alienation of some students from a certain social group, sexually, making threats, being racists and  spreading bad rumors. Some students are bullied, others bully others and some even witness bullying as it takes place indicating that bullying is common in most schools.

Bullying is a habit and thus repeated over and over again by students (Lines, 2008). Bullying relates with other agents of socialization such as families and students thus hindering some students from enjoying good lives in schools. Students are bullied for various reasons such as gender, race, social status, religion, age, appearance, body size and so many factors. Bullying can take place either in form of groups or individually since it can happen either in schools or even in the places of work (Lines, 2008). The affected people suffer and can even get depressed since the situation is unfavorable for them. Bullying even affect the performance of students since the environment they are studying in is not favorable for them.

Bullying takes place in places where socialization happens such as in schools, places of work, families, homes and even in the neighborhoods. Bullying happens and affect people negatively especially those who are bullied sexually (Lines, 2008). Some people end up getting depressed and eventually commit suicide since they cannot handle those situations. People who were earlier bullied can end up becoming criminals thus committing crimes and being violent since they were not treated well during their earlier days. Other people feel that bullying can install virtues such as strength in individuals since bullied individuals learn how to remain strong throughout their lives.

References

Lines, D. (2008). The bullies: Understanding bullies and bullying. London: Jessica Kingsley        Publishers.

Outline

Topic: US should lower the drink age to 18

Specific Purpose:   the purpose of this speech is to convince the audiences that young people aged 18 should be given the right to drink because the adulthood age in U.S is 18 and the age is given the legal rights such as voting.

Central idea:  a person aged 18 years has the right to vote and right to marry the same as a person aged 21years (Kiesbye, 1).

Introduction

Attention Getter:  A person aged 18 has the right to purchase cigarette. Is there any different between smoking and drinking?

Topic Introduction:Young people aged 18 should be given the right to enjoy life as long as they have the right to own gun, to vote  and to defend the nation the same way as a person aged 21.

Relate the topic to your audience:   This is a hot issue which requires proper attention so that everybody can see the need for the government to implement the policy.

Relate the topic to you as a speaker:  I like socializing with young people and so I understand the need of young people. I have done a comprehensive research and found that young people aged 18 drinks privately and in unsupervised places and so I feel that they should be given the right to drink so that they can feel their adulthood and act lawfully (Solohub, 25).

Preview your main points:  As long the U.S government has the given young people aged 18 the legal rights, they should also be given the right to drink (Kiesbye, 3).

Transition Statement; In my opinion, lowering the drinking from 21 to 18 will reduce the unsafe drinking behaviors.

Body

1. First main point: a person aged 18years has the adulthood responsibility and legal rights

1. The government gives the right to vote, right to marry and right to smoke, right to join the military and right to be prosecuted.

• He or she is able to make sound judgment and wise decision on when, where and the amount to drink (Solohub, 25).
• 18aged person will value his or her health and drink a little amount.

1. Criminal behaviors will be reduced.

• No hiding and drinking in unsupervised places
• Will know when, where and the amount to drink (Hanson, 214).

Transition Statement; Therefore, the legal right will regulate the environment and eliminate the aggressive behavior of unsafe drinking.

2. Second main point: People aged 18years and above are college students and they live in an environment where Alcohol is available
3. Peer pressure

• Legal right will eliminate the over use of alcohol when they in student-student interaction
• Through interaction in school, no one will mislead the other because all have similar behaviors. Every person will try not to break the law (Borg, 51).

1. b. less restriction will eliminate the desire to drink

• Young people will have the freedom to act ethically and be responsible of one life
• They will consume just for fun but not for other purposes like showoff

Transition Statement; for that reason, socialization is important in carrying out common behaviors.

3. First main point: Rule and regulation will reduce alcohol consumption
4. supervisory guidance will reduce the drinking behaviors which may cause risk

• People will fear the law and choose to spend money with meaning things.
• Pleasurable activities under the law will lose the interest and quite from them (Sinnott-Armstrong et al, 103).

1. Law will help young people to make sound judgment and adulthood decision

• Reduction death and alcohol-related diseases
• Reduction of incarceration due to alcohol consumption (Hower et al, 81).

Transition Statement;   Thus, young people aged 18 understands the law and acts accordingly to avoid imprisonment.

Conclusion

Link the conclusion to the introduction:  It is clear that there is no a big difference between 21 and 18 years.

Review the main points and reemphasize your central idea: It is important to note that as a long as people aged 18 have the legal right and they understands the law, they should enjoy the life.

  Specify desired audience response:   Put in mind that drinking alcohol is lawful as a long as the person drinking complies with the law.

Memorable concluding statement:  Let us all put this issue into concern and petition the government to implement this policy.

Work cited

Kiesbye, Stefan. Should the Legal Drinking Age Be Lowered?Detroit: Greenhaven Press, 2013. Print.

