Conclusion The combination of biased emotional sentences Essay

â€Å"It’s very hard to keep personal prejudice out of a thing like this. And no matter where you run into it, prejudice obscures the truth. † This quote from the â€Å"12 angry men† is, probably, the best sum of the bias’s meaning in the movie. Most of the jurors have their own prejudices and some of them play the important role in the movie’s plot. 12 angry men and the role of bias One of the main ideas of this film is that people’s bias often affects on their opinion. The last part of the movie proves this idea clearly. The most biased is juror 3. After the vote 8-4 â€Å"Not guilty† most of the arguments are aimed on his persuasion but juror #3 resists these attempts. At last he confesses he is biased against the young men because of his own conflict with his son. Even when 11 jurors found the boy to be not guilty, the juror #3 doesn’t agree. He is sure that the boy shouldn’t even tell to his father â€Å"I’m gonna kill you,† but the roots of his opinion go back to his own son who punched him in the face. Another biased person is juror#10. His sentences are full of racism and intolerance. He reveals his biases in the following words: â€Å"I’m telling ya, they let those kids run wild up there. Well, maybe it serves ’em right. † Conclusion The combination of biased emotional sentences and the deductive reasonable arguments makes the dialogues in the movie breathtaking and the plot dynamical. References â€Å"12 angry men† – Movie Quotes. Retrieved at http://www. cinemasavvy. com/moviequotes/1/12angrymenquotes. html

