The Standard American-English

The Standard American-English American English also known as United States English, or U.S. English) is a set of dialects of the English language used mostly in the United States. Approximately two thirds of native speakers of English live in the United States.[2] English is the most common language in the United States. Though the U.S. federal government has no official language, English is considered the de facto, in practice but not necessarily ordained by law, language of the United States because of its widespread use. English has been given official status by 30 of the 50 state governments.[3] There are no official rules for Standard English because, unlike some other languages, English does not have a linguistic governance body such as the Accademia della Crusca, Real Academia Espaà ±ola, the Acadà ©mie franà §aise or the Dansk Sprognà ¦vn to establish usage. The English language, which originated in England, is now spoken as a first or second language in many countries of the world, each of which has developed one or more national standards of pronunciation, grammar, vocabulary, and spelling. As the result of historical migrations of English-speaking populations and colonization, and the predominant use of English as the international language of trade and commerce (lingua franca), English has also become the most widely-used second language,[1] and is therefore subject to alteration by non-native speakers. Numerous non-native dialects are developing their own standards- those, for example, of English language publications published in countries where English is generally learned as a foreign language.[citation needed] In countries where English is either not a native language or is not widely spoken, a native variant (typically British English or North American English) might be considered standard for teaching purposes.[2]. The effects of local native languages on the creation of creoles or pidgins have contributed to the evolution of the many local and regional varieties of English. But they were not considered to be part of the language until the people that spoke them said that they should be. African American Vernacular English African American Vernacular English (AAVE is an African American variety (dialect) of American English. Non-linguists sometimes call it Ebonics (a term that also has other meanings or strong connotations) or jive or jive-talk. Its pronunciation is, in some respects, common to Southern American English, which is spoken by many African Americans and many non-African Americans in the United States. There is little regional variation among speakers of AAVE.[1] Several creolists, such as William Stewart argue that AAVE shares so many characteristics with creole dialects spoken by black people in much of the world that AAVE itself is a creole. On the other hand, others maintain that there are no significant parallels.[2][3][4][5][6][7] As with all linguistic forms, its usage is influenced by age, status, topic and setting. There are many literary uses of this variety of English, particularly in African-American literature. AAVE includes many of characteristics of other nglish language-forms spoken by people throughout much of the world. AAVE shares pronunciation, grammatical structures, and vocabulary in common with various West African languages.[8] Many features of AAVE are shared with English dialects spoken in the American South. While these are mostly regionalisms (i.e. originating from the dialect commonly spoken in the area, regardless of color), a number of them-such as the deletion of is-are used much more frequently by black speakers, suggesting that they have their origins in black speech.[9] The traits of AAVE that separate it from Standard American English (SAE) include: à ¢Ã¢â€š ¬Ã‚ ¢changes in pronunciation along definable patterns, many of which are found in creoles and dialects of other populations of West African descent (but which also emerge in English dialects that may be uninfluenced by West African languages, such as Newfoundland English); à ¢Ã¢â€š ¬Ã‚ ¢distinctive vocabulary; and à ¢Ã¢â€š ¬Ã‚ ¢the distinctive use of verb tenses. Phonology of African American English The near uniformity of AAVE pronunciation, despite vast geographic area, may be due in part to relatively recent migrations of African Americans out of the South as well as to long-term racial segregation.[19] Phonological features that set AAVE apart from forms of Standard English (such as General American) include: à ¢Ã¢â€š ¬Ã‚ ¢ Word-final devoicing of /b/, /d/, and /É ¡/, whereby for example cub sounds like cup.[20] à ¢Ã¢â€š ¬Ã‚ ¢ Reduction of certain diphthong forms to monophthongs, in particular, /aÉ ª/ is monophthongized to [a] (this is also a feature of many Southern American English dialects). The vowel sound in boil (/ɆÃƒâ€°Ã‚ ª/ in Standard English) is also monophthongized, especially before /l/, making it indistinguishable from ball.[21] (This is also characteristic of some white speakers from eastern Arkansas, and the vowel is actually the same as that in file, as shown by the transcription of American folksong lyrics, Bile em Cabbage Down, in Standard English, Boil Those Cabbages Down (see Branson[vague]).) à ¢Ã¢â€š ¬Ã‚ ¢ AAVE speakers may not use the dental fricatives [ÃŽÂ ¸] (the th in thin) and [ÃÆ' °] (the th of then) that are present in SE. The actual alternative phone used depends on the sounds position in a word.