Hower, Sara, Lori A. Johnson, and Kathleen A. Uradnik. Battleground: Government and Politics. Santa

Barbara, Calif: Greenwood, 2011. Internet resource.

Sinnott-Armstrong, Walter, and Robert J. Fogelin. Understanding Arguments: An Introduction to Informal

Logic. Australia: Wadsworth Cengage Learning, 2005. Print.

Hanson, Glen, Peter J. Venturelli, and Annette E. Fleckenstein. Drugs and Society. Sudbury, MA: Jones &

Bartlett Learning, 2012. Print.

Solohub, Roman T. Clear Thinking When Drinking: The Handbook for Responsible Alcohol Consumption.

Acworth, Ga: Empennage Press, 2007. Print.

Borg, Ellul D. A. Risk Perception, Awareness and Prevention Measures to Reduce Underage Drinking and

the Illegal Purchase of Alcohol in Malta. Boca Raton, FL: Dissertation.com, 2008. Print.

Families and education

            Response

            The inadmissibly high dropout rate in Cuba, Steelville in Mo town can be viewed as a crisis due to the adverse impacts.  The dropping out activity has impacts on the person and on their future chances and the intense economic as well as the social costs that they have on the society and the entire nation. As a result of the issue of drop out, there are only a few numbers of students who are able to graduate in the town (Northern Illinois University 2015). The dropout case poses a threat onto the economic sector of the community since these people fail to acquire all the skills that are needed so as to enable them to be competitive in the job market. Thus they end up forming the large part of the dependency ratio unto the few who are working. This therefore reduces the economy of the family and in general the community (Northern Illinois University 2015). These dropouts are also unable to acquire life skills through the education system and thus they are unable to start up their own business since they are even not aware of the skills such as financial management. Hence the society ends up suffering in economic terms. Majority of the dropouts are unemployed and thus they end up engaging in immoral behaviors such as stealing and taking of drugs so as to raise their self-esteem and also to be able to survive. Hence they socially affect the society since they fail to live within the standards of the society and most of them ends up in prison while some of their students ends up dropping out of school just like their parents due to lack of moral upbringing and role modeling.

References

            Northern Illinois University (2015). Steeleville High School (9-12). Retrieved from:

https://www.illinoisreportcard.com/School.aspx?source=environment&source2=dropoutrate&Schoolid=450791380260001

THEME - SOCIETY

During early 1900 of the colonial era, many of the communities had had to be united by societal effect, joining together for the common good was the defining factor which stimulated and made them make a complete turn in accomplishing their desires. In my three chosen readings society stays at the top as the theme making significance influence especially to the days before independence and oppression of the black community. Remember that it was during this time when inferior communities underwent immense prejudice not mentioning the death of those who sacrificed themselves for the sake of the society.

Common Sense, Thomas Paine

Society in accordance with Paine is a summation of every factor that is in the sense of productivity and goodness in which it conjoins the people together for the common good of accomplishing. He reasons in a broad-spectrum, theoretical replication about the society and government which it later brought the subject of colonial predicament (Paine, 68). Further denoting that, it is the same society having every king of heavens emanating from the people themselves living and working in close proximity. Basically, it would be the state of affairs in which the society would prosper better where collaboration is aimed at bringing positivity (Paine, 78). In comparison to colonies, he talks of how a world of opportunities can be reaped by colonies declaring independence and an extension of alliance mean another society scaling the heights of opportunities.

The wife of His youth, Charles W. Chesnutt

In many occasions, many of us would like to have problems with issues which took place in the past but unlike protagonist Mr. Ryder who seemingly forget his root until the fortunate reminder (Chestnutt, 2). The key theme in the book narrates about how the society did place the black Americans in comparison with other races. Just like the way Paine advocates for unity and working together so does Chestnut apprehends, however, his approach of how the community should corporate looked a bit leaning in one direction. In his many characters, he likens, that African Americans should blend with the majority black in the quest to gain acceptance in the mainstream society. It is very crystal clear the blacks were so determined to prosper and get ahead of the mainstream race but sadly there is little they could accomplish since the society was not united leave alone working together (Chestnutt, 7). This gives us a complete reminder of societal significance as it is told explicitly by Thomas Paine.

Sinners in the Hands of an Angry God,   Jonathan Edwards

Edwards being how puritan he was focused his writing entirely on the sermon in close relation with what the society entails. He believed the society in which human beings exist has been massed with sins and they for sure deserve eternal damnation (Edwards, 3). The thing here is how one would be surefire of where he or she stands, consequently, preachers had to take advantage and spread fear to the society making guilty the obvious thing even though nobody is certain of the truth. This propels to the question of self-righteousness declare in which we all know how it did came to pass during the colonial era in regards to hierarchies (Edwards, 7). The corruption and evilness have been reinstated in this reading unlike the two which is open to the upper hand, the sins of human beings belongs to several categories that are complacent one’s, unrepentant and finally those who hide in the community hoping that they would sail and avoid judgment.