BE Reading

This involves creating the opportunity, space and time needed to think about practice and the appropriate action emerging from a reflective thinking process. We argue that being a ‘thoughtful agent' alls requires a deeper understanding of self and of the nature of personal engagement with ongoing reflective activity. This approach enables restrictions to question the ‘paradigms in which one is operating' (Peters and Vandenberg, 2011 : 63) and to be responsive to the need for change and quality improvement in relation to the specific needs of spellbinder, families and settings. Consequently, it requires an understanding of what we mean by being a reflective practitioner, including understanding the terminology we use and the interpretation we apply throughout this chapter.Table 4. 1 explains how we use the terminology that surrounds reflective practice in this chapter. Reflective practice has been identified by educators as beneficial for quality improvement (Arises and Ch on, 1978; Bout et al. , 1985; Brookfield, 1987; Broadband and McGill, 2007). It has been described as a generic term for ‘those intellectual and affective activities in which individuals engage to explore their experiences in order to lee ad to new understandings and appreciation' (Bout et al. , 1985: 19). In addition, reflection has the capacity to create ‘alternative and more productive ways of organizing the workplace' (Brookfield, 1987: 14).Together these two statements indicate that examining our actions and activities, both at a cognitive and an emotional level, can help restrictions to think and learn from experience in order to improve practice. Such reflective activity can also be creative, offering different, new and more effective ways of organizing things, whether applied when working with children or colleagues or to the way we organism the environment. Expressed simply, the core principles Of reflective practice involve reflective thinking and learning, whi ch are used to inform decisions and actions in practice, and by implication, improve quality. A number of ‘models' have evolved to support reflective thinking and practice. Many of these, such as Kola's (1984) model of experiential learning,Ghee and Ghee's (1998) ‘reflection-on-practice' and Brookfield (1995) ‘lenses', have the clear purpose of supporting critical thinking about experience and using what is learnt from this process 60 to inform future actions. In addition Ghee (2011: 28) draws on the work of Bandmaster (1991 ) and asks us to see reflection as a mainstreaming process that includes the satisfaction of four personal needs of purpose, value, efficacy and self-worth'. However, while many recognize the role of self- reflection and the influence of a range of personal ‘drivers', they do not serially encourage practitioners to understand, take ownership or utilities the unique nature Of their reflective activity.Ownership draws on a range Of personal factors, such as heritage, disposition, skills and understanding. A deeper level of engagement with reflective activity also requires understanding and appreciation of personal potential. Self-awareness can support reflective practice that is personally meaningful and therefore more likely TA produce the energy and drive necessary to make significant differences in terms of quality. This perspective includes recognition and acceptance of unique ways of being reflective and how this is supported by an individual's specific professional qualities. Such an approach values different ways of engaging with reflective activity and professes no single model or particular professional context.It also supports the development of reflexive practitioners who question ‘taken for granted beliefs' and develop an ‘understanding that knowledge is contestable' (Peters and Vanderbilt, 201 1: 63). Peters and Vanderbilt argue that such reflexivity supports a focus on ‘doing the right things rather than doing things right', a key principle hat we believe underpins the process of improving quality. An individual's reflective activity often takes place within dynamic and changeable socio- cultural context, which shapes the processes, responses and individuals involved. While the core values and principles of an individual al may remain constant and be articulated and understood as a basis for reflective activity, there are many ways of responding to issues according TA context.Developing as a reflective practitioner means being someone who is able to act in ways that make a qualitative difference and it requires an understanding of the current socio-cultural context and how this affects the nature Of professional responses. Brotherliness's (1986) ecological model may help us to explore this concept of socio-cultural influence on reflective identity and practice. According to Frontbencher an individual's development is affected by a series of environmental influence s: the ‘mortises' of family, school, or neighborhood; the ‘ecosystem' of a town, local policy, or economic influences; and the ‘Microsystems' of cultural influences, national policy, or pervading ideology.A practitioner's reflective reactive may likewise be influenced by colleagues, peers, managers and parents at a setting; who in turn may be influenced by local quality improvement policy, REFLECTIVE PRACTICE 15 THE KEY TO QUALITY IMPROVEMENT 61 risk awareness, and economic status; and overall this is influenced by central government policy and perhaps the perceived ‘culture' of the type of setting. Therefore practitioners may subtly shift in perceived identity and consequent reflective responses according to the social and environmental situation in which they find themselves. The ability to engage positively and constructively thin a changing professional landscape is supported by an individual's understanding of both that landscape and what is possible wit hin a particular situation in terms of their personal responses and qualities.Just as external socio-cultural spheres influence responses, the reflective activity by an individual may influence future qua a lit y improvement in others because the practitioner is an ‘active' agent within their professional context. Recognizing and valuing the impact of this agency may offer an opportunity for reflective practice to be a ‘means of empowerment, leading to change at the individual ND societal level' (Cable and Miller, 2008: 173). Developing a strong sense of one's own identity as a reflective practitioner can have a significant impact on both individual and collective confidence to engage in reflective activity as a means of improving quality.Reflective practice as a ‘way of being' Understanding reflective practice as a ;way of being' that is owned and experienced by a practitioner encourages the development of an individual as a ‘reflective professional practiti oner rather than as a technician' (Moss, 2008: xiii). This allows for the identification of different ways of engaging within a recess. A ‘technician' may go through' the motions of making changes in practice by following a prescribed model of reflective practice. However, it IS essential for a ‘reflective professional practitioner' to emotionally and intellectually ‘own' the process (Moss, 2008: xiii). Ownership means acknowledging that reflective practice can include the use of deeply embedded intuitive ‘reflex responses' and ‘ways Of knowing' (Atkinson and Clayton, 2000: 2).Atkinson and Clayton argue that we should value ‘other forms of reflection' that do not focus solely on reason and articulation; rather, unconscious insight draws on the whole of what has been known'; the enormity and complexity of which cannot always be articulated (2000: 5). Encouraging practitioners to use their full range of personal resources within reflective activity is essential. It is possible that compliance with a prescribed ‘model' limits reflective potential by indicating one preferred way of proceeding towards 62 reflection, or even towards quality improvement. We would suggest that without alternatives, such reliance on an external ‘expert' model may leave practitioners feeling De-skilled and disemboweled. Recognition of reflective practice as unique to individuals celebrates difference, recognizes personal development and is therefore inclusive.Enabling practitioners to utilities their full range of personal resources within reflective activity requires a critical view of what is involved. There is a view that intuitive forms of knowledge and ‘ways of knowing' have been unjustly ignored in our rational technical world (Atkinson and Clayton, 2000). For Atkinson and Clayton intuitive and ‘tacit' forms of knowledge in practice are of equal value and should be equally validated and respected. They even argue that the re are times when we can ‘think too much' in rationalizing processes when we should rely on a more instinctive way of being. This suggests that there is a form of professional reflection that is much more intuitive and instinctive and relies on the inner resources of a practitioner.We see this as important in the context of developing early years practice, which requires an understanding of many complex issues. Kernel and Sheep (2010) suggest that reflective intuition should be respected as a ‘way of knowing' that is particularly useful in dealing with complexity. Intuitive reflective practice respects and releases inner qualities and understandings, which inform actions taken to improve quality in practice. Many models of reflective practice represent what seems to be a relatively simple process. Investigation into the nature of a practitioner's ‘real life' participation in reflective practice reveals a complex array of professional qualities applied and synthesiz ed in different ways at different times according to the situation.Understanding the coming together of the individual al and context offers a way of understanding reflective activity from a deeply arsenal perspective. Through a process of making ‘human sense' (Donaldson, 1987) of one's own reflective activity, practitioners Gin evaluate the ways and extent to which they make changes for the better in all aspects of life. Personalized reflective activity that becomes a positive experience and rewards aspects of self is more likely to become a disposition or ‘habitat mind' (Arnold, 2003), owned by the individual. Practitioners who understand the nature of their own engagement in reflective practice are more likely to be . Emotionally as well as intellectually involved in the process.