[22] (This, too, is a common substitution is many regional dialects, including parts of the South, and in New York, as readily heard in movies and television shows set in these areas.) à ¢Ã¢â€š ¬Ã‚ ¢ Word-initially, /ÃŽÂ ¸/ is normally the same as in SE (so thin is [ÃŽÂ ¸Ãƒâ€°Ã‚ ªn]). à ¢Ã¢â€š ¬Ã‚ ¢ Word-initially, /ÃÆ' °/ is [d] (so this is [dÉ ªs]). à ¢Ã¢â€š ¬Ã‚ ¢ Word-medially and -finally, /ÃŽÂ ¸/ is realized as either [f] or [t] (so [mÊŒmf] or [mÊŒnt] for month); /ÃÆ' °/ as either [v] or [d] (so [smuv] for smooth). à ¢Ã¢â€š ¬Ã‚ ¢ Realization of final ng /ņ¹/, the velar nasal, as the alveolar nasal [n] in function morphemes and content morphemes with two syllables like -ing, e.g. tripping is pronounced as trippin. This change does not occur in one-syllable content morphemes such as sing, which is [sÉ ªÃƒâ€¦Ã¢â‚¬ ¹] and not à ¢Ã¢â€š ¬Ã‚ ¢ [sÉ ªn]. However, singing is [sÉ ªÃƒâ€¦Ã¢â‚¬ ¹Ãƒâ€°Ã‚ ªn]. Other examples include wedding à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ [wɆºÃƒâ€°Ã‚ ¾Ãƒâ€°Ã‚ ªn], morning à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ [mɆÃƒâ€°Ã‚ ¹nÉ ªn], nothing à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ [ˈnÊŒfÉ ªn]. Realization of /ņ¹/ as [n] in these contexts is commonly found in many other English dialects.[23] Such substitutions are so common throughout the American South that, for example, a sign urging customers to enter a store in Greenville, Texas, was printed, Dont just be setten, come on in! (1985).[citation needed] Grammatical aspect marking for African American English Example Name SAE Meaning / Notes He workin. Simple progressive He is working [currently]. He be workin. Habitual/continuative aspect He works frequently or habitually. Better illustrated with He be workin Tuesdays. He stay workin. Intensified continuative (habitual) He is always working. He steady workin. Intensified continuative (not habitual) He keeps on working. He been workin. Perfect progressive He has been working. He been had that job. Remote phase (see below) He has had that job for a long time and still has it. He done worked. Emphasized perfective He has worked. Syntactically, He worked is valid, but done is used to emphasize the completed nature of the action.[34] He finna go to work. Immediate future He is about to go to work. Finna is a contraction of fixing to; though is also believed to show residual influence of would fain (to), which persisted beyond the late 16th century in some rural dialects spoken in the Carolinas (near the Gullah region). Fittin to is commonly thought to be another form of the original fixin (fixing) to, and it is also heard as fitna, fidna, fixna, finto, and finsta.[35] I was walkin home, and I had worked all day. Preterite narration. Had is used to emphasize complicating points of narration. Although similar in form, it is not semantically equivalent to the past perfect. As its name suggests, it is a preterite, or simple past, form. Affects of African American English in the Classroom The Oakland resolution declared that AAVE was not English or even an Indo-European language, asserting that the speech of black children belonged to West and Niger-Congo languages and are not merely dialects of English.[64] This claim is inconsistent with the current linguistic treatment of AAVE as a dialect of English and thus of Indo-European origin. Also, the differences between modern AAVE and Standard English are nowhere near as great as those between French and Haitian Creole, which are considered separate languages. The resolution was widely misunderstood as an intention to teach AAVE and elevate it to the status of a written language.[65] It gained national attention and was derided and criticized, most notably by Jesse Jackson and Kweisi Mfume who regarded it as an attempt to teach slang to children.[66] The statement that African Language Systems are genetically based also contributed to widespread hostility because genetically was popularly misunderstood to imply that Afri can Americans had a biological predisposition to a particular language.[67] In an amended resolution, this phrase was removed and replaced with wording that states African American language systems have origins in West and Niger-Congo languages and are not merely dialects of English.[68] Chicano English Chicano English is a dialect of American English used by Chicanos. One major variation of Chicano English is Tejano English, used mainly in south Texas. It is mistakenly referred to asSpanglish, which is not a recognized dialect of English but rather a mixing of the Spanish and English languages. Phonological features Chicano English has many features, especially in the phonology, that show the influence of Spanish. Consonants variations à ¢Ã¢â€š ¬Ã‚ ¢ The devoicing of [z] in all environments: Examples: [isi] for easy and [wÊŒs] for was. à ¢Ã¢â€š ¬Ã‚ ¢ The devoicing of [v] in word-final position: Examples: [lÊŒf] for love, [hɆºf] for have, and [wajfs] for wives. à ¢Ã¢â€š ¬Ã‚ ¢ Chicano speakers may pronounce /b/ instead of /v/: Examples: very [bɆºÃƒâ€°Ã‚ ¹i], invite [imbajt]. à ¢Ã¢â€š ¬Ã‚ ¢ Absence of dental fricatives so that think may be pronounced [tiņ¹k], [fiņ¹k] or [siņ¹k]. à ¢Ã¢â€š ¬Ã‚ ¢ Poor distinction between /j/ and /dÊ’/ so that job may sound like yob and yes may sound like jes. à ¢Ã¢â€š ¬Ã‚ ¢ Poor distinction of nasals in the syllable coda so that seen and seem are pronounced alike. à ¢Ã¢â€š ¬Ã‚ ¢ /tʃ/ merges with /ʃ/ so sheep and cheap are pronounced alike Vowels variations à ¢Ã¢â€š ¬Ã‚ ¢ Chicano English speakers merge [à ¦] and [Ɇº], so man and men are homophonous. à ¢Ã¢â€š ¬Ã‚ ¢ [É ª] and [i] merge into [i] so ship and sheep are pronounced like the latter. Final consonant deletion Only certain consonants occur at the end of words. All other single consonants in English would thus be unfamiliar to Chicano English speakers in this environment. Most becomes mos; Felt becomes fell, Startbecomesstar. Hawaiian English Pidgin (or Hawaiian Creole) originated as a form of speech between English speaking residents and non-English speaking immigrants in Hawaii.