Lecturer

MyMusical Autobiography

Conceivedon third December, 1990 in South California, United States, I wasraised by cherishing folks. Destined to a Korean father and anAmerican mother, my dad would later let me know it was a conventionto praise the initial hundred days of a kid`s living and also his orher first birthday. My dad would say that those two critical days ina youngster`s life are known as baek-il, which alludes to the dol orone hundred days. Conceived in the United States, my Korean fatherguaranteed that Korean conventions were to be followed in the house.On my initial hundred days of living, offerings were made as a thanksgiving for the endowment of life. I was inactively acquainted withthe customary Korean music, and in light of the fact that my dad`sfirst Korean convention was Buddhism, the music I was acquainted withat an early age was a conventional Korean music, which comprises ofdifferent instruments, for instance, the &quotKayagum – atwelve-string instrument and Changgo, 60 minutes glass drum&quot(Time-Life Books 45).

Myfirst birthday was met with another festival as it was custom in myfamily to commend life. My family life was met with ceaselesspetition to God and thanks giving went for appealing to God forriches, glad living, life span, and good fortune. At three years old,I got to be familiar with a couple of conventional tunes, which wereregularly played inside of the house, and a couple festivitymelodies. One of the festival melodies regardless I recall growing upwas known as Arirang, which is played with diverse instruments.Distinctive instruments, as indicated by Rose (34), were utilized tofit the encompassing and circumstance at the time.

Beingconceived in the United States to a Korean father, I was presented tothe Korean conventions and music at an early age. I got to be mindfulof my musical foundation and my way of life, which was both as anAmerican and a Korean birthplace. At age five, I recall my dad had apiano arranged at the edge of the house, which my dad would later letme know that my mom working on playing it since she was stillyouthful. She had begun to look all starry eyed at it, and recollectswatching her a couple times get retained in it. At that age, I was atthat point enlisted at an adjacent school, Mayfield Junior School.The school was arranged at 405 S Euclid Ave, Pasadena, California,which were a couple squares far from our home. At was in the mid 90sthat I recall going and returning from school with the music playingin each store I cruised by.

Mysocial and social foundation started to change as I acquaintedtotally with an alternate kind of music from the one I was utilizedto when I was still little. The tunes I was acquainted with both inschool and listening in the city incorporated the &quotBohemianRhapsody,&quot &quotNeurotic Android,&quot &quotGravity,&quotand &quotTime&quot. The melodies assumed a part majorly on how itidentified with a different however distinctive aspect of mycharacter. Towards the late 90s when in my grade school, &quotDistrustfulAndroid&quotfor occasion, was a tremendous component in remaking mypersonality, particularly when the world coordinated perpetuallytowards grasping innovation (Time-Life Books 55). The tune wasdevelop in diverse areas that impeded or rate up, while other grabbeda blast of an atonal and guitars. I related well with the tune sinceI was conceived when the universe of PCs had just picked. It was whenmechanical progressions were going on I would feel lost whilelistening to it.

Ilistened to Queen`s &quotBohemian Rhapsody&quot for instance, onthe grounds that it helps me convey what needs be through the music.The general public I was experiencing childhood in was not agreeable.The boulevards were brimming with pessimism, and it was difficult tomake due in without the capacity to convey what needs be. The musichad a hip bounce feel, yet it was partitioned into three areas, whichcomprised of a musical show, a song, and a hard shake (Time-LifeBooks 51). As I listened to the verses deliberately, it discussed aman who had killed somebody, and he needed to leave his family toconfront the outcomes of his activities. The tune characterized mydemeanor in light of the fact that I had found this melody in mylesser school. I listen to the verses precisely, which helped metoughen up, additionally regard the law and the general public that Iwas leaving in. The melody likewise helped me welcome my writingclass, while it formed my way of life as somebody intrigued bydiverse features of music.

Myrevelation of music in my Junior School, for instance Pink Floyd andone of their champion melodies, &quotTime,&quot discussed a tripthrough a singular`s life and the need to place tie into greatutilization before it is past the point of no return. The tuneutilized vocalists and synthesizers as a part of the foundation,while the dynamic mark rock sound gave a hint of something betterover the horizon. Nonetheless, the melody in itself addresses me in anot the same as I anticipated. I gave me a character with my crew. Ihad developed near my family, and going to Junior School was a breakfor me. While the tune plays, I felt that I missed my crew. It helpedme to remember the satisfaction I encountered when I would at lastsee them once more. The melody in this way demonstrated the need toorganize my personality with my family once more.

