The Right To Education As A Human Right Education Essay Example for Free

The Right To Education As A Human Right Education Essay The right to education is identified as a human right and is understood to establish an entitlement to free for all also compulsory primary education for all children. An obligation to the secondary education accessible to all children as well as access to higher education. The right to education is one of the most fundamental right but also human right. The right to education to eliminate discrimination at all levels of the educational system, to set minimum standards and to improve quality of education. The education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. The human rights shall promoting understanding and friendship among all nations, religious or racial groups and shall further the activities of the united nations for the maintenance of peace. This right to education is most fundamental as a human right. Education promotes a man, as individual freedom, and it shown way of life, change the thinking, and it makes smart. 2. What is right to education? Education is the most important thing in man life, it makes sense, it effect on mind, it change the character. The right to education is a inherent right. Right to education is the right which deals with the right to know and right to change their life and life style. The various types of right to education are primary education, secondary education, vocational education and higher education. Every child has the right to education of primary education. â€Å"Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. †¦Ã¢â‚¬ . Education shall be free for development of human personality. The human rights are developing of understanding, gender quality and make a friendship among all nations. 3. Education and the 4 A’s: The education should be meaningful right and it must be available, accessible, acceptable and adaptable. Every person shall be able to get the benefit from educational knowledge which is desire to get their basic learning knowledge. 3. 1 Availability: Education should be available for all and without cost, minimum the primary education and fundamental level. The government should be able to make it available for the citizen. The governments have to make sure availability of school. â€Å" States parties recognize the right of the child to education, and with a view to achieving this right progressively and on the basis of equal opportunity, they shall in particular; make primary education compulsory and available free to all†. The primary education and higher and also basic education should be available for all. Article 13. 2(a) of the International Covenant on Economic, Social and Cultural Rights says, Primary education shall be compulsory and available free to all. The basic education should be available. 3. 2 Accessibility: All of the educational institute should be accessible for everybody. Nobody can be discriminate on the basis of race, sex, color, religious, economic status, language and immigration status or disability. The school should be safe for all, the school should be reasonable distance from the community. Education should be affordable to all and text book. Higher education should be accessible for all and also equitable for all. â€Å"Persons with disabilities can access an inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live† Read more: http://www. ukessays. com/essays/education/the-right-to-education-as-a-human-right-education-essay. php#ixzz36Egth2rh.

Environmental Monitoring Program for Clean Room

Environmental Monitoring Program for Clean Room Bioburden and ETO limits Environmental monitoring program for a class 9 clean room that manufactures enteral feeding sets Abstract A clean room is an internal clean environment that is often used for manufacture or scientific research with a low level of environmental pollutants such as air bourn microbes, dust or chemical vapors. A clean room has a controlled level of contamination that is specified by the particles that are permitted per cubic meter and also the size of the particles is specified. A clean room has a special meaning that is defined by the International Standards Organization (ISO). ISO has defined a clean room as a ‘room in which the concentration of airborne particles is controlled and which is constructed and used in a manner to minimize the introduction, generation and retention of particles inside the room and in which other relevant parameters, e.g temperature, humidity and pressure are controlled as necessary’. Clean rooms are usually supplied with air that has been filtered through high efficiency air filters. This air is then changed a number of times depending on the class and purpose of the clean room. A clean room is built with materials that do not generate particles or outgas airborne chemical contamination and can be cleaned easily. Finally personnel that operate inside the clean room where protective