Indian and European Nations

Nearly all European invaders as well as their descendants tried to submerge by suppressing their times of yore and by physical repression. The Indian nations relied on spoken means for the spread of history from one memorial cohort to the next, destined that the conclusion of their social constitution would obliterate their history, and thus complete the removal of their survival. Think of what ought to have come prior to the arrival of Europeans, which in several cases was even lost to Indians and the mass of distinctions with the tribes as they dealt with Europeans invaders.In the early 16th century, Indian nations were crisscrossed by the Spanish expeditions, turning over new traits, new influence, and the early amalgamation of priests and soldiers that commenced the progression of racial combination as well as Christianization a century prior to the English and French’s arrival in the New World. The colonization of Indian nations by the Europeans had overwhelming consequen ces for the indigenous people.Flanked by the diseases that were new to them brought by the assailants – Europe itself had simply gotten over an era of plagues as well as epidemics that killed no less than two thirds of its people, and the massacres and enslavement by the hands of the Spaniards. Spain explored and put down claim to the majority of the continent. Indian nations spoke their own languages; communication between Indians and Europeans suffered from differences, not just on a sole landfall, but throughout 500 years and even today.One understandable, yet concealed, source of resistance was the failure or repudiation of the Europeans, predominantly in the British Isles, to learn the Indian tongue. Indian words along with usages, in addition to many other languages such as Spanish, Greek, Italian, Hebrew, and German, came to supplement the English language and particularly the American tongue (Axtell, 2001, p30). The position of men and women among Indian grassroots sh owed a discrepancy more than among European nations.The distinctive characteristic of Indian civilization was the diversity of its population. In European standards, Indian nations at that time were astonishingly diverse regionally. This astounding diversity was in large part a creation of the technique that colonial Europe was initially settled. The reason possibly lay, throughout the 1400s and 1500s, with the regularity of relationships involving sexes that the Roman Catholic Church brought for centuries among the citizens of Central and Western Europe.The division of labor showed a discrepancy noticeably from a tribe, above among Europeans, however it was found that it lacked class system as well as social estates of Europe, there was greater parity and uniformity of role among lower and higher orders of women and men. The establishment of Indian nations is in fact the longest and exhaustive structure of any independent lands in the world.India, in particular, has a quasi-federal type of regime and a bicameral congress functioning under a Westminster-style parliamentary scheme (Iverson, 1992, p34). Since its sovereignty in 1947, these Indian nations maintained amiable and cordial connections with most countries. The history of Indian nations experienced colonial dependencies within the western hemisphere created by the European countries causing diversity in population, problems in geography and establishments of institutions.European nations increased colonies in Indian nations for several reasons, but mostly to create income. They made use of colonies to give raw materials for trade serving as markets for polished and refined products. These systems encouraged religious toleration, diplomat government, economic development as well as cultural diversity. However, the historical policies of Europeans that carry on bureaucracies in and out of Indian nations suppress tribal management and prop up reliance.Indian peoples will stay in a dependent affiliation an d the poverty will provide confirmation of the historic abandonment of the nations’ original people so long as regime (Salisbury, 2000, p18): holds back the economic and political growth of the Indian peoples, deprives them to quality education, disregard cultural needs of Indians, and raises bureaucratic barriers to the recognition of Indian tribes as humans and Indian peoples as part of history.