Inmy sophomore year of secondary school, I was acquainted with JohnMayer`s &quotGravity,&quot which was a soul tune. When I startedmellowing down my music choices from harder rock tunes to slower, andinevitably soul, &quotGravity&quot gave me an impeccable sample ofa smooth rock tune. The tune was quieting, simple, and enthusiastic,and was anything but difficult to listen to. The tune likewiseacquainted me with different craftsmen, for instance Eric Clapton,Jimi Hendrix, and Steve Ray (Rose 36). The verses were exceptionallystraightforward, however it transferred a capable passionate feelingto the audience. The melody, alongside the performance, changed whatI was related to, while it draws me far from a selective rock toother music sorts. My social foundation likewise changed since Istarted relating to different people with altogether different musictaste from the one I was utilized to.

Thedistinctive scope of music since I was a year old changed how Icommunicated. While strolling home from school before my Junior High,I was included effectively when it came to listening to music. Thecapacity to effectively participate in music assumed a part in myfailure to not be included in what else was going on out of sight.Music obstructed my contribution incessant cynicism nonetheless,thusly changed my impression of how I associate with individuals fromdiverse foundation. Once more, my dynamic cooperation with music wasanother motivation to communicate. I listen effectively to music indistinctive settings. It was the point at which I missed my family,when I felt forlorn, when I was distant from everyone else, and whenI needed comprehends other individuals` social and social settingwithout needing to inquire.

Atlast, I decide to choose Writing Intensive course in light of theneed to utilize composing as a vehicle to enhancing my learningaptitudes, the capacity to express, apply, or reformulate distinctiveideas of this scholarly train. The accentuation put on composing isfrequently not expected to basically accommodate the extra practice,particularly in fundamental aptitudes of composing, additionally isimperative in empowering thinking all the more clearly andcommunicating my musings all the more decisively – to impartsuccessfully and think discriminatingly.

Allin all, my musical personal history rotates around my social andsocial foundation. My experience is synergistically is made by themusic determination above, which has subsequent to helped constructedmy character, be it in connection to my mechanical world or mywriting or music class. Furthermore, I have likewise turned into anall-adjusted and a more educated individual, particularly concerningsociety and social character

WorksCited

Rose,F C. Neurologyof Music.London: Imperial College Press, 2010. Internet resource

Time-LifeBooks.The Digital Decade – the 90s.Alexandria: Va, 2000. Print.

Lecturer

MyMusical Autobiography

Conceivedon third December, 1990 in South California, United States, I wasraised by cherishing folks. Destined to a Korean father and anAmerican mother, my dad would later let me know it was a conventionto praise the initial hundred days of a kid`s living and also his orher first birthday. My dad would say that those two critical days ina youngster`s life are known as baek-il, which alludes to the dol orone hundred days. Conceived in the United States, my Korean fatherguaranteed that Korean conventions were to be followed in the house.On my initial hundred days of living, offerings were made as a thanksgiving for the endowment of life. I was inactively acquainted withthe customary Korean music, and in light of the fact that my dad`sfirst Korean convention was Buddhism, the music I was acquainted withat an early age was a conventional Korean music, which comprises ofdifferent instruments, for instance, the &quotKayagum – atwelve-string instrument and Changgo, 60 minutes glass drum&quot(Time-Life Books 45).

Myfirst birthday was met with another festival as it was custom in myfamily to commend life. My family life was met with ceaselesspetition to God and thanks giving went for appealing to God forriches, glad living, life span, and good fortune. At three years old,I got to be familiar with a couple of conventional tunes, which wereregularly played inside of the house, and a couple festivitymelodies. One of the festival melodies regardless I recall growing upwas known as Arirang, which is played with diverse instruments.Distinctive instruments, as indicated by Rose (34), were utilized tofit the encompassing and circumstance at the time.