clothing knows as bunny suits to minimize their dispersion of particles and microorganisms. An enteral feeding tube provides a means of maintaining nutritional intake when oral intake is inadequate or when there is restricted access to the gastrointestinal tract, eg owing to obstruction. ETFs are now commonly used for a wide range of clinical conditions and across a wide range of people (Rebecca White, Vicky Bradnam ,Handbook of drug administration via enteral feeding tubes, 2007) .Enteral feeding devices include enteral feeding pumps, pump sets, enteral feeding tubes and kits. Enteral feeding is often used to supply patients with nutrition who cannot consume by swallowing. Patients may not be able to consume by swallowing due to injury or illness such as pancreatitis, cancer and malnutrition. Introduction Cleanrooms are monitored according to two well-known standards, ISO 1644-1 and Federal standard 209E. Federal Standard 209E is the standards that the USA comply with whereas ISO 1644-1 are the standards that are applied internationally. ISO 14644 part 1 has been revised as a new second edition draft international standard ISO/DIS 14644-1.2(2014). ISO 14644-1 is part of a series of documents concerned with cleanrooms and associated subjects. This part of ISO 14644 specifies the classes of air cleanliness in terms of particle concentration in air volume. It also specifies testing methods that are used to determine classification. These include selection of sampling locations and evaluation of class from the data collected. The most significant change in this new set of standards is the use of a more consistent statistical approach to the selection and the number of sample locations and the evaluation of data collected. The statistical confidence is calculated based on the hypergeometri c distribution. Non-Viable Particles-Air Microbial Contamination-Air and Surface Pressure differential Water quality Temperature and Humidity Annex A There are a number of test parameters that ISO state that have to be tested when testing the air in a clean room. These recommended tests are listed in Annex A. Annex A provides the recommended tests and the recommended order in which to carry them out .The parameters are listed as follows. Airflow test, Air pressure difference test, humidity test, temperature test, particle disposition test, installed filter leakage test, Airflow directional test and visualization, Airborne particle test for macro particles, Airborne particle test for ultrafine particles, Electrostatic and ion generator test, Particle deposition test, Recovery test, Containment leak test. A checklist is provided to assist in testing criteria. This check list in encoded Annex A. Annex A also gives a series of recommended tests when sampling. 5. Test report The result of each test should be recorded in a test report and the test report should include the following information: Name and address of the testing organization and the date which the test was carried out. Number and year of publication of this part of ISO 14644. Clear identification of the physical location of the clean room or clean zone tested, and specific designations for coordinates of all sampling locations. Specific designation criteria for the clean room or clean zone, including the ISO classification, the relevant occupancy state and the considered particle size. Details of the test method used and identification of the test instrument and it’s current calibration certificate. Test result, including data reported as specifically required in the clause of Annex B, and a statement regarding compliance. Any other specific requirements defined relevant to the clause of Annex B. A.1 General The test procedures that are used in this part of ISO 14644 may be used for demonstrating compliance with the performance criteria of a user specified installation and for performing periodic testing The choice of tests are usually based on the required level of classification, operational states and the design of installation. Table 1 provides optional tests that are recommended by the international standards organization and table 2 is the bioburded limits provided by ISO for a class 9 cleanroom. Annex B (B.1.1) This test method is a specification of the measurement of airborne particle concentrations with size distributions having a threshold size between 0.1 micrometer and 5 micrometers. Measurements are often made according to three defined occupancy states. These occupancy states are as follows; as-built, at rest and operational. The measurements are made to verify the cleanliness classification in accordance with ISO 14644-1. (B.1.2.1) This part of Annex B is known as B1. The location selection, sampling points, clean zone classification determination and the quality of data required should be in accordance with ISO 14644-1. One of the main aspects of B1 is to provide reference methods. Annex B also provides a risk assessment for the clean room. >/= 