Human Rights or Technology? Essay

In today’s highly technological world everyone wants the latest and greatest gizmo on the market. Companies like Apple, want to make as much money as possible. With both Apple and society being held responsible for the outrageous working conditions in the factories in China workers can be treated more like people. In the article â€Å"In China, Human Costs are Built into an iPad,† Charles Duhigg and David Barboza argue that Apple and society are responsible for the repugnant conditions in China. In this article, the authors use facts, personal experience and a story about a worker from one of Apple’s factories, making the article more interesting and personal to the reader. Giving personal background brings you into the story. The article not only discusses the working conditions, but also discusses the living conditions. Without giving specific examples, Apple and society need to take a closer look and be held responsible for the horrendous conditions in China. In an essay written by Namit Arora, he discusses his own experience about his socioeconomic status. Arora writes that maybe it was not due to his hard work, but that he was in the right place at the right time. Arora describes different types of economic justice and makes the reader think about what we deserve. Do you deserve to have everything handed to you because you come from a rich family or should your hard and diligent work give you that reward; this is the very topic of Arora’s essay. The connection between the article written by Duhigg and Barboza with that of Arora is that of basic rights as a human being. If the rich are made richer in turn makes the poor become poorer. No matter what we do there really will never be a truly fair or just way to distribute an economy. There will always be those that fell their not being treated fairly even if everything is spoon fed to them, there just needs to be more balance to our current systems. Arora’s essay talks about those that are born with natural abilities from a moral standpoint is the same as those that have silver spoons in their mouths. Arora also discusses the â€Å"Difference Principle† which deals with this natural lottery. First off, Duhigg and Barboza discuss what we as consumers want. â€Å"Customers want amazing new electronics delivered every year.† (Duhigg and Barboza) This means the customers don’t care about how the products are made or who is hurt during the manufacturing process. During the course of the interviews Duhigg and Barboza conducted, a former worker told them that Apple did not care about anything except making more products and lowering costs to make those items. People who buy these products are blinded by the technology bug. If consumers did not want the latest and greatest phones or other electronic devices, there would not be as high of a need to for Apple to find the cheapest suppliers. Working conditions are not the only issues for the workers in these factories. The living conditions in China are horrific-there are more people living in their apartments then is safe by any standard. There were numerous people committing suicide due to the conditions at the factories. Apple is one of the most sought after brands. So if Apple were to make some changes it could make significant strides at reducing the working and living issues in China. If society were to inquire about how the workers are being treated this could also lead to changes being made in favor of the employees. Apple would be more likely to actually take action correct these substandard conditions, since no company wants their dirty laundry to be aired outside the company. Second, as discussed by Duhigg and Barboza, Apple is trying to make things better, but people would still be disgusted with what was seen. Duhigg and Barboza write that these devices are produced in substandard labor conditions, which is according to workers, worker advocates and reports published by companies themselves. There are underage workers and in many cases earn little to no money at all. In today’s society we need to take a round turn and prevent these children and other workers not get used and abused. Although Apple says it is trying to make things better there has been former workers say â€Å"finding new suppliers is time-consuming and costly,† Duhigg and Barboza report. Since Apple is an American based company the standards of the United States should be imposed on not just Apple, but any company that try to exploit these lower standards of other countries. As with society, we need to stop thinking of the things we want, but how and who is affected by making these products. If a company knows about issues but does nothing to correct those issues before someone were to get hurt they are just as responsible if not more responsible because something could have been done to prevent those injuries. â€Å"Apple had been alerted to hazardous conditions inside the Chengdu plan.† (Duhigg and Barboza) This shows that Apple is aware of conditions at their supplier but are taking no actions because as long as Apple gets its products the injuries of workers are none of their concern. Apple workers need to not only have better working conditions but also have better living conditions. This is not due to the fact that Apple has the money to pay their workers more; it’s actually due to the fact that the workers are human beings and should be compensated better. As well as having living conditions that are safer and healthier. The opportunity costs in China are significantly lower in China. The workers in China are willing to earn pennies on the dollar. From Apple’s standpoint it just makes sense to have their factory in China, instead of the United States. Apple has become one of the largest companies in their field due to these countries with lower standards. Even though Apple may make it seem like these conditions are not approved of, they would not be the electronic power house they are today. Arora discusses people may lack opportunity due to their lower or social economic status. In China the lack of opportunity does not play as much as it does in the U.S., since a company in China hires workers of almost any age. The downfall for those workers is getting treated as less than a human being as more like part of a machine. This is just morally wrong, for Apple to just turn a blind eye to these conditions. If Apple really cared these conditions could be better. The conditions may not be up to the standards of the U.S. but these people could actually be treated like a person. Due to the lower economy of China and the low opportunity cost, these two go hand-in-hand. Apple is taking all the risk and should be compensated for their risks. Even if we try to uphold higher standards there really is not much which can be done. No matter how much we try there will always be a country that has lower standards and cheaper workers; companies will just go to those places which makes profits the highest. To conclude, society as a whole needs to change our mind set from not caring how we get our products towards caring about how the products we buy are produced. As far as Apple goes, Apple needs to be held responsible not only for how the products are produced, but also how the workers making their products are being treated. Works Cited Arora, Namit â€Å"What Do We Deserve?† Emerging Contemporary Readings for Writers Composition Subjects Ed. Barclay Barrios. Bedford/St. Martins, 2010, 87-91. Book. Duhigg, Charles, and Barboza, David â€Å"In China, Human Costs are Built Into an iPad† The New York Times, 25 Jan. 2012. Editorial.