Beingconceived in the United States to a Korean father, I was presented tothe Korean conventions and music at an early age. I got to be mindfulof my musical foundation and my way of life, which was both as anAmerican and a Korean birthplace. At age five, I recall my dad had apiano arranged at the edge of the house, which my dad would later letme know that my mom working on playing it since she was stillyouthful. She had begun to look all starry eyed at it, and recollectswatching her a couple times get retained in it. At that age, I was atthat point enlisted at an adjacent school, Mayfield Junior School.The school was arranged at 405 S Euclid Ave, Pasadena, California,which were a couple squares far from our home. At was in the mid 90sthat I recall going and returning from school with the music playingin each store I cruised by.

Mysocial and social foundation started to change as I acquaintedtotally with an alternate kind of music from the one I was utilizedto when I was still little. The tunes I was acquainted with both inschool and listening in the city incorporated the &quotBohemianRhapsody,&quot &quotNeurotic Android,&quot &quotGravity,&quotand &quotTime&quot. The melodies assumed a part majorly on how itidentified with a different however distinctive aspect of mycharacter. Towards the late 90s when in my grade school, &quotDistrustfulAndroid&quotfor occasion, was a tremendous component in remaking mypersonality, particularly when the world coordinated perpetuallytowards grasping innovation (Time-Life Books 55). The tune wasdevelop in diverse areas that impeded or rate up, while other grabbeda blast of an atonal and guitars. I related well with the tune sinceI was conceived when the universe of PCs had just picked. It was whenmechanical progressions were going on I would feel lost whilelistening to it.

Ilistened to Queen`s &quotBohemian Rhapsody&quot for instance, onthe grounds that it helps me convey what needs be through the music.The general public I was experiencing childhood in was not agreeable.The boulevards were brimming with pessimism, and it was difficult tomake due in without the capacity to convey what needs be. The musichad a hip bounce feel, yet it was partitioned into three areas, whichcomprised of a musical show, a song, and a hard shake (Time-LifeBooks 51). As I listened to the verses deliberately, it discussed aman who had killed somebody, and he needed to leave his family toconfront the outcomes of his activities. The tune characterized mydemeanor in light of the fact that I had found this melody in mylesser school. I listen to the verses precisely, which helped metoughen up, additionally regard the law and the general public that Iwas leaving in. The melody likewise helped me welcome my writingclass, while it formed my way of life as somebody intrigued bydiverse features of music.

Myrevelation of music in my Junior School, for instance Pink Floyd andone of their champion melodies, &quotTime,&quot discussed a tripthrough a singular`s life and the need to place tie into greatutilization before it is past the point of no return. The tuneutilized vocalists and synthesizers as a part of the foundation,while the dynamic mark rock sound gave a hint of something betterover the horizon. Nonetheless, the melody in itself addresses me in anot the same as I anticipated. I gave me a character with my crew. Ihad developed near my family, and going to Junior School was a breakfor me. While the tune plays, I felt that I missed my crew. It helpedme to remember the satisfaction I encountered when I would at lastsee them once more. The melody in this way demonstrated the need toorganize my personality with my family once more.

Inmy sophomore year of secondary school, I was acquainted with JohnMayer`s &quotGravity,&quot which was a soul tune. When I startedmellowing down my music choices from harder rock tunes to slower, andinevitably soul, &quotGravity&quot gave me an impeccable sample ofa smooth rock tune. The tune was quieting, simple, and enthusiastic,and was anything but difficult to listen to. The tune likewiseacquainted me with different craftsmen, for instance Eric Clapton,Jimi Hendrix, and Steve Ray (Rose 36). The verses were exceptionallystraightforward, however it transferred a capable passionate feelingto the audience. The melody, alongside the performance, changed whatI was related to, while it draws me far from a selective rock toother music sorts. My social foundation likewise changed since Istarted relating to different people with altogether different musictaste from the one I was utilized to.

Thedistinctive scope of music since I was a year old changed how Icommunicated. While strolling home from school before my Junior High,I was included effectively when it came to listening to music. Thecapacity to effectively participate in music assumed a part in myfailure to not be included in what else was going on out of sight.Music obstructed my contribution incessant cynicism nonetheless,thusly changed my impression of how I associate with individuals fromdiverse foundation. Once more, my dynamic cooperation with music wasanother motivation to communicate. I listen effectively to music indistinctive settings. It was the point at which I missed my family,when I felt forlorn, when I was distant from everyone else, and whenI needed comprehends other individuals` social and social settingwithout needing to inquire.