Workcited

Edwards, j. Sinners in the hands of an angry God. A sermon preached at Enfield, July 8^th, 1941. University of Nebraska- Lincoln

Paine, Thomas. Common sense. 1776 R. Bell Print.

Chestnutt, Charles. The wife of his youth. July 1889. Atlantic Monthly

Top of Form

IMPACT OF CULTURE ON TEACHING EFFECTIVENESS IN A SINGLE-SEX EDUCATION ENVIRONMENT

It is important to acknowledge the critical role that teachers play towards the development of students in the contemporary society. It is for this purpose as to why it is essential to carry out research that helps to vividly understand the major factors that influence both the performance and effectiveness of the teacher so as to learn how to increase efficiency in productivity of the teaching practice (Emer, 2010). The paper seeks to explore effectively the effects of culture on teaching effectiveness in an environment of the same-sex education of both female and male

The effectiveness of a teacher refers to the provision of maximum opportunities for all students in a given learning environment (Westwood, 2004). Educators often matter more to students’ success than any other scope of schooling (U.S. Department of Education, 2005). It is equally vital to acknowledge that single-sex education environment is one that exclusively accommodates either the male or female students.

Most of the studies conducted suggest that single-sex education environment has a positive impact on the effectiveness of teaching (U.S. Department of Education, 2005). The system of single-sex education is more beneficial at the elementary level where females or males attend school only with colleagues of the same gender (U.S. Department of Education, 2005). Single-sex education has continued to gain interest among many people that has attributed to the establishment of more single-sex schools in the United States by more than half the number of schools (U.S. Department of Education, 2005). As a result of the many learning institutions, there has been a high number of graduates in the same sex schools of at least 82 percent (Shah & Conchar, 2009).

However, the system of the same sex is harmful to the culture and the teaching effectiveness that has affected a significant number of teachers as they are not impressed by single sex education. According to Morse & American Association of University Women, the system of the same sex has had a neutral effect on girls and has had an even more negative effect on the boys. According to Thoonen et al. (2011), only 16% of teachers believe that same sex schools work with a majority favoring the abandonment of this form of education.

Community culture refers to the way of life of individuals according to the Cambridge dictionary (Cambridge University Press , 200). It encompasses the general beliefs and customs of a particular group of people at a given time. School culture in a community is crucial to note that if this problem persists we may witness poor education performance in the education facilities shortly. Also, both verbal and non-verbal communications vary with cultural variation. Therefore, it may be difficult to understand non-verbal messages from educators.

When students perform poorly it may be as a result of the cultural differences that influence their behavior and attitude in the same-sex system that may hinder them from interacting with each other (Riordan, 2009). Students in the same-sex system are a better platform for understanding each other despite the difference in the school culture system. However, if there is no understanding among the students from different cultural background may create a situation that divulges the student’s attention and consequently influences their studies (Reynolds, Ferguson-Patrick, & McCormack, 2013).

The perception that teaching practices of teachers in the single-sex education environment may be affected by the students resulting to in efficiency. This is because same-sex education, especially for females downplays subjects such as science and mathematics, compared to the male counterparts (Morse & American Association of University Women, 1998). Teachers have an uphill task in the same-sex system of the females in order to demystify such myths in order to match the performance of the male same-sex education system.

Teachers have divided opinions on the matter of having single-sex education environments in the United States with most of them advocating for the abolishment of the institutions with such system (Peter, 2004). The research findings indicate that single-sex education environments also negatively affect the performance of the students. Moreover, early childhood teachers should recognize the significance of culture as the building blocks of social life in institutions of learning

References

Cambridge University Press (2002). Cambridge advanced learner’s dictionary. Cambridge University Press third edition

Emer, S. (2010). "Single-sex Education: What Does Research Tell Us?"

Fred, M.,Alonso, A., Gibson, D.,Rogers, K., &Smith, M. (2005). Single-Sex Versus Coeducational Schooling: A System Review. Doc# 2005-01. Washington, DC: U.S Department of Education

Morse, S., & American Association of University Women. (1998). Separated by sex: A precarious look at single-sex teaching for girls. Washington, DC: The Foundation.

Peter, W. (2004). Learning and Learning Difficulties: Approaches to teaching and assessment. David Fulton Publishers

Reynolds, R., Ferguson-Patrick, K., & McCormack, A. (2013). Dancing in the ditches: reflecting on the capacity of a university/school partnership to clarify the role of a teacher educator. European Journal Of Teacher Education, 36(3), 307-319. doi:10.1080/02619768.2012.755514

Riordan, C. (2009). The Effects of Single-Sex Schools: Alice. Argentina

Shah, S., & Conchar, C. (2009). Why single-sex schools? Discourses of culture/faith and achievement. Cambridge Journal Of Education, 39(2), 191-204.

Thoonen, E. E., Sleegers, P. J., Oort, F. J., Peetsma, T. T., &Geijsel, F. P. (2011). How to improve teaching practices the role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), 496-536.