[4] It supplanted the pidgin Hawaiian used on the plantations and elsewhere in Hawaii. It has been influenced by many languages, including Portuguese, Hawaiian, and Cantonese. As people of other language backgrounds were brought in to work on the plantations, such as Japanese, Filipinos, and Koreans, Pidgin acquired words from these languages. Japanese loan-words in Hawaii lists some of those words originally from Japanese. It has also been influenced to a lesser degree by Spanish spoken by Mexican and Puerto Rican settlers in Hawaii. Presently, Pidgin still retains some influences from these languages. For example, the word stay in Pidgin has a form and use similar to the Portuguese verb estar, which means to be but is used when referring to a temporary state or location. At times, the structure of the language is like that of Portuguese grammar. For example, You like one knife? means Would you like a knife?. The reason why the word one is used instead of a is because the word um in Portuguese has two meanings: um translates to one and a in English. The way people use the phrase No can (nà £o pode) is Portuguese grammar, as well. In Portuguese, the phrase Vocà ª nà £o pode fazer isso! comes out in Pidgin as You no can do dat!, and in English as You cannot do that! Pidgin words derived from Cantonese are also spoken in other parts of the United States. For example, the word Haa? is also used by Chinese Americans outside of Hawaii. The meaning is Excuse me? or What did you say?. Another word is chop suey, a popular dish throughout America. In Hawaii, it can also mean that someone is a variety of ethnicities. Another word in pidgin that was derived from the Chinese which is also seen in America is lie dat, which means like that but in Hawaii it is pronounced lidat.[citation needed] In the 19th and 20th centuries, Pidgin started to be used outside the plantation between ethnic groups. Public school children learned Pidgin from their classmates, and eventually it became the primary language of most people in Hawaii, replacing the original languages. For this reason, linguists generally consider Hawaiian Pidgin to be a creole language. Pronunciation Pidgin has distinct pronunciation differences from standard American English (SAE). Some key differences include the following: à ¢Ã¢â€š ¬Ã‚ ¢ Pidgins general rhythm is syllable-timed, meaning syllables take up roughly the same amount of time with roughly the same amount of stress. Standard American English is stress-timed, meaning that only stressed syllables are evenly timed. Some Western languages, including English, are stress-timed, while most Romance and East Asian languages are syllable timed. Many pronunciation features are shared with other colloquial language forms or pidgins/creoles from other parts of the world. Even when a person is speaking Standard English, they will tend to pronounce syllables in the same manner, and this is often considered as having a local or Hawaiian accent. à ¢Ã¢â€š ¬Ã‚ ¢ The voiced and unvoiced th sounds are replaced by d or t respectively-that is, changed from a fricative to a plosive (stop). For instance, that (voiced th) becomes dat, and think(unvoiced th) becomes tink. à ¢Ã¢â€š ¬Ã‚ ¢ The sound l at the end of a word is often pronounced o or ol. For instance, mental is often pronounced mento; people is pronounced peepo. à ¢Ã¢â€š ¬Ã‚ ¢ Pidgin is non-rhotic. That is, r after a vowel is often omitted, similar to many dialects, such as Eastern New England, Australian English, and English English variants. For instance, caris often pronounced cah, and letter is pronounced letta. Intrusive r is also used. The number of Hawaiian Pidgin speakers with rhotic English has also been increasing. à ¢Ã¢â€š ¬Ã‚ ¢ Falling intonation is used at the end of questions. This feature appears to be from Hawaiian, and is shared with some other languages, including Fijian. à ¢Ã¢â€š ¬Ã‚ ¢ The distinctive pronunciation of Hawaiian Creole is sometimes called Portagee. The exact reason for this is unknown, as the full extent of the Portuguese contribution to local pidgin modes of speech and vocabularies was probably not great, compared to the Chinese, Hawaiian or Japanese inputs over the years. The Portuguese arrived rather late to The Islands compared to others, and Pidgin was well established by then, especially in the countryside. One possible reason may be the position of authority the Portuguese often had in plantation life as overseers and so on, although what exactly this connection may have been is unclear. How difficulties/limitations become barriers to assistance and how they affect further learning in English, especially in writing Many linguists and teachers claim that written English, as the lingua franca of international business, is evasive and deceptive. SAE speakers in the dominant (primarily middle-class EuroAmerican) culture readily grasp the subtle signals of standard English, whether spoken or written. But children from minority and lower SES groups who speak a dialect of English often do not learn, at an early age, the subtle codes of SAE. As a result, they are often at a disadvantage when it comes to quickly deciphering the implicit cognitive meanings associated with words, phases, and grammatical structures in SAE. Moreover, their body language sometimes contrasts markedly with that of middle class Whites in their age group. The correlation between the lack of mastering SAE and low mean IQ scores in African Americans is well documented. Language skills enter the equation as one of the most profound mediating variables in determining intelligence performance, or IQ scores (note that intelligence performance is not necessarily tantamount to innate