Atlast, I decide to choose Writing Intensive course in light of theneed to utilize composing as a vehicle to enhancing my learningaptitudes, the capacity to express, apply, or reformulate distinctiveideas of this scholarly train. The accentuation put on composing isfrequently not expected to basically accommodate the extra practice,particularly in fundamental aptitudes of composing, additionally isimperative in empowering thinking all the more clearly andcommunicating my musings all the more decisively – to impartsuccessfully and think discriminatingly.

Allin all, my musical personal history rotates around my social andsocial foundation. My experience is synergistically is made by themusic determination above, which has subsequent to helped constructedmy character, be it in connection to my mechanical world or mywriting or music class. Furthermore, I have likewise turned into anall-adjusted and a more educated individual, particularly concerningsociety and social character

WorksCited

Rose,F C. Neurologyof Music.London: Imperial College Press, 2010. Internet resource

Time-LifeBooks.The Digital Decade – the 90s.Alexandria: Va, 2000. Print.

Lecturer

ArgumentativeEssay

Thispaper focuses on the argumentative aspects of pros and cons of thedifferent subjects highlighted in the paper. The subject isinterchangeably discussed between news production and the use ofstandardized tests in the school curriculum. There is nothing wrongwith appealing to readers emotions

Inessence, the advances in technology has brought tremendous changes.Nevertheless, despite how the technology has impacted our life, nomatter the convenience, there exist a myriad of challenges to thelevels of access. Technologyhas made the news producers to be dependent. In fact, the moreadvanced the society is in terms of technology, the people may beginto be dependent on technology for them to exist.

Inschools, teachers spend a lot of time memorizing specific words,which are to be the state tests, and not on vocabulary-buildingexercises. Majority of the educators are known to conduct pep ralliesthat replace lesson plans, educational time, and teaching by makingsure the students learn cheers and express how well they are going tohandle state tests. The paper therefore, focuses sparingly on thepros and more on the cons, which are issue of emotional stress instudents, which has in turn, reduces the quality of education inschools.

Suchpro is “tests allow the students to compare themselves and thosefrom other schools,” and are easy to administer, and less time isconsumed when administering them compared to other assessments.Again, standardized tests are engaging and practical. Secondly,standardized tests guarantee quantification of results. Whenstudents’ achievements are quantified, the educators will be in aposition to identify proficiency levels, and also those students inneed of advancement (Dolezalek &amp Sayre 89). The informationacquired, will not only provide individuals with the kind ofabilities, strengths and weaknesses they have. I do not agree (goagainst) with such pro because it is biased and this bringsunfairness in the education industry. Basically, each and everystudent has different abilities and talents. So putting astandardized platform to test their skills is always unfair. Theyalso have different learning abilities. Therefore, this impartsanxiety and stress in students who are subjected to the pressure ofsuccess. Stress is imminent especially when a student is academicallyunderprivileged and is pressured to perform beyond his/her level gestor beyond the expectations. It is evident that such students end upin depression.

Thepaper is focused on the cons of standardized test in schools bylooking at the issue of stress and anxiety caused by the tests. Thestress and anxiety tend to limit the student’s effort ofimprovement and only focusing on the tests and not the quality ofeducation. Taking control of the situation, there is little that canbe done, but there are ways that one can cope with. The students arerecommended to be physically active and eating healthy. Taking deepbreathed before conducting tests is also among ways of reducinglevels of stress. Additionally, teachers should forge ahead with whatthey know in order to believe in what they know. This would providethem with an area they would have control over in terms of relievingstress and anxiety.

Oneof the con is that, we get might half-baked news anchors who are tooreliant on technology in that they cannot make independent decisions.When compared to the traditional news producers, they are far belowthe standards. In essence, the traditional news producers were whollybaked by passing through all processes. With the advent of newtechnology, there are so many people who gather news. The problemarises in the reliability of the news. Stating that technology haschanged the news producers is an overstatement. Stating that it hasnot contributed, it is rather a setback, but one fundamental factorremains on the essence of how technology has made people to be lazy.Since with the advent of news technology a person can get first-handinformation at the touch of the dial, news producers may be too lazyto consider the reliability and validity of the source. Technologyhas made the news producers to be dependent. In fact, the moreadvanced the society is in terms of technology, the people may beginto be dependent on technology for them to exist. As a result, thismeans that when a computer crashes or breaks, the human becomedisabled until the problem is solved. From statistics, news producersare entirely dependent on technology for them to gather news. Inessence, this may hinder true information from being derived fromreliable sources. This form of dependency puts people into acompetitive disadvantage since they cannot rely on themselves.Sometimes, for the news producers to do their exams, they use thesearch engine.

