Ybarra v. Spangard Case

Introduction People make mistakes and it is obvious that people forgive, however, when it deals with medical malpractice, the mistakes are forbidden, however, they still occur. Ybarra v. Spangard is a case study which deals with a specific situation when doctor’s mistake has lead to patient’s injury.Advertising We will write a custom case study sample on Ybarra v. Spangard Case specifically for you for only $16.05 $11/page Learn More Clinical negligence is a very serious and one of the most complicated accusing as at one and the same time the fault of a person is difficult to achieve. Having considered the case study Ybarra v. Spangard, the form of negligence that best fits this case is going to be discussed along with the elements for a claim of negligence found there. Which form of negligence best fits this case? The duty of care is one of the clinical negligence which perfectly fits the situation. One of the main reasons for this is the four elements which are included in its definition, which are as follows, â€Å"the medical professional had a DUTY OF CARE owed to the plaintiff†, â€Å"the medical professional BREACHED that DUTY OF CARE†, â€Å"the breach was both the ACTUAL and PROXIMATE CAUSE of the injury†, and â€Å"the injury resulted in DAMAGES to the plaintiff† (Negligence, 2009). In our case, the plaintiff was injured, however, due to anesthesia he is unable to make sure who of the doctors was responsible for it. Being put at the operational table, doctors failed to follow whether the patient is appropriately comforted. Due to anesthesia, a patient was unable to comfort himself as well as he was unable to say about some problems which made him feel pain. Therefore, the doctors failed to take care of a patient while they had such a duty. Are all the elements for a claim of negligence found in the case? Identify each of the four Ds. Before answering a question whether all the ele ments for a claim of negligence are found in the case or not, it is important to enumerate those elements. Duty, dereliction, direct cause and damages are elements for a claim of negligence (Lynch, Hancox, Happell, Parker, 2009). Duty means the obligation of a person to take care over another one.Advertising Looking for case study on health law? Let's see if we can help you! Get your first paper with 15% OFF Learn More Doctors had to care for a patient and the inability of them to complete this task makes this element related to the case study. Dereliction of duty means that a doctor did not provided an expected duty of care. This is also a correct statement as in this case doctors are responsible for patient’s welfare, but their actions and dereliction led to patient’s trauma. Doctors’ actions and their dereliction have led to the paralysis of a hand. Finally, damage to patient’s health was made. Summary The case under consideration dwells upon the medical negligence when a duty of care is violated. Having put a patient at the operation desk, no one of the doctors and nurses cared for comfortable and appropriate position of the patient’s body. As a result, a patient got a neck and shoulder injury. The operation was devoted to appendices, therefore, surgeon could not cause such problem. Staying at the hospital a patient received treatment, however, it was useless. After the discharge from the hospital, pain increased and sooner a patient was diagnosed with paralysis of a hand (Ybarra v. Spangard, 1944). Therefore, the violation of the duty of care is the reason of doctors’ negligence. Reference List Lynch, L., Hancox, K., Happell, B., Parker, J. (2009). Clinical Supervision for Nurses. New York: John Wiley Sons. Negligence. (2009). Sitemason Vanderbilt. Web. Ybarra v. Spangard. (1944). 25 Cal.2d 486, 154 P.2d 687. This case study on Ybarra v. Spangard Case was written and submitted by user Nathalie Mercado to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Idealism v. reality essays

Idealism v. reality essays It is commonly stated that the Constitution, as drafted in 1787, departs from the democratic principles set by the Declaration of Independence. However, both the Declaration of Independence and the Constitution of the United were documents created to serve necessary purposes for specific situations that were presented to our untested nation and must be viewed in their historical contexts. A long history of abuse by the British government led to the drafting of the Declaration of Independence. It was the document that officially declared war against Britain and was designed to assist the Second Continental Congress in obtaining the foreign aid and support needed for a revolutionary war, and must be viewed in this light. Consequently, this document can easily be seen as propaganda, grounded in deep emotion-invoking language and utter resentment for the British government. It proposes to the world that all men are created equal, and that the purpose of government was to protect the peoples unalienable rights to life, liberty, and the pursuit of happiness. On the contrary, the United States Constitution was drafted eleven years after the Declaration of Independence and after the failed Articles of Confederation. It was time for a document that provided a pragmatic and realistic method for governing what was to become a vast nation. A complete democracy was simply not a plausible option. The framers looked to great thinkers such as Aristotle while forming their new governing document. Aristotle believed that a good government was one in which whatever group was in power ruled for the benefit of all citizens. In essence, the form of government or how it was established was not relevant. What mattered was how the government was used. However, he did stress that the most efficient and enduring form of government would be a mixed government, consisting of elements of a monarchy, an aristocrac...

Factors of Conflict in the Workplace Research Paper

Factors of Conflict in the Workplace - Research Paper Example Conflict in the workplace is the result of certain factors. For instance, according to Fiore, the most important cause could be in the case where one feels taken advantage of. The employer/boss/manager may take advantage of the employees by overworking them but ultimately paying them close to nothing sometimes even not paying them at all. It could also be that the employee feels misunderstood in the workplace not only by the employer but also by colleagues. In other instances yet, the company may not clearly have interpreted its goals and values well to its employees. Conversely, the employee may have goals and values that are not in tandem with those of the organization that they work for. Thus, there are four main conflict resolution steps that employers and managers may take so as to reduce workplace conflict. (2008)  Sample the following scenario that has the potential for conflict in the workplace. A janitor is going about his daily duties in the organization that involve clea ning of not only the halls but also the restroom. He is about 45 years of age and has been a janitor for the last 20 years. On one occasion as he goes about his duties cleaning the restroom, a man in a business suit who forms part of the management approaches him and says to him, 'you should listen to me, you appear to be an intelligent fellow. For more than 15 years you have been cleaning the toilets. Why don't you try something else Do something with your life and get another job' In response, the janitor smiles and says to him, 'what And leave show business' the man in the suit cannot help but walk away and shake his head in disbelief? Few weeks go by and the janitor and the man in the suit meet gain. Just like before, the man in the suit says the same thing as before. This time the janitors seeks to question him, why he often speaks to him as he does.  Ã‚  Janitor: 'I often feel like you are putting me down when you constantly ask me to do something with my life and get anothe r job. Man in suit: I am only trying to help.  Janitor: While I understand that, I would appreciate it if you didn't ask me to get another job. I try not to let it bother me but it makes me feel inadequate. Man in suit: I apologize. Janitor apology accepted: Apology accepted. I enjoy interacting with the people I come into contact with as I do my job which is why I made fun of your comment last time. Man in suit: It was very smart and caught me off guard. I will try and be more appreciative of the job you do for us on a daily basis. Janitor: That will be very nice of you. According to Tillett, the first and the most important thing that the managers need to look into is communication skills. They need to understand how communication is carried out in their organization. Of particular significance is the way in which they communicate and how they could be teaching their employees to communicate with each other. (1999) For instance, it is important that the use of 'I' as opposed to you is encouraged.

