Richard M. Nixon :: essays research papers

Richard M. Nixon   Ã‚  Ã‚  Ã‚  Ã‚  Richard Milhous Nixon came from a family with a strong heritage. His father's side of the family were Methodists originally from Scotland. Then, in the early 1600s, they migrated to Ireland, and to America in the 1730s. His grandfather, George Nixon, died in the Battle of Gettysburg during the Civil war. Richard's father, Frank Nixon, was born in Ohio. His mother died when he was only 7, and he left home when he was only 14. He went from town to town doing odd jobs and eventually made his way to California where he met his future wife, Hannah.   Ã‚  Ã‚  Ã‚  Ã‚  Nixon's mother's side of the family was originally from Germany. They then migrated to England around 1688, where they became Quakers. From England they migrated to Ireland, and from Ireland to America. During the civil war they were part of the underground railroad. Richard's mother, Hannah Milhous, was born in Indiana, but her family moved and she grew up in Whittier, California, where she met Frank Nixon. They fell in love at first sight, and were married four months later in June 1908. Frank converted to Quakerism.   Ã‚  Ã‚  Ã‚  Ã‚  Frank and Hannah's first son, Harold, was born in 1909, only a year after they were wed. In 1908, Frank bought a lemon ranch in Yorba Linda, CA, and built a small house there. Then, on January 9, 1913, Richard Milhous Nixon was born in that very house. Hannah and Frank would have three more children: Donald (born in 1914), Arthur (born in 1918), and Edward (born in 1930).   Ã‚  Ã‚  Ã‚  Ã‚  The Nixon family lived on the edge of poverty. The lemon ranch didn't make enough money to provide for the family of seven, so Frank started doing odd jobs (namely building houses) AND ran the lemon ranch to provide for his family. In 1922, the Nixon's moved back to Whittier, and things took a turn for the better. Frank bought a plot of land and built a gas station and a general store on it. Business was good, but it took much work to keep the store running. The whole family worked hard at the store and the children worked hard at school. But tragedy struck in 1925. Arthur died.   Ã‚  Ã‚  Ã‚  Ã‚  Richard was always a serious child. By the age of six, he was already reading the newspaper and talking politics with his father. He was a good public speaker, and by junior high school, he was a master debater. He tried his hardest to get the best grades in school. In 1926, he entered high school. He was very busy. He did his schoolwork, he studied, he helped with the store, he

Murasaki and Medea Essay -- Euripides Medea Essays

Murasaki and Medea        Ã‚   Although The Tale of Genji, by Murasaki Shikibu, is set in late tenth-century Japan, the plights of the characters are universal. In Chapter 12, Genji leaves his wife, who is named after the author, and goes into exile. Desperately in love with Genji, Muraskai is similar to Euripides' Medea in the play of the same name. She suffers because her husband, Jason, abandons her for a princess. Shikibu and Euripides seem to have shared the same worldviews about women's emotional dependence on their mates.    Women often rely on men to whisk them away from their old lives and to take the place of their father. Genji brings Murasak at age ten from a convent to his world at the Japanese court and raises her as the perfect wife. As an adopted daughter, Murasaki gradually becomes "closer to Genji than her own father" (2143). As for Medea, she kills her father and replaces him with Jason, who then takes her away to Corinth (474-475). The main difference is that Murasaki, since she was only a child, does not choose Genji as a replacement, but rather is forced...