intelligence). Behavioral geneticists have argued that African American children reared in the dominant Euro-American culture or adopted into Euro-American families become more familiar with the subjects of school and intelligence tests. As a result of their early exposure to SAE, these children tend to perform on par with White children adopted into higher SES families. Because of its deviation from SAE, Black English Vernacular can be (but does not have to be) a severe impediment to literacy and to understanding basic concepts, even those taught in elementary school. And it puts up a barrier to grasping the fundamentals of inductive thinking, certainly a prerequisite for learning science. However, students cannot overcome the limitations of Ebonics as a communications device in writing unless their teachers are able to effectively translate (both for themselves and their students) Black English Vernacular into standard English (and vice versa) and translate not only words and phrases, but also concepts and cognitive structures. Limitations vary amongst the dialects. For example, fewer obstacles exist for L1 speakers of Chicano English than for those whose L1 is Black English Vernacular. Some suggest that when teachers realize that Black English Vernacular is in fact a distinct variant of the English language, composed of a systematic grammar and syntax , they will consequently acquire an appreciation for the origins and principle features of this dialect. Hence, these teachers will be less inclined to disrespect Black students, and less likely to label them as ignorant and cognitively impaired. If teacher appreciation and, by implication, teacher effectiveness lie at the crux of the Ebonics issue in the Oakland Public Schools, then indeed this issue has merit. Negative attitudes about speech start with the belief that vernacular dialects are linguistically inferior to standard versions of the language. In fact, the language systems of various groups of speakers may differ, but no one system is inherently better than any other. Research clearly supports the position that variation in language is a natural reflection of cultural and community differences (Labov, 1972). Despite linguistic equality among dialects, students language and cultural backgrounds may influence their chances for success. When children from nonmainstream backgrounds enter school, they are confronted with new ways of viewing the world and new ways of behaving. Uses of language, both oral and written, are centrally involved in this new culture (Farr Daniels, 1986). Many studies addressing Chicano youth have found a detailed account of language and culture patterns in various rural working class communities. This, many claim, demonstrates clearly the conflict between language and cultural practices in the community and in the school. To move toward school expectations, children may have to adapt to language structures and patterns of usage that are different from those they have been using: for example, saying or writing They dont have any instead of They dont have none in school settings.

Constructing and Supporting a Collaborative Learning Culture Essay

Introduction In our public school system, it is important for leaders to act as guides of change and transformation that leads an institution through the constant and ever changing society. By guiding the school through the process, a leader becomes a servant of the institution, rather than a dictatorial figurehead. It is important that school leaders gain the approval and support of their staffs while implementing any changes that need to occur. This is best achieved by using a collaborative method of leadership that results in a delegation of authority to members of the staff, who normally might not be in a leadership capacity. By giving giving the teachers and other stakeholders the opportunity to make decisions about the general direction of the school, a leader creates a situation where these collaborators become supporters and they will work to make the changes necessary. (Kohm, 2009) This is a development of trust and helps to create an atmosphere of respect that can be very v aluable as the leader sometimes needs to use that respect, like currency, to move the staff into areas of discomfort revolving around the ideas of sharing their educational practices, including both successes and failures, with the rest of the professional staff. Discussion There are many models of collaboration that can be effective at reforming a school and are highly effective. The Professional learning Community (PLC) model is very popular and has become nearly a brand name to describe collaborative models used in education. This model allows the school to be broken into many different PLC groups along many different lines of data, and then reformed as necessary. Most excellent PLC programs look at student data on a regul... ...es. Educational Leadership, 67(2), 67-72. Lath, S. (2010). A study of the occupational stress among teachers. International Journal Of Educational Administration, 2(2), 421-432. Stanley, A. (2011). Professional development within collaborative teacher study groups: pitfalls and promises. Arts Education Policy Review, 112(2), 71-78. Taylor, T., Martin, B. N., Hutchinson, S., & Jinks, M. (2007). Examination of leadership practices of principals identified as servant leaders. International Journal Of Leadership In Education, 10(4), 401-419. Waldron, N. L., & McLeskey, J. (2010). Establishing a collaborative school culture through comprehensive school reform. Journal Of Educational & Psychological Consultation, 20(1), 58-74. Wayne, D. (2008). Alive and well: Optimizing the fitness of an organization. Performance Improvement, 47(5), 21-26.