Fragmentation Essay Example | Topics and Well Written Essays - 500 words

Fragmentation - Essay Example Additionally, the Packets those are bigger than the permissible Maximum Transmission Unit or simply MTU have to be segregated into numerous lesser packets, or fragments, to facilitate them to move all through the network. If a packet that is pertaining to to be transmitted (for instance: over an Ethernet connection) is larger than that, the router that is pertaining to to transmit the packet over that transmission connection will fragment the network transmission packet i.e. the router will break up the packet into lesser messages (recognized as fragments) that are very small sufficient to be sent over the network transmission channel. As the fragments come to the receiver or destination (the system /user to which they are being transmitted), that computer is able to rebuild the fragments to get back the originally transmitted data or information message, supposing that none of the messages are misplaced during transmission (LearnSoftwareProcesses, 2009) (Silberschatz, Galvin, & Gagn e, 2004) and (Forouzan & Fegan, 2006). In this regard, HPING2 is a tool pertained to the network and has the capability to transmit usual TCP/IP packets as well as to show destination or receiver’s responses similar to ping program performs by means of ICMP responses. Additionally, the HPING2 manage fragmentation, random packets unit and size is capable to transmit files which have been encapsulated by supported set of rules known as protocols. In addition, through HPING2 we are capable to carry out as a minimum the subsequent major jobs in a network fragmentation or transmission: (HPING, 2010) HPING2 works with an IP header bit known as don’t fragment bit. Typically when a gateway sends a packet ahead from a network to some other by means of an MTU size that is lesser than the network transmission packet size, the packet becomes fragmented or broken into smaller pieces (known as the fragments). In its place if the Dont fragment bit is put in the IP header, the gateway will

Restaurant Concept Project Term Paper Example | Topics and Well Written Essays - 3000 words

Restaurant Concept Project - Term Paper Example This restaurant project involves the purchase of an antique, 19th Century Hong Kong â€Å"junk† boat, and deconstructing the boat’s elements to become the decoration for a restaurant interior. The decor will follow a design developed by Robert D. Henry Architects in New York, but transform it so that the antique wood of the ship and the old carvings of the hull will be prominently displayed. These elements will be used throughout the restaurant interior, for example in the main bar area and the greeting lobby. The design is for an upscale Chinese restaurant in the downtown San Jose area, near to the HP Pavilion. The area includes many of the five-star hotels of San Jose, as well as being located near to San Jose State University. The combination of business, tourism, and retail shopping in the neighborhood is well established. The plan is targeting a second floor location on South First Street in San Jose, above an existing cafe-restaurant establishment. The Sailing Boa t restaurant will also have bar, lounge area, and dance floor so during the weekend it can set up like a club in order to attract more customers. Contemporary Hong Kong Junk in Traditional Style + Source: (Travel with a Challenge, 2011) Concept Development The traditional Hong Kong junk boat is known worldwide as a historical symbol of the city, yet it is a tradition that is rapidly being superseded by new technologies. The Sailing Boat restaurant is based on an upscale Chinese restaurant plan with a specialization in Hong Kong and fusion cuisine. The restaurant will involve the purchase of an antique Hong Kong junk boat and then deconstructing it into a series of panels that will be finished and restored to be used as the side panels in the restaurant. Similarly, the masts, sails, deck, and interior elements will be taken apart from the antique boat, restored, and used to build the bar, restaurant decorations, and main lobby / greeting area. The panels of the ship will be reconstru cted in the restaurant interior following a plan developed by Robert D. Henry Architects in New York, and will involve a renovation of the location as well as specialist crew for the ship preservation work. Restaurant Interior - Robert D. Henry Architects, New York (Interior Design News, 2011) The antique wood from the ships sides will be reformatted into panels approximately 10 to 12 feet square that will provide the covering for the walls behind the tables in the dining rooms, lounge, bar area, reception, and lobbies. Contemporary wood floor tiles will be used and the antique Hong Kong junk ship’s elements will be used in the corners, to build buffet elements, as the bar, and in the lounge are as a special theme. The antique Hong Kong junk ships typically had an elaborately carved set of railings, hull, and upper deck that will be perfect as the backdrop of a restaurant. By abstracting the ship elements into a modern restaurant design, the decor of The Sailing Boat