Heat Loss Investigation Essays -- Factors Affecting the Rate of Heat l

Heat Loss Investigation Introduction ============ In this investigation I will investigate heat loss and heat transfer in different materials and I will also investigate which materials are the best insulators. A material that prevents this heat loss is called an insulator and this helps to keep the object that is being insulated warmer for, longer. Heat is generally transferred in three different methods: - - Conduction - Convection - Radiation Conduction is energy transferred from the hotter part of a solid to the colder part of conduction. It is transferred by the particles in the material the particles in the hot part are vibrating more. These vibrations are passed on to the cooler particles next to them, so the energy spreads through the material until all particles have the same energy. Metals are good conductors, whereas most non-metals are poor conductors and poor conductors are used as insulators. Convection is the transfer of energy by the movement of a liquid or gas. When a liquid becomes warm it expands and becomes less dense. The warmer fluid floats above the cooler fluid, which sinks. This creates a flow, which is called convection current. Radiation is when bodies emit radiation. Basically the hotter the body, the more energy it radiates. Dark, dull surfaces emit more radiation than light, shiny surfaces. They also absorb radiation well. Light, shiny surfaces do not absorb radiation well - they are good reflectors. Radiation can pass through space - that is how the warmth of the sun reaches the Earth. Also heat can be transferred by evaporation and this may be relevant i... ...results as it could have made it warmer or cooler. The method I chose to use was successful and worked well within the investigation it was stable and fair. I would not change the method if I repeated the investigation as it worked well with the experiment. Also to improve my investigation I could have done many things. I could have repeated the experiment again and took down the average results and this will make the experiment more accurate as one set of my results could have been affected. Also there would have been different temperatures within the beaker thought they would have only been slight differences. The temperature would be different with the water nearer to the glass compared to the water directly in the middle. So it would have helped if I stirred the water so I could get the general temperature.

Procrastination: Anger and Unrealistic High Expectations

Procrastination Part 2: The T-method: * Benefits of overcoming procrastination * Peace of mind * Feeling and strength and purpose * Healthy feeling of being in charge * 4 reasons of procrastination * Difficult * Task is too hard * Tend to avoid difficult things * Time consuming * No time available * Lack of knowledge/skill * Don’t want to make mistakes * Will wait until they have learned how, then will start task * Fears * Everyone knows you screwed up * 4 complex reasons * Perfectionism * Unrealistic high expectations Must go right completely * Long on criticism, short on praise * High dissatisfaction and frustration * Should, must, out to , have to * Resolve by reassurance and praise what you have done * Anger and hostility * Angry with professor so you put off the work * Resolve by seeing how actions will look in long run * Low frustration tolerance * Situation un-fair * Whining, complaining * Put off till you feel better about doing the work * Resolve by getting help, and learn to postpone desires * Self-downing Minimize ability to succeed * Hard to accept praise * Seek to be less successful * Resolve by practicing accepting compliments, find out why you feel uncomfortable with success Questions: 1. What are the 4 complex reasons for procrastination? 2. How can you resolve self-downing? 3. Unrealistic high expectation is an example of what reason to procrastinate? Questions: 4. What are the 4 complex reasons for procrastination? 5. How can you resolve self-downing? 6. Unrealistic high expectation is an example of what reason to procrastinate? Summary:When you overcome procrastination you have peace of mind, feeling of strength and a feeling of being in charge with of your life. There are 8 reasons of procrastination and they are its difficult, time consuming, lack of knowledge, fears, perfectionism, anger, low frustration tolerance, and self-downing. Summary: When you overcome procrastination you have peace of mind, feeling of strength and a feeling of being in charge with of your life. There are 8 reasons of procrastination and they are its difficult, time consuming, lack of knowledge, fears, perfectionism, anger, low frustration tolerance, and self-downing.