Strategies in the pharmaceutical industry Literature review

Strategies in the pharmaceutical industry - Literature review Example 2009, p.5). If the toxicity of the compound is proved to be high, then the development of the drug stops (Nishimura et al. 2009). The exclusion of a drug from the drug pipeline can take place anytime up to the last part of the drug development process; for example, even if a drug has been made available to the public the firm involved can decide to withdraw the drug from the market (Nishimura et al. 2009). A drug that is proved to have severe side effects that had not been identified in the pre-clinical or the clinical testing is an example of the above case. Firms operating in the pharmaceutical industry could secure the success of their New Product Development process by employing the ‘Critical Success Factors approach’ (Schuh et al. 2012, p.3). The specific approach promotes the idea that the chances for the success of a business strategy can be significantly increased if the strategy is designed based on a series of factors (Schuh et al. 2012). These factors, as presented in Figure 1a, can affect the design of the business strategy at lower or at higher level depending on the industry involved and the conditions in the business environment (Schuh et al. 2012). In any case, the use of these factors could help a pharmaceutical firm to secure the competitiveness of its new products, as possible (Schuh et al. 2012). On the other hand, Figueiredo and Loiola (2012) explain that a drug development process is characterized by the continuous exchange of ideas; during the process many of these ideas are rejected while news can also appear. However, because the issues that need to be taken into consideration during the particular process can be many it should be wise for the managers working on such projects to screen each stage of the process as carefully as possible (Figueiredo and Loiola 2012, p.21). The economic aspects of drugs, as reflected in their Net

Children and Discipline Essay Example | Topics and Well Written Essays - 500 words