Ethical Issue in Pharmacy

The ethical duty of a pharmacy is to promote a patient’s best interest. However, certain obvious ethical issues will arise. Within any business involved in bulk purchasing the issue of unconscious theft will also occur. The following paper focuses on the application of ethical theories that supports as well as argues the behavior within Chaguanas Drug Mart. Chaguanas Drug Mart was established in 2008 and is no ordinary pharmacy since it provides more than your medical needs such as beautiful unusual gifts. The store stocks a range of alternative products, including pet care items, comfort food, household appliances, paper products, diabetic foods and a cosmetic counter. It is located on 10 Chaguanas Main Road which is a central location that conveniently attracts customers. Chaguanas Drug Mart believes its greatest asset is loyal, hard-working people who cooperate in a spirit of teamwork to help the company grow and prosper. Ethics involves identifying, differentiating, and defending concepts of right and wrong. The following paper focuses on [1]ethical dilemmas which are also called an ethical paradox within a pharmaceutical business by focusing on the relationship between law and ethics and applying the key ethical theories which derive from normative ethical systems which are broken down into four categories which are deontological, teleological, utilitarianism and relativism. Dilemma 1- Pharmacy technicians’ and floor employees access to controlled substances The drugs prescribed by a qualified medical professional are known as prescription drugs. The explosion of prescribing and consuming legal narcotics and controlled drugs is known as drug diversion which has become an ethical dilemma within the pharmaceutical industry. Within Chaguanas Drug Mart, taking prescription drugs without the necessary doctor’s prescription has become a justifiable norm. However, whether it is obtained initially for a legitimate medical purpose, there are ethical implications. According to Immanuel Kant (1724-1804) deontological or duty-based ethics had an interesting theory that places special emphasis on the relationship between duty and the morality of human actions. This ethical theory is applied to the issue of filling prescriptions for narcotic analgesics or pain relievers; benzodiazepines or therapeutic tranquilizers; stimulants; and barbiturates or sedatives by the technicians within Chaguanas Drug Mart as unlawful. It is stated that prescription drug diversion involves the unlawful channelling of regulated pharmaceuticals from legal sources to the illicit marketplace, which according to the Kantian rule under categorical imperative human beings occupy a special place in creation, and morality can be summed up in one ultimate commandment of reason, or imperative, from which all duties and obligations derive such as a prescription drug may only be sold by a pharmacist when authorised by a written prescription from a medical practitioner. Pharmacist believe they are serving man kind by issuing life-saving drugs and ensuring that people who need their products have access to them and consequentialism supports this belief. Consequentialists are the view that normative properties depend only on consequences. Therefore an ethical analysis is only worthwhile if it ultimately leads to action and is simply a basis for making individual decisions, where the bottom line is â€Å"to each his own. Jeremy Bentham (1789), John Stuart Mill (1861), and Henry Sidgwick (1907) indicate Act Consequentialism is the claim that an act is morally right if and only if that act maximizes the good, that is, if and only if the total amount of good for all minus the total amount of bad for all is greater than this net amount for any incompatible act available to the agent on that occasion. The issuing of prescription drugs without the doctor’s permission is a good that has outweighed the risks since most patients cannot afford another vi sit or are still experiencing pain after the prescription has â€Å"run out†. Many customers are relatives or friends of the workers and are aware that the drugs are the only source to relief but do not go to the doctor for the necessary documents since there is easy access to the items such as antibiotics. Those who work in the medical field know that protecting patient safety is the ultimate ethical principle; therefore the argument is twofold where technicians face many ethical dilemmas because the total amount of good minuses the total the amount of bad however Kantian argues that the wrong thing regardless of how justifiable is till the wrong thing. The ethical dilemma is resolved however by placing inventory checks on all prescription drugs within the business which will manage the supply and movement of stock/Inventory. Although this may not completely solve the current issue, it will certainly limit the level of diversion. Dilemma 2- Employee monitoring in the work environment Employee monitoring has emerged as a necessity and is the act of watching and monitoring employees’ actions during working hours using employer equipment/property (Raposa & Mujtaba, 2003). Within the company, employees have disregarded the term staff discount by practicing in unethical behaviour which encompasses stealing the drugstore supplies as well as time theft. Although time theft can be a more subtle form of unethical behaviour, according to Aristotle’s perspective in applying moral absolutism to this dilemma, it is seen that any way you look at it, taking something that doesn’t belong to you is stealing. Moral absolutism is the ethical view that certain actions are absolutely right or wrong, regardless of other contexts such as their consequences or the intentions behind them which is also supported by Immanuel Kant’s deontology. Kant's argument that to act in the morally right way, one must act from duty begins with an argument that the highest good must be intrinsically good. However, moral absolutism can be debated with relativism which is subjective and includes concepts such as utilitarianism