Literature Review and Conceptyal Framework

Running head: LITERATURE REVIEW 1 Literature Review and Conceptual Framework Juvenile Diversion Programs/IPS Julie I Carter Capella University PSF8374-Currenr Research on Violent Behavior Dr.Rob Hanser LITERATURE REVIEW 2 Literature Review and Conceptual Framework History The history of diverting arrested juveniles from formal processing began with the birth of the juvenile courts. Conceived in the late 19th century, juvenile justice provided for a rehabilitation-based response to juveniles’ illegal behavior.Punitive sanctions being received by youth in criminal courts were being set aside in the juvenile courts. Thus, in its infancy, juvenile justice could be construed as a â€Å"diversion program†. Considered to be in the best interest of the juvenile and society, juvenile justice diverted youth from criminal proceedings by providing dispositions that were more attuned to the potential to change the young offender’s behavior, and lives through clinical servi ces, special rehabilitation programs, and tight educational guidance. (Models, 2010) First adopted by the adult criminal justice system, was the idea of diversion.This idea became the topic of discussion within the juvenile justice system in the 1960’s. The President’s Commission on Law Enforcement and Administration of Justice recommended exploring alternatives for addressing the needs of troubled juveniles outside of the court system in 1967. In 76, the Office of Juvenile Justice and Delinquency Prevention Special Emphasis Branch supplied 10 million dollars in funding specifically for the development of diversion programs. These efforts were strictly driven by the belief that these types of programs would yield many enefits, such as allowing juveniles the option to choose an alternative to court, providing more treatment at the community level, increasing family participation, and most important, reducing the â€Å"stigma† associated with the formal juvenile j ustice system. (Models, 2010) As diversion has been practiced and even discussed for nearly four decades, some would contend that there is little consistency in the terms of what actually constitutes a diversion process or program, they do however agree on the common goal among these programs which is to minimize the juveniles’ involvement in the juvenile justice system.LITERATURE REVIEW 3 Theoretical Concepts As measured by program evaluations and follow-up studies, the effectiveness of diversion programs has varied greatly from one program to the next. The successful programs, such as the Intensive Prevention Services (IPS) initiative in Philadelphia, provide very direct services that include but are not limited to parenting education, intensive family counseling, and behavioral contracting.One of the main concepts that gave birth to the development of this program was the labeling perspective. This theory or perspective, if you will, argues that juveniles who commit mino r offences become habitual offenders due to being singled out for negative recognition. This has been noted as creating and reinforcing the juvenile’s, as well as society’s view, that they are criminals. Diversion programming then is designed to assist in avoiding these negative labels that accompany formal case processing. Roberts, 2004) In 1979, Paternoster, et al. explored the extent to which juveniles discriminate between formal court processing that results in incarceration and informal diversion processing with reference to perceptions of accrued stigma and/or liabilities. The perception of the juveniles was measured in terms of school performance; parental relationships, relationships with peers; desired employment, and future involvement with the law. (Blomberg, n. d. The findings indicated only in the peer relationships area was there a notable difference between the perceptions of diverted and incarcerated juveniles. When control was made for the effects of p rior social liabilities, such as social class or race, the results remained constant. Therefore one could conclude that to the extent perceptions of stigma have implications for subsequent behavior, it makes little difference whether or not juveniles receive diversion or formally imposed jail time.In simple terms, the type of treatment would appear to not be significant in shaping self-perceptions. (Blomberg, n. d. ) LITERATURE REVIEW 4 Supporters of diversion continue to argue that programs are less stigmatizing than formal court involvement, provide juveniles with services that they would not have otherwise received, and result in reductions in the rate of recidivism.In contrast, opponents argue that diversion programs have extended social control to juveniles who would ordinarily be released back to the community, may actually increase recidivism, do not prevent stigmatation, and can lead to the disproportionate representation of minorities. As Akers (1994) explains, the labelin g theory pushes forward the thesis that persons who are labeled and/or dramatically stigmatized as deviant, are more than likely to take on a deviant self-identity and become more, rather than less deviant than if they had not been so labeled.Theoretically, a label of deviant, juvenile offender or delinquent can affect the way that a juvenile comes to define him/herself which influences future criminal behaviors, and dictates the social roles the juvenile is allowed to assume. (Dick, Pence, Jones & Geertsen, 2004) With that noted, some research has also suggested that diversion actually increases recidivism, however early studies found little or no difference in the recidivism rates between diverted and non-diverted youth.Yet still others have found that, regardless of the setting, interventions can as well increase â€Å"perceived† labeling and self-reported delinquency among youth. (Elliott, Dunford & Knowles, 1978) What was found to be consistent with the last group of fin ding was the work done latter by Lemet (1981) that suggest