Argumentagainst the Use of Standardized Testing in Schools and Colleges.Teachers spend considerable amount of time memorizing specific words,which are to be the state tests, and not on vocabulary-buildingexercises. Majority of the educators are known to conduct pep ralliesthat replace lesson plans, educational time, and teaching by makingsure the students learn cheers and express how well they are going tohandle state tests. Excess administration and teacher time is wastedfiguring out game plans, not necessarily how to teach students, butrather how to increase the test scores. While students may be excitedon exploring a new area of study in depth, their excitement is shutdown since there not time to study, only enough time to memorize.

Thestandardized tests impact negatively on the student’s emotions. Thetests cause worry, stress, and anxiety. The students are pressured,from an early age, from both the parents and teachers to perform wellin their tests. These tests have since been used to gauge theireducational ability, which is wrong considering it only involvessuperficial ability to memorize set questions. Standardized testsincreases stress in what is considered an already stressful life ofthese students. They are dreaded by all the students and since theyare conducted annually, the students are compelled by both theteachers and students to do well.

Bryfonski(102), who also has certain level of testing experience in numerouslarge scale testing programs, says that he understand why theteachers find it hard and unfair for the teacher’s salary andlivelihood to be dependent on the manner in which the studentsperform when the teacher has control over their level of performance.Additionally, the educational reform abilities have left theseteachers experiencing stove-piped behavioral type within theclassroom, which according to Dolezalek &amp Sayre (107), is“foreign to the manner in which they have been trained.” Teachingfor the test results in a stress that comes from the teacher’s ideaof not doing what is best for the students. The anxiety levels mayalso result in the teachers questioning their professions.

Accordingto Dolezalek &amp Sayre (119), testing process is in itselfstressful.They observed that teachers testing rather than instructing. They arerequired to draw on all their strength because the teachers arerequired to conduct a lot of preparations before he or sheadministers the tests. The testing atmosphere has to be calm andsupportive before the tests. Teachers show their stress levels in anumber of ways. They tend to shut down for a while and go into anautomatic mode. More often than not, they tend to be quiet, tense,and exhausted. They rarely eat during that period of time, whileothers try to deal with the situation by talking with one another forsupport.

Itwas observed that with the stakes placed high on the standardizedtests, the students would not help but to feel obliged andapprehensive about their test results. Standardized tests not onlycauses stress, but also known to be very costly to prepare andconduct Dolezalek &amp Sayre (119). The costly state of these testsalso impacts negatively on the parent and the school as a whole. Thegovernment is also not left behind because its strength is measuredin their ability to provide for better education for its people. Notonly do these standardized tests causes emotional anxiety, but alsofinancially. In 2011, the United States’ government spentapproximately $90 million on standardized tests alone.

Anxietyis caused by anxiety, which impedes learning improvements (Dolezalek&amp Sayre 68). Test anxiety turn out to be a serious issue that inin 2006, the California State tests included some instructions onwhat to do when the student is anxious before a test. For studentsrequired to pass the standardized tests for them to advance to thenext level of education, anxiety levels tend to soar. Since anxietytends to paralyze the students, they may end up forgetting what theyhad memorized or how to handle simple sums. The stress and anxietytend to limit the student’s effort of improvement and only focusingon the tests and not the quality of education. Taking control of thesituation, there is little that can be done, but there are ways thatone can cope with. The students are recommended to be physicallyactive and eating healthy.

Reference

Chung,Chung Joo, Yoonjae Nam, and Michael A. Stefanone. &quotExploringonline news credibility: The relative influence of traditional andtechnological factors.&quot Journalof ComputerMediatedCommunication17.2 (2012

Bryfonski,Dedria. StandardizedTesting.Detroit, MI: Greenhaven Press, 2012. Print.

Dolezalek,H., &amp Sayre, R. (2009). Standardizedtesting in schools.Edina, Minn: ABDO Pub. Co.