Children and Discipline - Essay Example Spanking spoils the child just like extreme pampering does. When a child does something bad that irritates the parent, the last thing that the parent should do is spanking the child because this way the child gets used to spanking and he grows out of the fear. In other words, he stops fearing spanking anymore. Whenever he would do something bad, he would think that all that his parent is going to do is spanking and nothing else, and since that is a routine so there is nothing to worry about. When he is tackled with love, he would stop himself from doing anything that would spark such anger in the parent that could result in hitting. Spanking also tends to stop the child from respecting the parent. A kind of rebellion and hatred starts nurturing inside the child’s heart which is very dangerous when he goes in his teenage. The child stops listening to the parents’ advice seriously because he does not respect them anymore. This makes him shout at his parents and do what they do not want him to do because he has been nurturing this rebellion inside him due to constant spanking. He stops communicating with his parents, which isolates him. This can hinder with the development of his healthy personality. Hence, parents should be told the side-effects of spanking â€Å"through education and legal reform† (â€Å"End Physical Punishment of Children†). Spanking creates inferiority complex in the child which is a frustration that grows inside him when he feels that he is not good enough to satisfy his parents. He feels that he is so bad that his parents always want to hit him. He takes out this frustration by hitting his younger siblings. Spanking teaches him that he should make use of power to make others do what he wants them to do, so he beats and bullies his peers at school. This makes him a violent person when he grows up. To conclude, spanking is a negative reinforcement given to the

Company law Essay Example | Topics and Well Written Essays - 1500 words - 2

Company law - Essay Example VTB Capital plc is an England integrated and regulated bank, although it is majority owned by the Russian government bank. VTB got into a contract loan accord with RAP; a Russian company, where VTB loaned $ 225 million to enable RAP purchase several Russian dairy entities from Nutritek. 1 RAP failed to pay on the loan, prompting VTB to bring a court action alleging that it had been fraudulently induced to come into a credit contract by Nutritek. VTB claimed that Nutritek and RAP presented themselves as if they were not under common control while indeed they were. Moreover, both companies represented the price of the dairy companies at a higher value that their real value. VTB claimed that these representations were false since the RAP and Nutritek were owned by a Russian businessman Malofeev. VTB claimed that Nutritek was liable as VTB relied on false information offered by Nutritek to enter into a contract with RAP. The two principle issues that have legal implications were: 1. Juri sdiction issue on whether VTB ought to be given authorization to supply actions out of the court’s authority. VTB held that the conditions in which deception involving foreign parties, but concerning to frauds apparently perpetrated in England ought to be heard by the English bench. 2. Piercing the corporate veil where VTB wanted to treat Malofeev as a contracting party to the loan agreement. This meant that Malofeev would be jointly and severally accountable with RAP. Appropriate forum One of the outstanding legal implications in VTB v. Nutritek & Others [2012] case is that; the Supreme Court has established a precedent that decisions on the forum will hardly be re-opened for appeal. This resulted from the strong words of the Supreme Court’s president lord Neuberger on claim parties having to set up mini trials on preliminary issues like jurisdiction. Lord Neuberger asserted that it is purely inconsistent for parties to bring high costs upon themselves, and use up cou ntless days in court on a jurisdiction hearing. His counsel to appellate courts to be vigilant in disheartening appellants from arguing the advantages of evaluative interlocutory verdict made by a judge reinforces this fact.2 Lord Neuberger held that such re-openings would be allowed when a judge has made a noteworthy principle error only. The court of appeal refused VTB authorization to serve its claim out of the jurisdiction, noting that the law governing the supposedly tort claims was the Russian law. The Supreme Court upheld jurisdiction decision by referring to the case of Spiliada Maritime Corpn v Cansulex Ltd  ([1987] AC 460)3. The Spiliada case set that the burden of proof is left on the claimant. Therefore, VTB had to establish that the English courts were indeed the right forum for the action trial. VTB claimed that there was a strong presumption in favor of English jurisdiction because the action of tort happened in England, referring to Berezovsky v Michaels (2000)   case and the Albaforth (1984).4 The Supreme Court ruled against VTB holding that VTB was using an unhelpful approach by referring to â€Å"presumption† as this was setting the bar too high. The court held that it has to consider all factors as set by the common rule standard on jurisdiction as set in the Spiliada  case. The ruling has the legal implication of giving clarity on the relationship involving the Albaforth and the Spiliada