Gendered Toys And The Perceptions Children And Young People Essay

Gendered Toys And The Perceptions Children And Young People Essay The focus of this research was gendered toys and the perceptions children and their parents hold about these types of toys, it aimed to investigate childrens reasoning about gendered toys and looked to establish if a link exists between the perceptions of parents and the toy preferences of children. Gendered toys can be described as being toys which are generally thought of as being suitable for one gender over the other, for example wheeled toys for males and dolls for females (Pleil and Williams, 2008; Francis, 2010). Throughout this research the term gender typical toys will be used to describe toys which are traditionally considered most appropriate for the sex choosing them, the term gender atypical is used to describe toys traditionally thought of as being suitable for a child of the opposite gender to the sex of the child selecting them. This subject is especially significant today, as it appears that the manufacturing and marketing of toys is more gender stereotyped now than previously; with the vast majority of toy stores having aisles, or even entire floors dedicated to a specific gender (Francis, 2010). Therefore, todays children are being exposed to gender stereotyped toys to a greater degree than their counterparts would have been in the past (Francis, 2010). Looking at research which sought parents experiences of what toys their children preferred has demonstrated that young children vary vastly when it comes to their choice of toys and that they have very clear opinions of what toys are most suited to each gender (Pleil and Williams, 2008). Furthermore, research has demonstrated that children develop mental schemas of objects, which are gender stereotyped from a very young age (Ruble, Martin and Berenbaum, 2006). The gender stereotypes and gender stereotypical behaviour that forms during early childhood are an interesting and important issue, as it has been established that these gender notions can influence a childs career choices as adults (Cherney and Dempsey, 2010; Francis, 2010). Furthermore, toy choice in itself is an important issue research has shown that toys teach children vital life skills, however, these skills vary depending on which gender the toy is stereotypically aimed at (Fagot and Leinbach, 1983; Francis, 2010). It ha s been argued that the toys stereotypically aimed each gender foster totally different social and cognitive skills, with boys toys developing problem-solving skills whilst girls toys develop nurturing and caring skills (Cherney and London, 2006; Francis, 2010). Therefore, the toys children play with, along with childrens gender stereotypical views of them are important and valid issues to research as the impact is long term and has implications in adulthood. There are several theoretical perspectives on how children come to acquire gender stereotypes and gendered behaviours. The social cognitive theory of gender development postulates that children learn gender norms and gendered behaviours through observing their environment and the people within it; children observe the behaviours of people in their environment and replicate them. Gendered behaviours are reinforced through the reward and punishment of behaviour, considered appropriate or inappropriate by others that the child experiences (Bussey and Bandura, 1999). Therefore, according to this standpoint the concept of gender and the acquisition of gendered behaviour is a socially constructed phenomenon. However, research conducted on Verve and Rhesus monkeys has established that young primates display the same gendered behaviours observed in their human counterparts (Alexander and Hines, 2002; Hassett, Siebert and Wallen 2008). This research suggests that gender stereotypical toy pref erences may be a reflection of the biological differences between males and females rather than being a direct result of socialisation (Pleil and Williams, 2008). Therefore, according to this standpoint gendered behaviour is as a result of biological differences between the sexes. Despite this evidence, suggesting that children may be biologically predisposed to being gender stereotypical in their toy preferences, this paper is underpinned by the hypothesis that childrens social interactions, especially with their parents, are influential on their perception and choice when it comes to toys. The overarching approach of this research was a case study, employing document analysis, questionnaire and interview techniques of data collection. The central research question for this study was How do children and their parents perceive and reason about gendered toys and what, if any, connection exists between these perceptions in relation to childrens toy preferences. Four aims were identified and addressed by formulating four research questions, in order to answer the central research question. These research questions were: What are childrens toy preferences and how, if at all, are these preferences interrelated to the gender of the child? How do children reason about their toy choice when deciding which toys they wish to play with? What are parental perceptions of the suitability of gendered toys? How, if at all, are parental perceptions of toys interlinked with toy choice and the reasoning behind toy choice, of children? Chapter 2: Review of the Literature Introduction This review will examine issues relating to the perspectives held by children and parents on gendered toys. Firstly it will examine childrens toy preferences, exploring the gender dimorphic nature, which research has uncovered regarding childrens toy choices. Then the review will then explore the reasoning behind childrens toy choices, parental perspectives on the suitability of toys in relation to gender and finally the influence of parents on childrens perspective and choice. 2.1: Childrens Toy Preferences and Gender It has been put forward that the vast majority of experiments designed to assess childrens toy preferences were not true reflections of what children would choose in real life (Down, 1983). Down (1983) argues that prior experiments were too restrictive, only offering a very limited choice between small selections of typically male or female toys, which rarely offered a gender neutral choice. In his own research Down assessed elementary school aged childrens toy preferences by utilising childrens letters to Santa Claus, allowing for an unrestricted, ecologically valid method of ascertaining childrens preferences in a real life, naturalistic way. Down found that many of the toys selected by the children were not traditionally gendered toys, rather they were toys which could be considered gender neutral; girls were found to be especially likely to request gender neutral toys whilst boys requested gender typical and gender neutral toys in equal measure. Nevertheless, Downs research also demonstrated that boys and girls both prefer gender typical toys over gender atypical toys, a notion which has been supported through the findings of subsequence research (Carter and Levy, 1988; Martin, Eisenbud and Rose, 1995; Cherney et al, 2003). Recent research which, like Downs work offered a holistic insight into childrens toy preferences, was conducted by Cherney and London (2006). The child participants in this study were asked to list their favourite toys, the participants were free to choose whatever toys they wished. Considerable differences were found in the favourite toys that were chosen based on the childs gender, replicating the previous finding of Down; both boys and girls preferred gender typical over gender atypical toys. They also discovered that whilst boys preferences became slightly more masculine as the child aged, that in contrast girls toy preference became less feminine with age. More recently it has been discovered that even the youngest children, infants aged between 3 and 8 months, appear to show a preference for gender typical toys. Alexander, Wilcox and Woods (2009) investigated whether infants display a preference for gender typical toys, this was ascertained using eye-tracking technology to measure the time the infants spent focused on either a truck or a doll. It was found that girl infants showed a preference for the doll, whilst the boy infants spent more time focused on the truck. The research of Alexander, Wilcox and Woods, supports the notion of a biological foundation for gendered preferences of toys. The notion of a biological underpinning for childrens gender-based preferences has been highlighted through research conducted with infant monkeys (Alexander and Hines, 2002; Hassett, Siebert and Wallen 2008), as these preferences are being observed at an age before it is commonly accepted that children have established gender identity and gender t ypical behaviour. However, it cannot be ignored that some of the research discussed above (Alexander and Hines, 2002; Hassett, Siebert and Wallen, 2008 and Alexander, Wilcox and Wood, 2009), is guilty of the very criticism put forward by Down (1983). These studies only offered the participants a choice between limited arrays of gendered toys with none offering participants a gender neutral option. Therefore, it could be argued that these studies do not demonstrate well-rounded picture of childrens toy preferences and therefore the validity of these findings could be called into question. Nevertheless, the findings of these studies, when considered alongside the more well-rounded research discussed above (Down, 1983; Cherney and London, 2006) clearly show that children, of both the human and primate variety, demonstrate a marked preference for gender typical over gender atypical toys, therefore providing a valid and important insight into childrens toy preference and the difference between the preferen ces of girls and boys. 2.2: Childrens Reasoning Regarding Toy Preference and Suitability Through previous research, several key factors have emerged that influence a childs reasoning about whom toys are suitable for. Several studies have found that childrens reasoning about who else would enjoy playing with a particular toy is often egocentric. It has been found that when a child likes a particular toy they often reason that other children of their own gender would also like the toy and conversely children of the opposite gender would not like it (Carter and Levy, 1988; Martin, Eisenbud and Rose, 1995; Cherney, Harper and Winter, 2006). These studies show that young children often used egocentric reasoning when thinking about what other children would like, they conclude that