and idealism. Utilitarianism can be applied since it is the idea that the moral worth of an action is determined solely by its outcome. Mill's (1806-1873) rule utilitarianism is much more relative in that he encourages people to do acts that are pleasurable to themselves as long as they are what he calls a â€Å"higher pleasure†. Moral Absolutism versus utilitarianism is two extreme ethical approaches to reality. While they are both valid and supported by facts, they are very contrasting in their views with regards to employee monitoring in the work environment. Most employees consider themselves a paragon of virtues – loyal, hard working and honest, however even minor pilfering from the office amounts to stealing and has become the norm, not the exception at Chaguanas Drug Mart. Most employee theft is as a result of an employee being dissatisfied with the job or circumstances within the job and this ethical dilemma could be resolved by speaking with the employees to gain awareness of job satisfaction and how to make the job more rewarding. Many companies, because of lack of controls and a casual attitude toward employee theft, provide an inviting opportunity for an employee who has a tendency to steal. In many cases, employees, provided with a wealth of opportunities to steal, consider company property as their own. Although (Murphy, 1993) indicated that The propensity for employees to steal seems to be related to the individual's need, opportunity, skills, and attitude toward committing an illegal act, a study performed by Deloitte & Touche USA Ethics & Workplace (2007) showed there is a strong relationship between ethics and work-life balance. In fact 91 percent of respondents stated they believe â€Å"workers are more likely to behave ethically at work when they have a work-life balance. † The moral development of individuals (Greenberg, 2002) concerning ethical maturity to choose right from wrong in ethical dilemmas was found to be inversely related to theft. Research on employee deviant behaviour has shown that workers model their behaviours on those of their co-workers or work group members (Robinson & O'Leary-Kelly 1998), and the ethical concepts applied the importance of employer to employee communication to instil what is wrong even though it may appear to be morally right as in the case of issuing prescription drugs without a prescription which is justifiable as doing the right thing. Since employee theft is a critical problem in many organizations (Murphy, 1993), any additional understanding of its causes and correlates assists in taking action to decrease theft rates.

Famous Examples of Early Interracial Marriage

Famous Examples of Early Interracial Marriage The U.S. Supreme Court did not lift the nationwide ban on interracial marriage until June 12, 1967. But years before the high court’s pivotal decision, dozens of celebrities in and out of Hollywood partnered with couples of different racial backgrounds. This list includes 12  actors, athletes, authors, singers and socialites collectively who crossed the color line for love long before interracial marriage became widely accepted. Jack Johnson’s White Wives During a time in which black men could be lynched for even looking at a white woman the â€Å"wrong way,† boxer Jack Jackson started romantic relationships with several white women. After romancing a series of prostitutes who were black and white alike, Johnson married New York socialite Etta Terry Duryea  in Pittsburgh in January 1911. The couple tried to keep their marriage a secret, but a year after the interracial couple tied the knot word of their union spread back to Brooklyn. The abusive nature of her relationship with Johnson, the death of her father, disapproval of her interracial marriage and a history of depression all likely contributed to Duryea’s decision to kill herself in September 1912. Just weeks after Duryea’s suicide, Johnson started a romance with 18-year-old white prostitute Lucille Cameron. Due to outrage over his relationship, Johnson was arrested for breaking the Mann Act, which made it illegal to travel across state lines â€Å"for the purpose of prostitution or debauchery, or for any other immoral purpose,† according to PBS. When broadly applied, the Mann Act could be used to outlaw all premarital and extramarital sexual relationships that involved interstate travel, PBS reported. On Dec. 4, 1912, Johnson married Cameron. The following year he was convicted of violating the Mann Act for his relationship with Cameron. The couple lived abroad for several years, with the boxer spending nine days in jail related to his Mann Act conviction. Cameron filed for divorce from Johnson four years later because the known womanizer had been unfaithful to her. In August 1925, Johnson married Irene Pineau, who was also white. Johnson and Pineau lived much of their marriage in Europe. They remained a couple until the boxer’s death in a car accident in 1946. In 1964, another man known for his fighting skills would marry interracially. That year Bruce Lee married Linda Emery, a white woman. The biopic â€Å"Dragon: The Bruce Lee Story† touches on some of the difficulties the interracial couple faced, including the disapproval of her parents. Kip Rhinelander Marries Mixed-Race Maid The New York social world was scandalized in Fall 1924 when Leonard Kip Rhinelander, heir to $100 million family fortune, married Alice Jones, a domestic and daughter of a black man and a white woman. Rhinelander, 21 at the time of his marriage, had suffered from anxiety and met Jones during a hospital stay. â€Å"Initially he was just dallying with a servant, as was an aristocrat’s long-established privilege, but then affection had bloomed, and then everlasting true love,† the New York Daily News reported in a recap of the scandal in 1999. â€Å"The father had sent the boy out west for two years to get over his fool-headed infatuation. But ardor did not subside. Now Kip had returned east, and he and Alice had eloped.