0.1 um >/=0.2um >/=0.3um >/=0.5um >/=1um >/=5um (B.1.2.2) Procedure for airborne particle count ISO recommends the installation of a DPC intake at a specified sampling location. In sampling locations where the airflow is not controlled or predictable the inlet of the sample probe should be directed vertically upwards. The transit tube from the sample probe inlet to the DPC sensor must be as short as possible. If samples that are greater than or equal to one micrometer, the transit tube must not exceed the manufactures recommended length and diameter. B3 Airborne particle count for macroparticles The test methods that are described here are for the testing of particles larger than 5 micrometers in diameter. Measurements for macro-particles can be made in any of the three occupancy states of a clean room. These measurements are made in order to determine the concentration of macro-particles. B.3.3 Measurements methods for macroparticles ISO has assigned two general categories for macro-particles, therefore comparable results may not be produced if different measurement methods are used. Therefore correlation between different methods is not possible Collection by filtration or inertial effects, which is then followed by microscopic measurement of the number and size, or measurement of the mass of collected particles. (1). Filter collection and microscopic measurement (B.3.3.2.1) will report macro-particles using particle size based upon the agreed diameter. (2). Cascade impact collector and microscopic measurement will report macro-particles using particle size base upon the microscopists choice of reported particle diameter. (3). Cascade impact collector and weight collector will macro-particles using particle size based upon an aerodynamic diameter. (b). In situ measurement of the concentration and size of macro-particles with a time of flight particle counter or a DPC. (1). DPC measurement will report macro-particles using particle size based upon an equivalent optical diameter. (2). Time of flight particle size measurement (B.3.3.3.3) will report macro-particles using particle size based upon an aerodynamic diameter. B.3.3.3 macro-particle measurement without particle collection B.3.3.3.1 Macro-particles can be measured without collecting particles from the air. This process involves the optical measurement of the particles that are suspended in the air. An air sample is taken through a DPC, which reports either the equivalent optical diameter or the aerodynamic diameter of particles. B.3.3.3.2 Discrete particle counter (DPC) measurement. The procedure is the same as in B.1. DPC does not require sensitivity for detection of particles that are less than 1 micrometer. Care is required in order to ensure that the DPC samples directly from the air at the sample location. If sample tubes are longer than 1 meter to the DPC then they should not be used. The DPC often has a sample flow of 0.00047 m^3/s and should be fitted with an inlet sized for isokinetic sampling in unidirectional flow zones. The DPC should be set facing upwards in areas where non-unidirectional airflow takes place. The DPC size range settings are established so that only macro-particles are detected. B.3.3.3.3 Time of flight particle size measurement The dimensions of macro-particles can be measured by using a device that is known as time of flight apparatus and accelerated through a nozzle into a partial vacuum, where the measurement region is located. Any particles that are in the air sample will accelerate to match the air velocity in the measurement region. It is this relationship between the air velocity and particle velocity at the point of measurement that can be used to determine the aerodynamic diameter of the particle. B.3.4 Procedure for macro-particle count The sample inlet probe must be set up on the selected apparatus. The required air volume must be sampled to collect at least 20 macro-particles at each sample point and make measurements as specified in ISO 14644-1 or ISO 14644-2. The M-discriptor concentration in the selected particle size ranges must be calculated as agreed between customer and supplier, and report the data. B.3.5 Test reports The following information and data should be recorded as described in clause 5. (a). Definition of the particle parameter to which the apparatus responds (b). Type of measurement: classification or test M descriptor determination or monitoring (c). Type designations of each measurement instrument and apparatus used and it’s calibration state. (d). Cleanliness classification of the installation (e). Macro-particle size range(s) and the count for each size range reported (f). Apparatus inlet sample flow rate and flow rate through sensing volume. (g). Sample point locations (h). Sampling schedule plan for classification or sampling protocol plan for testing (I). Occupancy state(s) (j). Stability of macro-particle concentration, if required (k) Other data relevant for measurement.