that these treatment interventions can impose stigma on juveniles which leads to secondary deviance. This study would be responsible for raising the possibility that diversion programs may widen the net of the state system by taking in juveniles who otherwise may have not come into contact with the system.What is important to point out here is that many of these studies were flawed due to the difficulties researchers encountered when constructing comparison groups for the purpose of evaluation. LITERATURE REVIEW 5 Contemporary Research There have been so many different policies called â€Å"diversion† that the term has come to cover polices as diverse as doing nothing to programs indistinguishable from the existing practices of juvenile justice.While these policies have produced better procedural justice for juveniles, reduced the detained and institutionalized population of juveniles placing them under the jurisdict ion of state and/or local family service agencies, these polices have not resulted in the intended changes in the behaviors of the diverted youth. (Akers & Sellers, 2009) Recent studies on diversion programs have produced more positive results. In fact, in a study of the Detention Diversion Advocacy Project it was found that juveniles that were diverted to diversion programs were less likely than their counterparts to be referred to out-of-home placement. Sheldon, 1999) In Michigan an evaluation of their state diversion project yielded that juveniles that were randomly assigned to one of the several diversion program strategy groups were significantly less likely to have any court petitions filed against them during the two years following release from the program compared to the control group. The results shown here cannot help but suggest that the â€Å"active† hands on intervention provided by diversion programming works better that the normal process of court processing j uvenile offenders. The catch, it works best if they have been thoroughly separated from the system. Davidson, Redner, Blakely, Mitchell & Emshoff, 1987) There is a wealth of evaluations of pretrial diversionary programs, and more comprehensive literature about the pretrial diversion field is dated. One of the critical challenges noted for the criminal justice field is developing and cataloging an appropriate research design for diversion programs. Researchers in the field need to actively pursue this challenge in order to determine the scope, as well as the worth of diversion programming in the criminal justice community. (Bellassai, Galloway.Hubbard, Oeller & Sayler, 2006) LITERATURE REVIEW 6 In Philadelphia, there are several emerging practices in the diversion program initiative. First they have implemented written policies and procedures for diversion programs that are backed by a formal mission statement. This is deemed as critical as a clearly defined and articulated mission statement, goals, and objectives are the cornerstone of effective programs.In a survey conducted by the National Association of Pretrial Services Agencies, nearly 90% of all respondents in their study had written policies and procedures in place. (Bellassai et al. , 2006) Nationwide, pretrial diversion concepts have found increased legitimacy. Nearly all states now have pretrial statues that have either been enacted or updated since 2000, and are as diverse as diversion programs themselves. Diversion program today tend to feature a wider array of programs that are more diverse than their predecessors in practice, and administrative location.However, these programs are still united by the ultimate goal of offering viable alternatives to juveniles whose criminal behaviors are addressed much more effectively outside the realm of traditional case processing. (Bellassai, 2006) Recommendations The biggest challenge to pretrial diversion programs and criminal justice planners is the lack of the strong research that is needed in the field.One accomplishment of such a broad-based study would be the examination of the nature of the relationship with the theory of labeling and the potential synergy within the current problem-solving court model. The benefit here would come as such a study would be enumerable and provide an evidenced-based foundation for communities to make sound decisions about diversion programming. (Bellassai. 2006) LITERATURE REVIEW 7 References Akers, R.L. & Sellers, C. S. (2009) Criminological Theories. New York, NY: Oxford University Press Bellassai, J. , Galloway, K. , Hubbard, A. , Oeller, C. & Sayler, J. (2006) Promising practices in pretrial diversion. Retrieved November 10, 2012 from http://www. ojp. usdoj. gov/BJA/about/index. html Blomberg, T. G. (n. d. ) Widening the net: An anomaly in the evaluation of diversion programs. Retrieved November, 9, 2012 from http://www. criminology. fsu. edu/crimtheory/blomberg/netwidening. html Davidson, W. S. , Redner, R. , Blakely, C. H. Mitchell, C. M. & Emshoff, J. G. (1987) Diversion of juvenile Offenders: An experimental comparison. Journal of Consulting and Clinical Psychology 55(1) 68-75 Dick, A. J. , Pence, D. J. , Jones, R. M. & Geertsen, H. R. (2004) The need for theory in assessing peer courts. American Scientist 47:1448-61 Elliot, D. S. , Dunford, F. W. & Knowles, B. A. (1978) A Study of Alternative Processing Practices: An Overview of Initial Study Findings. Boulder, CO: B. R. Institute Models for Change Systems: Reform in Juvenile Justice, July 2010.Retrieved from http://www. modelsforchange. net Paternoster, R. , Waldo, G. , Chiricos, T. & Anderson, L. (1979) The Stigma of Diversion: Labeling in the Juvenile Justice System. Beverly Hills. CA: Sage Publications Roberts, A. R. (2004) Emergence and proliferation of juvenile diversion programs. New York, NY: Oxford University Press Sheldon, R. G. (1999) Detention Diversion Advocacy: An Evaluation. Juvenile Justice Bulletin . Washington, D. C. : U. S. Department of Justice, Office of Juvenile and Delinquency Prevention.