† At first, Rhinelander did not seem to care what society thought of his marriage. After six weeks of matrimony, however, Rhinelander did not come home to the small apartment he shared with Jones and filed to have his marriage to her annulled. Rhinelander’s lawyers accused Jones of concealing her Caribbean heritage and passing for white to lure him into a romantic relationship. The jurors ultimately sided with Jones but not before she was subjected to the humiliating task of disrobing before them to prove that Rhinelander must have known that she was a woman of color all along. In 1929, Rhinelander and Jones finalized their divorce, with the latter receiving a small monthly pension for her trouble. Rhinelander died of pneumonia seven years later at the age of 33. Jones lived until 1989. Neither remarried. Richard Wright’s Interracial Marriages Richard Wright, the author of literary classics Black Boy and Native son, married twice- both to white women of Russian Jewish ancestry. On Aug. 12, 1939, Wright married Dhimah Meidman, a ballet dancer. At first, he kept the marriage under wraps, reluctant to let the public know about his nuptials to a white woman. The marriage disintegrated after just a year in part because Wright felt that his wife expected to him provide a lavish lifestyle her. Moreover, his relationship with Meidman overlapped with his relationship with Ellen Poplar (also known as Polpowitz), an organizer for the Communist Party. Wright had been involved with Poplar prior to proposing to Meidman. When Wright separated from Meidman, he and Poplar resumed their romance, living together before they wed on March 12, 1941, in Coytesville, N.J. None of his family members were present nor was his close friend Richard Ellison, the author of Invisible Man fame who’d served as best man at Wright’s first weddi ng. According to the book Richard Wright: The Life and Times, Wright feared that his marriage to yet another white woman would make headlines. That book also revealed that Poplar’s family largely disowned her for deciding to marry a black man. Her father never met Wright and her sister cut off contact with Poplar because of the interracial union, according to the biography. Poplar’s brother did support the relationship, however. Wright and his bride would spend most of their lives in France. They had two children, Julia and Rachel. Wright was far from the only African writer to marry interracially before blacks fully realized their civil rights in the U.S. African American. Maya Angelou married Enistasious Tosh Angelos in 1951, Lorraine Hansberry married Robert Nemiroff in 1953, and in March 1967, just months before the U.S. Supreme Court lifted the ban on interracial marriage, Alice Walker married Melvyn Lowenthal. Lena Horne Keeps Marriage Secret Actress and singer Lena Horne married Lennie Hayton, a white man, and her manager, in 1947, but kept the marriage a secret for three years. When the public found out about their interracial marriage three years later, the couple not only received criticism but threats and obscene mail as well, according to the New York Times. â€Å"Mr. Hayton built a wall around their California house and bought a shotgun,† the Times reported Horne said that she and her husband had some rocky times because of racism. She told the Times she sometimes viewed her husband as â€Å"foreign white creature.† Other times she took out the rage she had against white racists on her husband. She also admitted to marrying Hayton for opportunistic reasons. â€Å"At first, I became involved because I thought Lennie would be useful to my career,† she said. â€Å"He could get me into places no black manager could. It was wrong of me, but as a black woman, I knew what I had against me. He was a nice man who wasnt thinking all these things, and because he was a nice man and because he was in my corner, I began to love him.† Several actors and singers married across the color line during this period, including Diahann Carroll, who married Monte Kay in 1956; Sammy Davis Jr., who married May Britt in 1960, Eartha Kitt, who married John William McDonald in 1960; Tyne Daly, a white actress who married Georg Stanford Brown, an Afro-Cuban, in 1966.

Free Essays on Edna

Edna Pontellier is a respectable woman of the late 1800s who not only acknowledges her sexual desires, but also has the strength and courage to act on them. Breaking through the role appointed to her by society, she discovers her own identity independent of her husband and children. Many of Kate Chopin’s other stories feature passionate, unconventional female protagonists, but none presents a heroine as openly rebellious as Edna. The details and specifics of Edna’s character are key to understanding the novel and its impact on generations of readers. At the beginning of the novel, Edna exists in a sort of semi-conscious state. She is comfortable in her marriage to LÃ ©once and unaware of her own feelings and ambitions. Edna has always been a romantic, enamored with a cavalry officer at a very young age, in love with a man visiting a neighboring plantation in her teens, and infatuated with a tragedian as a young woman. But she saw her marriage to LÃ ©once as the end to her life of passion and the beginning of a life of responsibility. Although she expected her dreams of romance to disappear along with her youth, her fantasies and yearnings only remain latent, re-emerging on Grand Isle in the form of her passion for Robert Lebrun. The people Edna meets and the experiences she has on Grand Isle awaken desires and urges for music, sexual satisfaction, art, and freedom that she can no longer bear to keep hidden. Like a child, Edna begins to see the world around her with a fresh perspective, forgetting the behavior expected of her and ignoring the effects of her unconventional actions. Yet Edna is often childish as well as childlike: she harbors unrealistic dreams about the possibilities of a wild adulterous romance without consequences, and she fails to consider the needs and desires of anyone but herself. Her flagrant disregard of reality is revealed when she mocks Robert’s apprehensions about adultery, and when she leaves her chi... Free