what they enjoy others of their own sex would also enjoy and those of the opposite sex would not. However, Martin, Eisenbud and Rose (1995) established that when toys are labelled as being for a certain gender, it is highly influential on childrens reasoning about who would enjoy that toy. They presented children with attractive, but unfamiliar toys and asked them to rate the toys appeal to themselves and other children, the results were concurrent with the previous research of Carter and Levy (1988), the childrens reasoning was egocentric; they concluded that what they liked other children of their gender would like. However, when they presented the children with another set of toys, applying gender labelling to them, they uncovered a very different reaction. The children used the gender labels to reason about their own and others preference for that toy, even with a very attractive toy, if it was labelled for the opposite gender the children were less favourable towards that toy and reasoned that other children of their own gender wouldnt like it either. Therefore, this researc h clearly demonstrates the power of gender labels to influence childrens reasoning and preferences when choosing what toys they themselves would enjoy as well as when considering what other children would enjoy. Another common influence on childrens gender-based reasoning uncovered by recent research conducted by Cherney and Dempsey (2010) is gender association; children would habitually reason that a toy was most suitable for a particular gender based on the gender of the toy itself. An example of this was when a swimming pool, a toy deemed to be gender neutral, was classified as being a girls toy because it featured Dora the Explorer whom is herself a girl. Furthermore, this research has also identified toy colour as being another factor which influences childrens reasoning and toy preferences. Using gender ambiguous and neutral toys, this research aimed to establish how young children classify toys with less notable gender typical features, finding that colour was commonly cited as a reason for the classification of toys by gender (Cherney and Dempsey, 2010). This finding could be due to the increasing trend seen in recent years for toy manufacturers to commonly market the same toy, which is often a gender neutral toy such as a camera, in gender typical colours. With the pink option being marketed at girls and the blue version marketed at boys. The studies outlined above demonstrate that childrens reasoning about toy preferences and suitability is influenced by a number of factors and is often egocentric. However the common thread running throughout all these studies is that outside influences, such a gender labels and colour greatly influences the toys children like. The personal, egocentric reasoning employed by children in the absence of outside influences, coupled with the change in childrens reasoning that comes with outside influences clearly shows that children are highly aware of societal and cultural norms and it would appear that, on the whole, children tend to conform to these gender norms when it comes to the toys they considered to be most appealing. 2.3: Parental Perceptions of Gendered Toys and Their Suitability During the late 1970s an observational study was conducted, which investigated how parents praise and punish childrens behaviour, it was found that the types of behaviours parents praise or punish differ for boys and girls. The study discovered that boys were punished when they played with gender atypical toys and praised when they played with gender typical toys, it also found that girls were punished for rough and tumble play (Fagot, 1978). Therefore, it would seem from this research that parents have clear views on what toys and play styles are suitable for either sex and that they actively discourage their children from engaging in play or using toys traditionally stereotyped as belonging to the opposite sex. This finding was supported by later research, investigating parental participation in childrens play (Roopnarine, 1986), which discovered parents most often participated when their children were playing with toys traditionally considered appropriate for their gender. Therefo re, these studies (Fagot, 1978; Roopnarine, 1986) suggest that parents, either directly through punishment or indirectly through their lack of participation, encourage their children to prefer gender typical toys and reject gender atypical ones. However, more recently a study conducted by Wood et al (2002) investigating parental views of gender stereotyped toys found that traditional gender categorisation of toys did not reflect the parents views on toy suitability. This study found that many toys traditionally considered to be either male or female, were categorised as being gender neutral by the parents. The physical features of the toys used in this study were controlled to limit factors, such as colour, from influencing gender categorisation. Therefore, the parents must have made their decision based on something outside of the physical features of the toys; the researchers believed this could be due to a shift in recent times of the typical gender role stereotypes (Wood et al, 2002). Nevertheless, this study discovered that parents believed gendered toys to be most desirable to the gender the toy is traditionally assigned to. This research also observed parents and children at play to ascertain which toys were utilised most often by each gender. While observing boys and parents typically masculine toys were played with the most, a finding consistent with previous studies however, when observing girls and parents there was more flexibility, playing with feminine and neutral toys equally which deviates from previous studies. Therefore the shift in how parents categorised toys uncovered by this research did not reflect in their real life play situations with their children (Wood et al, 2002). The findings of these studies (Fagot, 1978; Roopnarine, 1986) suggest that parents have differing views on what toys and activities are suitable for children based on their gender, and that they reinforce these views through their behaviour when interacting with their child. However, more recent findings (Wood et al, 2002) suggest that parents view of traditionally gender stereotyped toys is evolving and that modern parents are reinterpreting the traditional roles of gendered toys. Nevertheless, despite this shift in how parents are categorising childrens toys, Wood et al (2002) still found that parents believed stereotypically gendered toys to be most desirable to the gender typically associated to them, showing that there is still a gender division in children toys. 2.4: Parental Influence on Childrens Toy Choices and Reasoning It has been argued by Mischel (1966) that children learn gendered behaviours prior to realising that they belong to a particular gender, this occurs through a process of modelling and reinforcement by adults. Furthermore, as previously discussed the praise and punishment delivered by parents differs depending on the sex of the child, with girls and boys both being praised for gender typical behaviour and punished for gender atypical behaviour (Fagot, 1978). These two pieces of literature suggest that children learn gender labelling and gendered behaviours through the social interactions they experience in their early lives. This standpoint on childrens acquisition of gender labels and gendered behaviour is called social learning theory and opposes the cognitive-developmental theory of children acquisition of gendered behaviours as proposed by Kohlberg (1966). The cognitive-developmental theory argues that children develop an awareness of their own gender before developing an understa nding of the typical behaviour associated with each gender (Kohlberg, 1966). Through the lens of the social learning theorist gendered behaviours are viewed as being a precursor of the gender development process, whereas cognitive-developmental theorists sees gender development as being a causal factor in children acquiring gendered behaviours (Weinraub et al, 1984). Therefore from a social learning perspective parents, as young childrens primary socialiser, have a massive potential to influence the existence of gender behaviour in their child and therefore may influence the types of toys children choose to play with. Research conducted investigating young childrens gender identity, toy choices and family characteristics has found that parents do hold an influence over their childs toy choice (Weinraub et al, 1984). However, this influence was not universal for mothers and fathers. The study found that in the case of mothers it is their occupation, not their sex-typed personality traits, which affect childrens development of gender labelling and therefore their toy choices. On the other hand, the study found that in the case of fathers, sex-typed personality traits strongly influenced the development of gender labels in children, and their toy preferences, especially in the case of boys (Weinraub et al, 1984). However, another study conducted shortly after found that contrary to previous research suggesting fathers as being the primary force supporting the development of children learning gender labels, that mothers and fathers were equally involved (Roopnarine, 1986). The results of these studies (Weinraub et al, 1984; Roopnarine, 1986) demonstrate that parents, especially fathers of boys, can influence the gender labels that children develop, and in turn the choices children make about toys and support the hypothesis proposed by social-learning theorists. Chapter Three: Methodology 3.1: Research Methods The overarching research design of this research was that of the case study. This design was chosen as it enables real life participants to be examined in a real life situation, allowing for an in-depth insight into the phenomenon being investigated (Cohen et al, 2011). The phenomenon this research project examined was gendered toys; it investigated how children and their parents perceive and reason about such toys and aimed to establish whether there is a link between the perceptions of parents and the preferences of children. A further benefit of the case study approach is that it allows findings to be presented in a clear and concise manner, enabling the reader to have a clearer understanding of the ideas being presented (Cohen et al, 2011). Case studies have been defined as being the study of a single instance within a bounded system, for example a school, class, community (Adelman et al, 1980; Creswell, 1994 cited in Cohen et al, 