Lecturer

UCPersonal Statement Prompt #1

Ibelieve I am different in my own ways. This is because, since birth,I have struggled to live with diabetes. “He is not going to make itbecause his chances of survival and be healthy is very low,” thedoctors had recommended. At exactly six months in my mother’s womb,there was pressure from doctors and families that I be aborted andthis was the doctors had said that I would be born dead or will livewith diabetes or a vegetable or even both. My mother who was a strongChristian did not consent to the pressure, hence I was born andraised with the need to have to live a diabetic life. I also hadlived knowing that I will have a life-threatening operation to removepart of my left lung. I, therefore, had the surgery on my left lungwhen I was about six months old after birth (Bulik 1)

Iwas enrolled in a special school where my needs would be catered forclosely, and I did not allow my lung problem to inhibit my ability toget involved in the curriculum activities. I participated actively inthe sporting and took an active role in playing hockey for my school.Besides, my father was by my side always and taught me how to swim,ski, plays tennis, shoot and practice the martial art. When I wasfive years old, I was enrolled in the school team to play hockey. Thetraining was thorough, eventful, and very promising. I learned how toabide by the rules of the game, cooperate with the rest of the teammembers and respect. I, therefore, developed into becoming aself-disciplined student and very reliable.

Iattended my middle school with the same kids I was within myelementary. While in my middle school, I continued being disciplinedand I was able to wake up early before my parent and prepare forschool on a daily basis and take a bus to and from school without aproblem. In school, I made efforts to acquaint and befriend peoplefrom other schools and isolate myself from the people who had pickedon me. According to Bulik (1), there were times when I was bullied byfellow students and this I believe built my character even stronger. I, however, harbored a deep contempt for them, and this was becausethey had left a permanent scar on my self-esteem, leading me to be abit hostile towards them and less open to any form of reconciliation.With this difficult environment, I learned to adapt and evendemonstrate my capability to cope with every situation in life.

Atabout 14 years of age, I joined a high school where I believe lifewas eventful and worth living since the environment was differentfrom that of middle school. While, in my second year of high school,I demonstrated my leadership qualities, hence I was elected theschool captain. With these responsibilities at hand, I had to workdiligently, especially in my study and be the best example ever forthe rest of the students particularly for the freshmen joining highschool. As the school captain, I had several responsibilities on myshoulders ensuring discipline is maintained by every student. I wasin charge of the parents meeting orientations and other schoolactivities that my contribution was needed. With this experience, Ideveloped my leadership skills further and became a well-roundedindividual and an asset to the larger society.

Theseexperiences from the kindergarten, middle school and high schoolshaped my life. I was able to go through a self- discovery processwhere I grew my leadership skills and the need to help people. It hasalways been my joy, seeing people becoming successful in life as aresult of my contribution because I know I was able to impactpositively on their life. Therefore, I would like to continuetouching people’s life when I become a medical doctor in the future(Bulik 1).

WorksCited

Bulik,Cynthia M. &quotA. Personal Statement.&quot (2007).

Lecturer

Racialand Ethnic Identity

Among other authorsstudied this week, Nora Neale Hurston has a surprising fact. Theauthor of “How it feels to be Colored Me” was also a civil rightsactivist. One surprising fact about her was that she kept onadjusting her birth dates from time to time, according to a digitalarchive named after her full names (Jones 21). It surprises becauseshe advocated for the truth as part of her activism yet sheconstantly lied to herself.

Racial and ethnicidentity resulted in some of the events aimed at suppressing theminority groups. This week’s readings focused on a specificlocation. A change to the location could have changed individuals’perspective to the events that took place. Towards the North, theperspective for the “Song for a Dark Girl” choice of locationcould have turn out to be a movement – the Harlem Renaissance, inwhich race and color could have drawn combined relevance between thewhites and the blacks (Hughes 87). Instead, significance for placingit in the South was to demonstrate how lynching was carried out in aplace where the African Americans live in numbers, as well as servesas a reminder. Without the information, the impact would be the lackof irrelevance of racial and ethnic acts towards inferior groups.

Morrison, Hurston,and Walker’s works draws stories with characteristics that aredesirable. Some of these characteristics include advocacy forantislavery and freedom rights, treatment of women as equal beings,and value for someone else’s life (Goldberg &amp John 56). Sincethey represent strong feminine characteristics, these are the maintopics considered desirable. Zora Neale Hurston’s strengths includefighting foreign interventionism, which aimed at stopping a deal thatwould be harmful to the African-Americans. She also fought forequality between the white and black schools. For example in herworks, she question towards her fight for equality when she asked,“What is the use of prayer?” (Jones 23) Her weaknesses revolvedaround her inability to use her position well in pushing hard forboth the whites and blacks, and as a result, her works only aired afaint voice for change.