Are computer teachers better than human teachers Essay

Although computer teachers have some advantages, I prefer humanteachers. Human teachers make learning fun, and they can be caring and understanding. Computer teachers do have some advantages. The computer teachers can teach more than the humanteachers can in about the books. They have better memory than the human teacher has because they are computers, computer can memorize anything. Moreover, computer teachers will be fairly to all of the students. In addition, students learn from the computers, they can learn more independently because t he computer cannot care when they do not pay attention in the class. However, humanteachers sometimes have a sense of humour and are more fun than computers. The human teacher can teach the students in the best way, they know what the students want. Moreover, they can make the students know what life is; the humanteachers can talk their life experience to the students, this is very important to the future of the students. The students can learn some things that out of the books from the humanteachers. Moreover, they will care the students, they will care what do the students will do after school or do they feel happy or not. The humanteachers also can make friends with the students. Computers have not feeling and therefore they do not understand the feeling of students, but teachers care for students and encourage them. Human teachers can do many things to the students but the computer teachers cannot. For example, the ways that they teach, the computer teachers just have one way to teach, but humanteachers have many ways. The computer teachers do not have life experience, they cannot talk about life, but the humanteachers have. The computer will not care about the students and they cannot make friends with the students, but the humanteachers can. Why do the humanteachers can do more things to the students than the computer teachers can? Because they are human, they are not machines. Human know what human want, the human teacher may have the same past to the students. They will understand the students feeling, they can help the student solve their problems. Therefore, the humanteachers are better than the computer teachers  are.