2011). However, it has been put forward that such a tight definition is not an appropriate definition of the case study approach. Yin (2009) argues that the line between the phenomenon being investigated and the context where it is being investigating is not clear-cut; therefore it is important contextualise case studies by employing strategies such as rich descriptions and details. Nevertheless, this case study did investigate a phenomenon within a bounded system, focusing on families from within a community whose children all attend the same school. The case study approach was chosen for this research as the approach is particularly useful in establishing cause and effect, and the aim of this research was to establish if parental perceptions influence children choices. In addition, case stud ies allow the effects of a phenomenon to be observed within a real life perspective, allowing for a better understanding of how the context of a situation influences both cause and effect (Cohen et al, 2011). Case studies are excellent for providing both the researcher and the reader with an in-depth and rich understanding of the phenomenon being investigated. Nevertheless, as a case study is usually focused upon a fairly narrow line of inquiry, focused on a specific phenomenon or a single setting, it does have its limitations. A major, often cited limitation is the lack of generality; finding and conclusion drawn by a case study cannot be applied to a wider context than that within which it was conducted (Robert-Holmes, 2011). It is therefore of upmost importance that researchers conducting case studies do not attempt to make claims applying the knowledge obtained through a case study universally. This research employed three data collection methods within its case study research design, these were, questionnaires, documentary research and an interview. Three methods of data collection were employed in order to provide the study with triangulation. Triangulation is the process of employing two or more methods of data collection when researching an aspect of human behaviour, allowing the researcher to obtain a more comprehensive picture of the behaviour they are investigating (Cohen et al, 2011; Robert-Holmes, 2011). Triangulation is important as it provides the research with validity, which in turn makes the conclusions drawn by research more believable to the reader (Mukherji Albon, 2009). An overview of these methods and their benefits and limitations, will follow. Questionnaires can be a useful tool for gathering data for research as they quickly collect large quantities of data, and due to the standardised nature of the questionnaire the data collected is easily comparable (Willan, 2010; Robert-Holmes, 2011). However, it must be noted that questionnaire data lacks the depth and breadth of interview data, which offers a more in-depth insight of peoples thoughts, beliefs and attitudes (Robert-Holmes, 2011). Whilst questionnaires can be very useful, being easy to distribute and a comparatively cheap and quick method of collecting large quantities of data, they can prove problematic as getting responses back can often be challenging (Willan, 2010; Robert-Holmes, 2011). Furthermore, the formulation of a questionnaire can be difficult to get right requiring careful consideration; it is especially easy for questionnaires to lack clarity, be ambiguous and to be leading to its participants (Willan, 2010). Therefore, special consideration needs to be t aken to ensure the questions are formulated in a way to ensure the necessary data is collected, whilst making sure that the questionnaire itself is not overly long or complicated. An overly long or complex questionnaire can put off potential participants, which in turn may result in a low response rate which then effects the breadth of the data collected (Oppenheim, 1992; Foody, 1993). For this reason, the questions for this projects questionnaire were designed to be clear and concise furthermore, unnecessary questions were omitted from the questionnaire in an attempt to maximise participation. Documentary research can provide an insight into human social activity, briefly speaking a document can be describes as being a record of an event or a process, which is produced by an individual or group (Cohen et al, 2011). Documentary research can help researchers understand current practices; however through analysing historical documentation researchers can use this method to investigate how historical perceptions have influenced current thinking (Willan, 2010; Cohen et al, 2011). Documentary evidence can come in many different formats and is not merely the analysis of written documents, such as policy documents and letters; documentary evidence can be obtained from various multimedia sources such as radio, films and emails (Willan, 2010; Cohen et al, 2011). The documents analysed by this research were collages of favourite toys produced autonomously by the child participants; it was used to provide a current picture of the childrens toy preferences obtained with minimal adult i nfluence. However, documents do not provide information automatically, they require careful analysis and interpretation to reveal the information contained within them. Therefore, the worth of data obtained through documentary analysis is highly variable, depending on how able the person analysing it is to fully understanding its meaning (Cohen et al, 2011). The final method of data collection employed by this study was the semi-structured interview, employing the use of an interview guide which, while listing areas to be discussed was not a fixed, premeditated interview schedule as would be used in a structured interview (Robert-Holmes, 2011). The semi-structured technique was selected over the structured technique as it provides a good degree exploration whilst minimising the potential to wander from the intended area of discussion (Willan, 2010; Robert-Holmes, 2011). Semi-structured interviews centre firmly on the participant and their beliefs and opinions, rather than the researcher, which is the case in a structured interview; there is far more scope for the participant to influence the course the interview takes. When conducting a semi-structured interview the researcher acts as a facilitator encouraging the participants to vocalise their opinions about the matter being discussed (Robert-Holmes, 2011). The interviews for this study were conducted as a group in the childrens school environment, additionally the researcher was known to these children from their role as a volunteer in the class. These measures were taken to ensure that the children felt as comfortable as possible, as feeling intimidated or uncomfortable by the situation could potentially affect the success of the interview (Robert-Holmes, 2011). Furthermore, it was felt that building a good rapport with the children, through volunteering in their classroom before commencing the data collection was imperative. This was because children are generally not used to unfamiliar adults asking them about their thoughts, feelings or experiences, therefore good researcher-child relationships are fundamental for successfully interviewing children (Folque, 2010). 3.2: Ethical Considerations Before data collection commenced a letter explaining the aims and data collection methods of this research was presented to both the school and the parents of the children participating in the research. This was to ensure that all parties involved were aware of how and why the research was being conducted; a Criminal Records Bureau enhanced disclosure certificate was also shown to the school and made available for the parents to view to demonstrate that the research was being conducted by a suitable adult. Through giving participants transparent information on the aims and data collection methods of the research allowed the adult participants to give their informed consent to participate on the research. Parents were asked for their permission for the children to participate, additionally the children were briefed on their part in the research and it was made clear to all parties that their participation was in no way compulsory and that they were free to withdraw at any point. Copies of the letters sent to the school and parents, along with the ethical approval form for this research can be found in the appendices (See Appendix 2 and 3). Chapter Four: Results 4.1 Analysing Childrens Toy Collages Introduction In order to collect information about the toy preferences of the children participating the document analysis method of data collection was used, the documentary evidenced analysed was collages created by the children of their favourite toys. Full details of this method can be found in the methodology chapter of this research project (See 3.1). Aims The aim of using document analysis was to ascertain the childrens toy preferences in a naturalistic and unbiased way. It allowed the children to complete a collage of their favourite toys autonomously, with minimal outside influences. This information was required to determine to what extent, if at all, children prefer gender stereotypical toys. Procedures In total 31 families of Year 2 children at a West Midlands primary school were contacted with details the research and asked if they would be interested in participating. In total 10 families expressed an interest in taking part, giving a response rate of 32.2 %, 4 families were then selected to participate. The families selected were of white British background and from intact family units. These families were chosen because of the commonality of their backgrounds, in order to minimise variables due to ethnicity, culture and family dynamics. The sample group consisted of four children; 2 boys and 2 girls aged between 6 and 7years old. The children were provided with a toy catalogue, featuring a wide range of different types of toys. The children were also provided with a choice of coloured paper, scissors and glue. Adults were on hand to assist the children with cutting out and sticking if this was needed. The activity was child led but supervised by adults, this was to minimise adult influence on the childrens choices whilst ensuring the activity was safe. The activity was conducted in the childrens school environment, to ensure the children felt comfortable in order to minimise any negative effect on either the participants or the data collected (see 3.1). The children were told that they could browse through the catalogue, cut out the toys which they favoured and use them to make their collage. The children were also informed that if they could not find a toy they l