Works Cited

Goldberg, David T, and John Solomos. A Companion to Racial andEthnic Studies. Malden, Mass: Blackwell, 2002. Print.

Hughes, Langston. Song for a Dark Girl. Alexandria, VA:Alexander Street Press, 2005. Internet resource.

Jones, Sharon L.Zora Neale Hurston. , 2013. Print.

Lecturer

EthicalDecisions in Health Care

According toKantian ethics for example, ethical status of an action is viewed tobe dependent on it being in an accord with a rule or duty of theright action. In a particular framework, consequential considerationmay be viewed to be irrelevant. In that particular conception ofethics, it can therefore be summarized by the phrase, “the endnever justifies the means.” Based on deontological perspective, andconsequentialism for that matter, ethical decisions may be basedprimarily on compliance with rules and regulations put in place (Pera&amp Tonder 34). Different conceptions of an act have differentviews in that, there is a certain value in making sure thatassociates are handled fairly and that their rights are respected bythe law and the society.

Putting intoconsideration an age-old tale of a certain father, who stole a loafof bread in order to save his family from hunger, there are two sidesof the coin in his action. First, stealing is an act, which isconsidered to be ethically wrong by our society, and when reported,is punishable by the law (Pera &amp Tonder 57). Secondly, the otherside of the coin dictates that failure by this father to provide forhis family will be deemed as neglectful of his duties as the head ofthe family and provider, which is fundamentally wrong. The papertherefore, will examine the kind of dilemma the father is in and theimplications such a crime will have on him, his family, thecommunity, and the society as a whole.

Teammate 1: Inthis situation, the ethical dilemma recognized is that of thefather’s internal conflict in choosing what is legally right versuswhat he considers to be morally and ethically required to provide forhis family. This crime’s implications on the individual would beseen in his ability to feed the family, while at the same time, isfaced with consequences of stealing, which is also seen to bepunishable by the law. The implication of his actions is familiar tothe family. This is because the family gets to eat, even though thefather/husband is breaking rules of the law, and therefore he mustpay the consequences. The implications on society and the communitycould possibly trust issues on this individual, as he is now acriminal. Also theft causes a price is prices for all consumers whichis passed down from businesses due to make up for lost and increasesecurity.

Teammate 2:Individual’s dilemma would lie first on his ethical integrity.It is important to identify that personal integrity provides withaction and direction in all the varied kinds of situations (Purtilo &ampDoherty 73). If this father feels it is not necessary to obey thelaws, then he might not have the level of guilt another person might.If he does have a high moral integrity, he might not feel it is worthlosing, even when faced with a hungry family. He just might turn toanother idea instead, feeling the keen sense of duty to providing forhis family. For, should he be caught or have his hand chopped off,can he provide for them better now? If he was truly moral, in allcases, “without hypocrisy”, should he steal, he would, “admitmistakes, be remorseful, and accept the guilt that followswrongdoing” (Purtilo &amp Doherty 99). Someone who feels he isjustified in breaking the law, in my opinion, would have a lowerpersonal integrity, and thus be the type of person who would justifystealing the bread if they were in his shoes.

The family appears to be without ability to fend for their selves inthis situation. Are they all sick? Can none work also? They too havea level of integrity to not squander the means provided by theirfather, or to put undue pressure on him to provide more because theyare lazy or keen to have something it takes a great deal of work toprovide. Wives or children who are ungrateful put fathers inprecarious positions regarding their integrity because they lovethem, often more than their own lives. So, the family needs to makethe father feel “good enough”, but also help him be successful.Let him sleep at night, have a cooked meal when he gets home, cleanclothes to wear. I know, many might think this is a sexist view, butit is not. It is cooperation among those living together each personhas a role to fulfill and a duty to the others. If one puts theirneeds above another, they put loved ones in harm’s way, making themmake unfair choices.