Is Business Ethics Important

Before we discuss the importance of ethics in business, it is very essential to examine a prominent theory when conducting business ethics and that is utilitarianism. This theory accounts for the concepts of duty or obligation, rights, and justice. It is routine that the utilitarianism theory is divided up into two groups. These two groups are that of teleological and deontological theory. The teleological approach deals with consequences. â€Å"It states that whether an action is right or wrong depends on the consequences of that action† (DeGeorge, 2010, P. 2) The deontological theory, in contrast to teleological theories such as utilitarianism, deny that consequences are relevant to determining what we should do. â€Å"Deontologists typically propose that we have a duty to perform certain acts not because of some benefit to ourselves or others, but because of the nature of these actions or the rules from which they follow† (Boatright, 2009, P. 31). According to the te xtbook, individuals who mix the teleological and deontological approaches might be called ethical pluralist.The aforementioned information is very necessary to understand how to answer the question of the importance of ethics in business. The ethical theory provides a baseline for what we expect the standards of ethics to be. It is very apparent that we has human beings would come to a cohesive agreement that business ethics is important. This is because we assume that it is better to be right than wrong, moral than immoral, good than bad or just than unjust. In reality this is not a very acceptable answer because it fails to go into detail why we think it is better.The only evidence proves being good is better than being bad is religion, the government, and our elders. It may seem that this response is an iota short of being loquacious; however, ethics in business can be so ambiguous you have to consider all the variables to understand how ethics are viewed in our culture. The comp lexities of ethics in business are something that even ancient scholars possessed a challenging time understanding how to couple ethics with society. Nevertheless, ethics in business is very important because the rimary goal should be to protect people and society. In my opinion ethics is very important in business especially when it relates to being ethically correct with customers and employees. Customers and employees position themselves as the foundation and framework of any company. Therefore, practicing ethical behavior with those two parties should be considered fundamental. The society in which we live money is the leading force for survival, security, and classism. In most cases this is the motive that drives unethical behavior.Personally, I believe that ethics is very important in business because it holds executives accountable for unethical behavior. Even if you are in business and you have no compassion for the employees employed by the company or the customers, the mer e fact that being unethical in business can sometimes jeopardize the welfare of the company. For example the beech-nut company who were accused of producing bogus apple juice, that in turn was nothing more that sugar water, suffered enormous scrutiny because of their deception to customers and they could not defend whether the apple juice was healthy for babies or not.The lack of ethics that were displayed in this case and the uncertainties regarding the health hazard prevented Beech-Nut from being a company with longevity. In conclusion, having strong ethics in business would be more conducive than detrimental to the company. Therefore, being ethical in business shows society that your company can be trusted and people would be more inclined to do business with your company. Discuss the problem of assigning monetary value to things. How could it be argued that it is? Appropriate to assign monetary value to things like friendship, love, and life?The problem of assigning monetary val ue to things derives from the cost-benefit analysis. The primary use for this method is to use monetary units to articulate the benefits as well as disadvantages of a project. The cost benefit analysis is typically used by economist to determine allocation of resources. The cost benefit analysis has been frowned upon on many different levels. This is because not all costs and benefits have an easily determined monetary value. This is the problem with assigning monetary value to things.This is because placing a dollar value on some goods reduces the perceived value. For example, there are plenty of diamonds that have a price value that exceeds that cost of a college education. Could it be a possibility that consumer’s value diamonds more than a college education? If so that would be preposterous. According to John R. Boatright, some goods that have been place with monetary value have been distorted by various factors, therefore, the price of these goods do not mirror their tru e value. Furthermore, assigning monetary value to things people deem impossible are not impossible.This is because we speak with our dollars. The experts in cost benefit analysis began to dodge the problems with assigning value to noneconomic goods by fostering a technique called shadow pricing. This technique showed experts that even though individuals felt it was inappropriate to come up with an arbitrary number to place value on noneconomic goods, they knew that people would pay for what they value. For example people pay for peace and quiet by means of vacations and suburban living, and people also require higher pay for more risky occupations.In reality, the problem with assigning monetary value to noneconomic goods has many complexities due individuality. Every individual believes and value things differently. It just so happen that some things we come together as a people and cohesively value things on the same level, and because of individuality some values standalone. In op position, it could be argued that it is appropriate to assign monetary value to things like friendship, love and life because some applications of cost benefit analysis require that a value be placed on things like a human life.This is so all of the variables can be in place when determining how much to spend on prenatal care to improve the rate of infant mortality, or reducing the amount of cancer causing emissions from factories to name a few. We even justify the appropriateness of assigning monetary value to love by adding prenuptials to our marital agreements. This exposes the expression that money is valued at a higher level than love. Moreover, friendship is also a noneconomic good that could have monetary value. If you had a friend that asked you for a dollar, more than likely you would allow your friend to have a dollar.However, if you friend asked for five hundred dollars, contingent upon your relationship with that friend five hundred dollars may supersede the way you valu e that friend. What is whistle-blowing? Why might it be considered ethically problematic? Why might it be considered morally justified? According to John Boatright the author of Ethics and the conduct of business six edition, whistle-blowing can be defined as the release of information by a member or former member of an