Malaysian Ministry Of Education Introducing The Literature Component Education Essay

Malaysian Ministry Of Education Introducing The Literature Component Education Essay In the case of second or foreign language teaching and learning, literature has been widely accepted as a motivating material, a medium of accessing other cultural background, a resource for language acquisition and a medium to expand learners language awareness (Abdullah Et al, 2007). According to Elliot (1991) over the last few years there are positive feedbacks to using literature in a language context or at least has been a medium to expose language learners to a new world.. It is different from previous perceptions towards literature whereby literature was thought to embody archaic language which had no place in the world of audiolingualism where linguists believed in the primacy of speech, thus considering the written form somewhat static, (Elliot, 1991) In Malaysia, the Ministry of Education had decided to introduce Literature Component as a part of English syllabus in schools in the year of 2000. Hence, students from primary and secondary schools are required to learn literature together with other existing subjects in schools. The Ministry of Education has come out with a list of literary texts which cover Malaysian, British, European, Australian, American and African works. After ten years using the same texts, the government has changed the list of literary text with a complete new list for KBSM in 2010. 1.1 BACKGROUND OF STUDY. Teachers play important role in assuring all the objectives that are stated in the Curriculum Specification can be achieved by all students. The learning outcomes provided by the Ministry of Education to be the guidelines in teaching. However, it would be difficult to suddenly expose students to literary studies without any form of prior preparation (Talif, 1992). The success of this implementation is very much depending on how the lessons are carried out. Teachers play an important role in the teaching process of developing students ability to learn literature. Therefore, teachers have to be wise in selecting the suitable approaches to be used in classrooms, according to students background as well as the literary texts. There are a number of approaches which are believed to help teachers in delivering the messages conveyed in each literature piece. According to Bottino, the teaching of literature is often seen in the framework of the three models which are the Cultural Model, Language Model, and the Personal Growth Model. As for trainee teachers, these approaches assist them in preparing their lessons. Before going to the real teaching world during the practicum session, they have been exposed to micro and macro-teaching which are part of their methodology courses. This mock-teaching includes their lesson plan preparation and expectations in teaching literature. The problem here is, the audience for their micro or macro teaching are not real school students. Their audiences are their classmates and friends, who have studied and analyzed the literary texts, therefore, there is a big different between teaching school students who might not read the literary texts before hand and people who have prior knowledge on the texts taught.. In fact, their behaviour/attitude in class is completely different from the real school kids. Hence, trainee teachers feel that they have a lot of inadequacy in teaching literature in ESL classroom as the objectives set were not achieved. 1.2 STATEMENT OF RESEARCH PROBLEM Since Literature component has been implemented as a part of English subject in schools, certain issues arise. Based on my own experience and that of my friends, we faced a lot of difficulties in carrying out literature lessons when we were sent to school to teach. We were equipped with all the theoretical, content, and pedagogical knowledge from our Methodology of Teaching Literature class. However, we found out that it was difficult to apply the knowledge to real classroom teaching and how our expectations differ before and after teaching literature in the real classroom. Hence, these difficulties we encountered during our practicum have created the interest in conducting this research. This study, therefore, would be looking at the problematic aspects with regard to the teaching of literature as experienced by trainee teachers. The first one is trainee teachers readiness and expectations in teaching literature before entering classrooms. The second aspect would be the experience of teaching gained during the practicum session, and the third aspect would be other important trainings or exposure they might need in order to improve their literature teaching in the future. RESEARCH OBJECTIVES The objectives for this study are crucial in determining its success. Through the objectives, researcher is able to classify explicitly what to examine for the research. The objectives of this study are: To identify trainee teachers readiness and expectations of teaching Literature in ESL classroom before leaving for practicum. To identify issues faced in teaching literature during their practicum To find out trainee teachers memorable/good experience in teaching literature. To identify trainee teachers needs and demands in order to improve their literature teaching in ESL classroom RESEARCH QUESTION This study attempts to answer four main questions on the perception of TESL students with regard to the teaching literature. 