The community, or society, does not have the same ethical dilemma asthe individuals in the family, but they do have a level ofresponsibility to each member of society: that they have theopportunity to thrive, have peace, and fair laws to protect poorpeople from undue hardship when they work. To allow families tostarve without some type of recourse in place allows for unfairtaskmasters to use their positions for their own gain, leaving othersto die in terrible conditions. A society that does not care for theirpoor and afflicted does not have the right to claim moral or ethicalintegrity (Kurtz &amp Burr 89). So, this society, if they are awareof the situation going on, where people are so hungry they feel theymust steal food, has lost their moral compass and unless action istaken, typically in the form of local laws, the situation willcontinue to deteriorate.

We all know movies or newscasts of these situations appearing to bemore fiction than reality perhaps. However, I know a woman who toldme that in Russia she stood every day in bread lines, to usually gohome empty handed because they ran out of bread before everyone gotsome. This is in my lifetime. This is still happening in some places.I would personally just like to force everyone to give food to anyonewho is hungry. Food is so easy to get for me I have always given itto those I know in need. I think that is what bothers me so muchabout this scenario. Food grows abundantly and people tend to keep itfrom others. It is one way to maintain control over another. Money isanother way, very similarly, to put oneself above others.

Teammate 3: The dilemma with the man who stole the bread forhis family is that legally all of society knows that it is wrong, yetethically in society some see the act as an acceptable solution toprevent harm to his family. Balancing the societal duty to ensurethat his family didn’t go hungry was his responsibility as he knewhe may have to face the alternatives if caught (Grand CanyonUniversity 1). Stealing not only affects the victim but can in turnaffect the family and community. Consider the common good, is thechoice more in keeping with the long-term welfare of all affectedparties, when the family is fed it is an immediate good, but for theman who stole, ethically will he feel that his choice was right andcould he do more to provide for his family in a more proper manner(Boundless 1). If one saw the incident occur and turned a blind eye,they may be allowing harm to occur to the victim, the dilemma ofjustice. Thinking that this act of theft is feeding a starving familyis a good outcome, not realizing that the implications on the personthat was the victim of theft now feels violated and may be punishedif they do not reimburse for the missing item. An implication to thecommunity is that once theft occurs, individuals feel violated andhave lost trust with other individuals in the community, even if thecrime did not occur to them personally, causing a break in the unity.

Teammate 4: Dilemma is a drawback offering two possibilities,neither of which is decidedly acceptable or preferable. The solutionto the ethical dilemma involves choosing the greater good and lesserevil. Under an ethical system, stealing is always wrong and lettingone`s family die from starvation is always wrong, a person in such asituation would be forced to commit one wrong to avoid committinganother, and be in constant conflict with those whose view of theacts varied.

The dilemma of stealing in this situation which a father trying toprovide for his family would be that, both stealing and watching hisfamily starve while he did nothing is wrong but on the other hand,providing for his family is right and is expected of him not just bythe family members but also by the society (Purtilo &amp Doherty101). While members of the community would sympathize with the manfor trying to provide for his family, they might not understand whyhe could not find other ways of providing for his family. The societyhas rules against stealing and would therefore punish the father forstealing regardless of his ‘noble’ reasons for stealing. Thenature of human behavior and societal relationships has changed andtheories about our ethical behaviors have been modified (Kurtz &ampBurr 184). The difference in the approaches to ethical decisionmaking has to do with the target of the action. The conflictingrights make it a dilemma. Lawfully, if the father was caught, hewould be punished for stealing, but on the other hand, he was tryingto do right thing to save the lives of his family.

Works Cited

Boundless (2015). Ethical conflicts. Boundless management.Retrieved fromhttps://www.boundless.com/management/textbooks/boundless-management-textbook/ethics-in-business-13/ethical-responsibilities-of-management-99/ethical-conflicts-465-8374/

Grand Canyon University, (2011). Introduction to the study ofethics. Retrieved from:

https://lcugrad1.gcu.edu/learningPlatform/user/users.html?operation=home&ampclassId=f9851567

Pat Kurtz &amp Ronald L Burr (2009).CHAPTER 11 Ethics and Health– Jones &amp Bartlett Learning, Retrieved from

Pera, S A, and Tonder S. Van. Ethics in Health Care.Lansdowne, South Africa: Juta, 2005. Print.

Purtilo Ruth and Doherty Regina. Ethical Dimensions in the HealthProfessions, 5th Edition. U.S Saunders:ISBN 9781437708967, 2010. Print