Cival Rights Act 1964 :: essays research papers fc

When the Government Stood Up For Civil Rights "All my life I've been sick and tired, and now I'm just sick and tired of being sick and tired. No one can honestly say Negroes are satisfied. We've only been patient, but how much more patience can we have?" Mrs. Hamer said these words in 1964, a month and a day before the historic Civil Rights Act of 1964 would be signed into law by President Lyndon B. Johnson. She speaks for the mood of a race, a race that for centuries has built the nation of America, literally, with blood, sweat, and passive acceptance. She speaks for black Americans who have been second class citizens in their own home too long. She speaks for the race that would be patient no longer that would be accepting no more. Mrs. Hamer speaks for the African Americans who stood up in the 1950's and refused to sit down. They were the people who led the greatest movement in modern American history - the civil rights movement. It was a movement that would be more than a fragment of history, it was a movement that would become a measure of our lives (Shipler 12). When Martin Luther King Jr. stirred up the conscience of a nation, he gave voice to a long lain dormant morality in America, a voice that the government could no longer ignore. The government finally answered on July 2nd with the Civil Rights Act of 1964. The Civil Rights Act of 1964 is historically significant because it stands as a defining piece of civil rights legislation, being the first time the national government had declared equality for blacks. The civil rights movement was a campaign led by a number of organizations, supported by many individuals, to end discrimination and achieve equality for American Blacks (Mooney 776). The forefront of the struggle came during the 1950's and the 1960's when the feeling of oppression intensified and efforts increased to gain access to public accommodations, increased voting rights, and better educational opportunities (Mooney). Civil rights in America began with the adoption of the 13th, 14th, and 15th amendments to the Constitution, which ended slavery and freed blacks in theory. The Civil Rights Acts of 1866 and 1875 were passed, guaranteeing the rights of blacks in the courts and access to public accommodation. These were, however, declared unconstitutional by the Supreme Court, who decided that the fourteenth did not protect blacks from violation of civil rights, by individuals.

Psychology and Coon

Interview Interpretation Sheet Your Name: Mickey Beaty Directions: Please provide substantive answers to the following questions regarding the information you gathered from your interviewees. Plan on at least 150–300 words per question written in complete sentences and full paragraphs. You may use a separate Word document instead of this worksheet if you prefer to complete your answers in a paper format (including a title page to identify your work). Please submit either this completed sheet or your Word document paper as your assignment. 1.Describe any common elements among the statements made by your subjects. I interviewed three different subjects on the definition of psychology and the role of psychologists. During the interviews I conducted all of the subjects shared the same belief of psychology being the study of behavior. Two of the subjects were of the same belief that psychologist record data accurately or inaccurately and waste resources. 2. How do the notions about psychology shared by your subjects differ from the definition of psychology described by Coon and Mitterer?Although all the subjects I interviewed said psychology is the study of behavior that differs from the definition of psychology according to Coon and Mitterer in the introduction to Psychology textbook. The textbook defines psychology as the scientific study of behavior and mental processes (Coon & Mitterer 2010). The subjects I interviewed were partially correct in there description of psychology but they did not describe it as a scientific study just a study of behavior. 3.Describe any major misconceptions your subjects may have about psychology based on what they shared during their interviews. The subjects I interviewed had very different beliefs on what the role of psychologists was or the functions of their position. Some of the subjects were very skeptical of the work that psychologists do and their effectiveness at their position. Another subject had a misconception of a psychologist being just a psychiatrist who sits and listens to problems and talks people through their issues.There are many different forms of psychology that the subjects didn’t mention. They had notion of psychologists just siting and taking notes on people’s behavior instead of recognizing the scientific studies and experiments that lead to factual findings. I think the biggest misconception of psychologists among my subjects was the inability to look past just the study of behavior and inject the scientific method to the study. 4. Describe how your subjects’ perceptions of psychology related to the four goals of psychology as described in the Coon and Mitterer text.The four goals stated in psychology gateways to the mind by Coon and Mitterer are description, understanding, prediction, and control. The subjects that I interviewed all had the description portion of the four goals correct. Answering psychological questions often begins with a careful descri ption of behavior ( Coon & Mitterer). The way you get a description of behavior is by studying the behavior in which all the subjects agreed upon.I think the some of the subjects related to the control aspect of the goals because they had been in teaching profession in which it is a controlled environment to get results. Although I was not able to gage the perceptions on understanding and prediction I predict that they had knowledge of these elements do to their educational backgrounds. 5. How do your subjects’ views relate to the main ideas of the theories and contemporary views (such as the biological perspective, cognitive view, sociocultural perspective, et cetera) introduced in Chapter 1 of the Coon and Mitterer text?The subjects I interviewed were I believe the subjects I interviewed relate to the biological perspective. Two of the subjects I interviewed were teachers and they indicated genetics playing a role in behavior. They had seen a variety of different students f rom different backgrounds and concluded that the genetic make-up of students have an effect on behavior. That also speaks to the psychological perspective behavioristic view. The key idea in this view as stated by (Coon & Mitterer) Behavior is shaped and controlled by ones environment.These subjects taught kids in different environments and seen behaviors change with the use of control. 6. Describe your subjects’ demographics, such as gender, age, and education level. Identify any differences and similarities in their responses that may be based on these demographic factors. Out of the subjects I interviewed two were women and one was a male. All three subjects were in the age range between 45-65. All of these subjects have attended college and two of them obtained master’s degrees in different fields outside of psychology.All of these subjects that I interviewed stated that they believed psychology was the study of behavior. The differences that these subjects had wer e on the role of the psychologist. Two of these subjects had very cynical ideas on how effective and important a psychologist is. Some of the statements by these two subjects were along the lines of psychologist’s being a waste of resources or interpreting data incorrectly. The third subject was from the belief of a psychologist role as being able to assist a client by building relationships and trust to resolve issues.Although these subjects had similar educational backgrounds as well as being relatively in the same age group I believe there could be different elements that give them different prospective. The two cynical subjects are racially different from the third party which may have an effect on the different prospective. They also come from a different class which may give them a different prospective or preconceived notion on psychologists. References Coon, D. , & Mitterer, J, (2010). Introduction to Psychology: Gateways To Mind And Behavior (12 ed. ) Belmont, CA :wa dsworth