Essays on Edna Free Essays on Edna Edna Pontellier is a respectable woman of the late 1800s who not only acknowledges her sexual desires, but also has the strength and courage to act on them. Breaking through the role appointed to her by society, she discovers her own identity independent of her husband and children. Many of Kate Chopin’s other stories feature passionate, unconventional female protagonists, but none presents a heroine as openly rebellious as Edna. The details and specifics of Edna’s character are key to understanding the novel and its impact on generations of readers. At the beginning of the novel, Edna exists in a sort of semi-conscious state. She is comfortable in her marriage to LÃ ©once and unaware of her own feelings and ambitions. Edna has always been a romantic, enamored with a cavalry officer at a very young age, in love with a man visiting a neighboring plantation in her teens, and infatuated with a tragedian as a young woman. But she saw her marriage to LÃ ©once as the end to her life of passion and the beginning of a life of responsibility. Although she expected her dreams of romance to disappear along with her youth, her fantasies and yearnings only remain latent, re-emerging on Grand Isle in the form of her passion for Robert Lebrun. The people Edna meets and the experiences she has on Grand Isle awaken desires and urges for music, sexual satisfaction, art, and freedom that she can no longer bear to keep hidden. Like a child, Edna begins to see the world around her with a fresh perspective, forgetting the behavior expected of her and ignoring the effects of her unconventional actions. Yet Edna is often childish as well as childlike: she harbors unrealistic dreams about the possibilities of a wild adulterous romance without consequences, and she fails to consider the needs and desires of anyone but herself. Her flagrant disregard of reality is revealed when she mocks Robert’s apprehensions about adultery, and when she leaves her chi...

Foundations Rhetorical Studies Assignment Example | Topics and Well Written Essays - 750 words - 1

Foundations Rhetorical Studies - Assignment Example Working through the transition period where philosophers and intelligentsia had a very significant job of unveiling the truth while refuting the theological patterns. Furthermore, the art of rhetoric also has a mounting challenge to distinguish between myths and truth, i.e. to correct the history and take a leap away from romanticism and story-telling towards the search for something that could be attributed the title of scientific realities. Also, currently the rhetoric is built on the already available research material and volumes of published work. However, back in the medieval era, the little work that had been saved was sent to the territories constituting the Muslim empire and thus rhetoricists themselves were engaged in constructing literature. Therefore, a keen and a forward-thinking rhetoricist would be driven by the desire to work in an era where new literature is being constructed and trends are being set. Philosophers and writers in the medieval era were pre-dominantly engaged in preserving storied dictated by the highest order. In other words, there was plot in the stories, a transition, character and even an end, but everything was rather dictated by the spiritual order and what they knew from scripture and the holy text. In this context, those taking a leap of faith and trying to implant newer narratives had an immense challenge. However, it is in this very accumulation of newer knowledge that an ambitious rhetoricist finds escape and reason to fill in the vacuum. Another perspective which inspires me to go back in time and live in the era is that the transition period gives an edge to alter narratives even of the present times, since that was the era where the building blocks of knowledge were placed and human race was triggered to think in un-orthodox ways. Another impeccable perspective which drives me to work in the medieval era is how the philosophers and authors werenâ€℠¢t bound by

A Critique on the Kyoto Protocols Research Paper

A Critique on the Kyoto Protocols - Research Paper Example In the discourse, global warming was specifically defined as â€Å"climate change that causes an increase in the average temperature of the lower atmosphere.   Global warming can have many different causes, but it is most commonly associated with human interference, specifically the release of excessive amounts of greenhouse gases† (ibid.). With the alarming levels of greenhouse gases continuing to increase at an unprecedented pace, scientists all over the world drastically made efforts to inform the international organizations in charge of environmental protection. An international treaty, the United Nations Framework Convention on Climate Change (UNFCCC) deemed it of primary importance to address global warming issues through its governance and with the assistance of another international agreement, the Kyoto Protocol. According to the official website of UNFCCC, the Kyoto Protocol â€Å"sets binding targets for 37 industrialized countries and the European community for reducing greenhouse gas (GHG) emissions. These amount to an average of five percent against 1990 levels over the five-year period 2008-2012† (UNFCCC, 2010, par. 1). In this regard, the essay aims to proffer one’s personal opinion as to  what world leaders and the Intergovernmental Panel on Climate Change (IPCC) should agree on. Likewise, the essay seeks to address the following concerns, to wit: (1) is there a solution that they should commit to? If so, what is it? If not, then what should they do? (2) Why haven't the Kyoto Protocols worked? What has not worked and why? What has worked and why? (3) What should be the role of the US? And (4) what should be the role of China?   Diverse articles and publications on UNFCCC and Kyoto Protocol reveal that their primary thrust is â€Å"to stabilize greenhouse gas concentrations in the atmosphere at a level that will  prevent dangerous human interference with the climate system.