organization that is evidence of illegal and /or immoral conduct in the organization or conduct in the organization that is not in the public interest.This is a very succinct point of view because there are multiple components of whistle-blowing. First, to understand clearly whistle-blowing can only be done by a member of the organization. That member is fully recognized as a whistle-blower once they have observed a crime, notifies the police, and then witnesses in court. In addition, whistle-blowing usually contains information that is nonpublic and the whistle-blower presumes that the nonpublic information that they have will captivate spectators. Furthermore, the evidence usually contains some form of misconduct and inappropriate behavior.Once the whistle-blower has the information, it must be released outside the proper channels of communication. For instance, most companies have a policy to inform upper management if u see suspicious activity to report to them and it will be confidential. Some companies have ombudsman for handling employee complaints. Recognize that whistle-blowing does not have to go public because there are internal whistle-blowers as well as external whistle-blowers. However, whether internal or external whistle-blowing it must be voluntary and it must be quality information that would evoke change.The purpose of whistle-blowing must be undertaken as a moral protest with a motive to correct something that is wrong and not to seek revenge or personal advancement. Whistle blowing could be considered ethically problematic because when you first approach the whistle-blowing concept it lucidly displays disloyalty. It illustr ates an employee employer relationship gone wrong. This would be comparable to a mother broadcasting negative information about a child of theirs. Employees are under obligation to not share information with individuals outside the company, unless protecting oneself or a third party person is involved.Also, whistle-blowing might be considered ethically problematic because as an employer when you extend someone the offer of working for and with your company, you expect them to always be in favor of the best of the company. Sometimes companies mess up and do not want every growing pain to be played out in the public. Whistle-blowing might be considered morally justified because people feel that the whistle-blower is holding the company to the standard that they bought into once they became a member of the organization. Whistle-blowers are also morally justified because they are ultimately protecting the public.They are shedding light on information that we as consumers would have neve r known that that behavior was be exhibited in that specific company. Whistle-blowing is also justifiable when the whistle-blower causing a disturbance that would save lives and protects humanity. Holistically, society will consider a whistle blower reasonable if the consumer felt they have been or would have been affected by the company’s unethical behavior. Is ethics relevant to the role as a manager? Discuss ethical management and the management of ethics. It is of high significance that people comprehend the importance of being ethical.Some argue that being ethical in business is no different than being ethical in private life. There has even be some rationality that all managers need just need to be ethical people and not have any specialized training skills or knowledge in the area of ethics. In my opinion, it is quite radical for people to assume that if you are typically an ethical person you would perform ethically in the role of management. Although we can be in agr eement that there is no separation between business ethics and personal ethics, we must realize that some business situations arise that are not easily addressed by ordinary ethical rules.Ethics is relevant to the role as a manager because sometimes management obligations conflict with personal morals or ethics. Case in point, a manager may be forced into the position of terminating an employee for the good of the company with no regard on the impact that will have on the employee lifestyle. A manager may also conclude that it morally wrong for terminating an employee for inadequate reasoning. However, if that termination is in the best interest of the company, then that termination needs to take place.This could go against personal ethical principles a person might obtain, but for the betterment of the company this is considered ethical behavior Furthermore, when a manager is committed to ethical behavior, they have a responsibility to different parties and must consider a wide ran ge of interest. For example, when a manager rejects the promotion of a friend who happens to be an employee or terminating n employee may be the proper channels to follow, however, all variables are to be considered. Moreover, it is reasonably difficult to understand a manager’s role and their relevance to ethics because we need specific management type.There are several different levels of management, top, middle and lower level management. However, top management are the managers that ethical behavior is expected from the most. This is because high level managers are expected to make ethical decisions about strategy and policies. Ethical management and the management of ethics have very distinctive differences. Ethical management is acting ethical as a manager by doing the right thing. Maintaining proper ethical behavior is conducive for individual success as well as corporate success.Because of ethical misconduct, it has ended promising careers and firms have been extremel y harmed furthermore destroyed by the behavior exhibited by a few individuals. There is an old saying that says â€Å"a few bad apples can spoil the bunch†, which can be translated into ethical management as a few bad mangers can destroy a company. These predicaments result from misconduct or even committing illegal activity. The management of ethics is acting effectively in situations that have an ethical aspect. These situations occur in both the internal and external environment of a business firm.Internally, organizations unite employees together through myriad rules, procedures, policies, and values that must be carefully managed. However, effective organizational functioning also depends on gaining the acceptance of the rules, policies, and other guides, and this acceptance requires a perception of fairness and commitment. In order to practice both ethical management and the management of ethics it is necessary for all managers to possess some specialized knowledge in r egards to ethics. Many ethical issues have a factual background that must be understood.In short, to make sound ethical decisions and to implement them in a corporate environment are skills that come with experience and training. Some managers make mistakes because they fail to see the ethical dimensions of a situation. Other managers are unable to give proper weight to competing ethical factors or to see other people’s perspectives. Thus a manager may settle a controversial question to his or her satisfaction, only to discover that others still disagree. Even the most ethical managers must rethink their own personal beliefs about how business should be conducted.