How to Create a Reaction Paper

How to Create a Reaction Paper How to Write a Response Paper The reaction paper is a critical review containing a critical analysis of the analysis and evaluation of a dissertation, a monograph, a scientific article, or any other scientific work. The review is a secondary text, the result of the processing of information contained in the original text. It performs informative and evaluation functions, that is, provides for informing, acquaintance with scientific work, assessment, and reflection in a scientific society of certain knowledge. The feature of this document is the ability to communicate, conduct a dialogue (often imaginary) between the reviewer and the author of the work, the reviewer and the readers. The author of the review can show his or her personal values, he or she acts as an analyst or polemicist, who, with knowledge of the case, evaluates the original document, submits comments, gives advice and recommendations, and initiates a scientific dialogue. Writing such an essay requires study of reaction papers for improving writing skills, as well as the analysis of a scientific article, assessing its strengths and weaknesses, advantages and disadvantages, determining the relevance of the topic and the scientific novelty of the research results. The Essence of Critical Analysis Critical analysis is an important part of the modern scientific process. For the progress of science, it is critical that the research methods and results are studied in detail in order to decide on the best direction for the development of the future research. If the study was reviewed and accepted for publication, scientists and readers could be sure that the article meets certain standards and the research can be trusted. (Modern science is based mainly on publications in scientific periodicals; therefore, if a scientist publishes an inferior study or makes a mistake in calculations, experiments, or conclusions, it may lead to errors in further research by other scientists). In the process of analyzing the article can become:More reliable. Reviewers may indicate gaps in the authors work, which require more detailed explanation or additional experiments. Easier for perception. If some moments in the work of the author are difficult for the reader to perceive, reviewers may ask to correct them. More useful. Reviewers examine the authors research on the subject matter of their subject area.The Main Stages of Writing a Paper To achieve a successful result, the following steps are required when writing the reaction paper rubrics. Find out which scientific problem the author tries to solve. Keep in mind that a scientific problem is a form of knowledge whose content is something that is not yet known by man. In other words, the scientific problem is the knowledge about ignorance, a question that arises in the process of knowledge and requires an answer. The issue as knowledge of ignorance reflects the negative moment of the problem situation, which indicates the limited cognitive and practical capabilities of the subject in a certain stage of development of cognition. However, it is also a means and method of finding new knowledge. Problems themselves arise either as a result of a collision of the theory with observation, with practical activity or as a result of contradictions in a certain theory. Understand the purpose of the article and set the task of the researcher. Does it answer a scientific problem? Can the author solve it completely or in some aspects? What scientific methods are used by the researcher and for what aspects of research? Is the use of these methods justified; are they suitable for solving a scientific problem? Evaluate the reliability of the sources, the feasibility of their use, and the degree of independence of the provisions caught by the author of the study. In this stage, you will have to work out the bibliographic list of the article, find out the degree of scientific development of the problem and evaluate the contribution of the actor of the article. Write about what is your opinion about the value of the research. Can its results be used in practice? How? Can the findings of the author be the basis for further research? Can the publication be useful to students? Can it be interesting for a wide range of readers? Rules of Reaction Papers Creation After you have received motivated answers to all your questions, start writing a reaction paper. Remember that writing a review requires time. This is a thoughtful review of the text after reading and re-reading several times. First, you should read the text, note the most important moments, re-read it, and then start considering its content and your impressions again. As a special type of text, the reaction paper has certain features. First, like all other scientific papers, it has a specific format. Second, the review contains assessments, positive or negative, but evaluations must be substantiated. Given that the reaction paper contains ratings, they should be submitted in accordance with the rules of communication. Negative evaluations are not allowed to be expressed in a sharp form, without certain evidence. It is not allowed to express negative evaluations to the authors of scientific work but only to the material of the statement. The volume of the reaction paper should be about 700-800 words. The work must contain the title of the document, the authors surname and initials, the publication year, the pages on which the article is posted, the text, which should be presented in an arbitrary form, an analysis and evaluation of the article, a general opinion on the peer-reviewed text, date and surname and initials of the reviewer. Critical Approaches In the process of critical analysis of a scientific article, it is useful to think from the point of view of three different groups of people.Authors. The scientist needs to review the article in the way that he or she would like other reviewers to analyze his or her own work. Suppose the authors do their best to write good quality work, but they need an objective view from the side, help in identifying problems with methods, analyzing, or submitting the material itself. Editor of the scientific journal. For the editor of the magazine, the critically important are the comments on the relevance and scientific novelty of work, which the scientist is reviewing. Editors want to publish only high-quality documents in their magazine. When selecting such documents, the editor needs expert help to determine if research is at an appropriate level within the subject area. Reviewers help editors improve the quality of a publication before they are published in the journal. Readers. The scientist needs to identify places that require clarification or more detailed description so that readers can easily understand the work. As a reviewer, a scientist can save readers time by removing insignificant parts of the article or by correcting mistakes in research.There are several questions to answer before starting work on reaction paper: Is the scientists qualification sufficient? Does the author have enough time to correct the article? It should be remembered that reviewing is an important contribution to science, along with research and teaching, so it is worth devoting enough time and effort to this process. Are there any potential conflicts of interest? The scientist should evaluate the work as clearly and objectively as possible. Potential conflicts of interest include:The reviewer or the author may suffer financially (developing a reviewer is a competing product). The reviewer has strong personal feelings (positive or negative) to one of the authors (for example, a former teacher of the writer). The scientist published articles with one of the authors of the article.Knowing these rules and recommendations, you can create a good critical article (a reaction paper). Your writing skills will improve; it will contribute to your success in college. Try your hand at writing an essay and you will see that this is an interesting and cognitive activity.

Puritan Values essays

Puritan Values essays The Puritan attitudes and values were based on charity and hard work. This was very evident in Of Plymouth Plantation. In Sinners in the Hands of an Angry God, it showed that the Puritans believed heavily in their faith and involved God in just about everything they did. God was the distinguished power in their lives. Of Plymouth Plantation explains a lot about the Puritans charity. For example, while at sea, the Puritans were not treated very nicely by the crew of the ship in which they were sailing upon. They were called names and were mocked. During the long voyage several of the crewmembers became sick. The Puritans, unlike most people of that day, did not just let the men lie in pain. They helped the men to gain their full health. They did not do this because they needed the crewmembers to get to the colonies, but instead, they did this because that is what their attitudes towards the treatment of people were. When they finally did make it to the new world, living there was not an easy task. They had to build their own houses and grow their own food. They were playing a dangerous game living there. They had to work hard for their food and shelter or they would die. The Puritans did not believe in working below their potential. Though, when a portion of them were filled with diseases, the he althy members were more than happy to jump right in and fill for the ill members while still doing their own jobs. This goes back to the Puritans sense of charity. No one was ever left out in the cold. They were always taken care of and could always count on their neighbor. The Puritans belief in faith was quite simple. They believed in hard work and sacrifice and if you did not do this, you would simply go to hell. They believed that God was the only thing that kept them out of hell. God was the only thing holding them up from falling into hell. Once you made God angry or separated you...

The Little Mermaid Essay Example | Topics and Well Written Essays - 1250 words

The Little Mermaid - Essay Example The plot might be conventional but still relatable. At the time of its release, target audience majorly consisted of children. The film adhered to the values of the patriarchal society we live in as it advocated that triumphant women are those who direct their men. They serve as the object of desire; this also reflected the cultural norms of the epoch when this tale was written. The Little Mermaid sacrifices her legs for a pair of legs to marry the man of her dreams, this holds true for women in the so-called modern age (Stoll 16). The only difference is that in reality, plastic surgery assists them in accomplishing this goal rather than magical spells. It should be noted down how Disney films modify their narrative style and content in consideration of the changes in the target audience. A consistent pattern emerges from their earlier films such as Snow White (1937), Cinderella (1950), Sleeping Beauty (1958) etc. This pattern depicts that heroines spent their entire life waiting to be rescued by prince charming, who ultimately showed up. Through a series of such animations, it is emphasised how only a man is the road of happiness for a woman (Stoll 33). This is in conformance with the patriarchal values of those ages. However, Arial emerges as slightly dissimilar and more defiant character than her earlier friends. In the film, she rebels against her father’s orders and falls in love with a human, which was against the norms of the Mer society. She also exhibits wit when she sighs, â€Å"I just don’t see how a world that makes such wonderful things can be bad.† Like all heroes, the prince charming possesses endearing qualities; his affectionate nature is portrayed by the closeness with his dog. Therefore, Prince Eric is the stereotypical prince... It should be noted down how Disney films modify their narrative style and content in consideration of the changes in the target audience. A consistent pattern emerges from their earlier films such as Snow White, Cinderella, Sleeping Beauty etc. This pattern depicts that heroines spent their entire life waiting to be rescued by prince charming, who ultimately showed up. Through a series of such animations, it is emphasized how only a man is the road of happiness for a woman (Stoll 33). This is in conformance with the patriarchal values of those ages. However, Arial emerges as slightly dissimilar and more defiant character than her earlier friends. In the film, she rebels against her father’s orders and falls in love with a human, which was against the norms of the Mer society. She also exhibits wit when she sighs, â€Å"I just don’t see how the world that makes such wonderful things can be bad.† Like all heroes, the prince charming possesses endearing qualities; h is affectionate nature is portrayed by the closeness with his dog. Therefore, Prince Eric is the stereotypical prince charming. The opening scene of the film revolves around the male world as the introductory scene starts with Eric’s boat and not surprisingly, everybody on the boat is a male. Then, Arial is enlightened with the requirements and characteristics of the ground people. As credits start appearing, we are taken to the sea and again all males! Thereby, the purpose and focus of the film are made explicit that males have a dominant part to play in this world.

Leader ship 4 Essay Example | Topics and Well Written Essays - 750 words

Leader ship 4 - Essay Example Given the responsibility charged to our leaders, morality and ethics are two aspects that they should really observe. They act as an example, and it is from the leaders that the society will derive their actions and intentions. However, most leaders especially from the financial fields are usually obsessed with financial gains than any other achievement. It is always about profit making even if it means subjecting the workers to bad and unhealthy working conditions such as what happened in the Manchester during the Industrial revolution. However, leaders like these have always responded to this point by quoting purpose; that the purpose of business is to make a profit. What really drive leaders to put social responsibility and ethics second to profit is usually greed and selfness. They seek self-fulfillment that is always hard since wants are insatiable. Successful leaders like Shackleton ensured that profit is used for social security and promotion of ethics in the society (Mackay & Mackay n.p). Proper leaders would otherwise seek to do something more to the society, and if money comes, so be it. The team members should take the responsibility of making ethical moves when a leader behaves unethically. This does not entail whistle blowing, but they should approach the matter more subtly as they seek to make the leader understand. Otherwise, moral responsibility of the team members should not be compromised, as well as their right to make things right (Mackay & Mackay n.p). Adequate measures should be taken, in accordance to the law, if the leader fails to obey the subtle call made, by the team members, to review his or her habits. This could be seeking the intervention of a more senior authority or the law which is usually the utmost leader in our societies. As a leader, serving a team is usually a challenge. A team involves a group of people who have come together in order to