1.5.1 What are the TESL trainee teachers expectations in teaching literature before leaving for practicum? Are they prepared and equipped with relevant knowledge? 1.5.2 While doing the practicum did they experience difficulties in teaching literature components? What kind of experiences that trainees faced during literature lessons? 1.5.3 What are the memorable or good experiences that they gained from teaching literature in ESL classroom? 1.5.4 What do trainee teachers feel that they need in order to improve literature teaching? DEFINITION OF TERMS The following terms will be used throughout this future research: 1.5.1 Teacher: The definition of a teacher is someone who embodies all those qualities that exude the ability to transfer knowledge and skills from master to student, (Larzelere). In this context it refers to the TESL students who are going to be a future teacher. 1.5.2 Trainee: is someone who is being trained for a job. In this context it refers to the TESL students who had gone trough the learning and practicum process while they were students in UiTM. The meaning is taken from the Longman Dictionary of Contemporary English: The Living Dictionary. 1.5.3 TESL: a term which referring to a course of Teaching English as Second Language. 1.5.4 Practicum: The practical part of a study or course, as opposed to the theoretical parts. 1.5.5 Literature: The collective body of literary of productions, embracing the entire results of knowledge and fancy preserved in writing; also the whole body of literary productions or writings upon a given subject or in reference to a particular science or branch of knowledge, or of knowledge, or of a given country or period. LIMITATIONS There are a few limitations which is inherent in the present study. The first limitation is time constraint. Due to limited time, this study will only involve twenty percent of Semester 7 and 8 students whom I can get easy access to gather the data. The second limitation is budget constraint. As a student, I have limited financial support in completing this study. Therefore, I could not carry out a large scale study, but had to be content with a small scale study instead. 1.7 SCOPE OF THE STUDY This is a small scale study whereby the data collected would involve TESL students from UiTM Shah Alam who had undergone their teaching practicum, as the requirement to complete their bachelor in education course. Therefore, the findings of this study cannot be generalized to other situations. However, it is sufficient as an exploratory research by a novice researcher. 1.8 SIGNIFICANCE OF THE STUDY The result of this study can be utilized by various parties who are involved in deciding the course contents of literature subjects in Faculty of Education, UiTM Seksyen 17. The study would create changes in literature course contents/syllabus in the faculty in producing better quality English teachers especially in teaching literature in ESL classroom. 1.9 CONCLUSION

Essay --

Losing weight requires a gradual approach and maintainable lifestyle changes. Although metabolism slows down with age, it's not impossible to lose weight after the age of 50. A healthy diet and regular exercise can do the trick. The latter stimulates muscle tissue, giving your metabolism that much-needed boost so you burn calories and lose weight. You'll look and feel better, and reduce your risk of age-related health conditions, such as Alzheimer’s disease and osteoporosis. (See References 1) Create a Caloric Deficit When you're over the age of 50, a daily deficit of 500 calories is sufficient to lose weight at a rate of 1 pound a week without sacrificing essential nutrients. (See References 2) This deficit can come from calories burned through exercise, or from calories reduced from food. Depending on your physical activity level, Helpguide.org recommends that older females generally consume anywhere from 1,200 to 1600 calories a day, and older males consume between 2,000 and 2,800 calories a day. The more active your are, the more calories you can consume. (See References 3) Eat Healthy Foods In addition to helping you lose weight, a sensible diet keeps your body healthy and your mind sharp. Avoid skipping meals, and eat smaller portions consisting of the basic food groups; include complex carbs and fiber from veggies, fruits, and whole grains; consume protein from sources, such as fish, beans, and nuts; and consume low-fat dairy products, such as milk, cheese and yogurt, to get the daily needed 1,200 mg of calcium. (See References 3) Salt, sugar, and simple carbs, such as white bread and white rice, should be limited. Also, consider taking a multivitamin or eating fortified foods to get vitamin B and vitamin D. (See Refere... ... you can't do another repetition with good form after finishing a set. (See References 5) Key Concepts senior weight loss reducing body weight healthy weight loss References Helpguide.org: Exercise and Fitness Over 50 [http://www.helpguide.org/life/senior_fitness_sports.htm] Oklahoma Cooperative Extension Service: Nutrition for Older Adults: Diet and Health Guidelines For Weight Loss [http://fcs.okstate.edu/documents/nutrition/T-3200%20Large%20Print%20Weight%20Management.pdf] Helpguide.org: Eating Well Over 50 [http://www.helpguide.org/life/senior_nutrition.htm] Weight-Control Information Network: Young at Heart [http://win.niddk.nih.gov/publications/young_heart.htm] Centers for Disease Control and Prevention: Growing Stronger: Strenghth Training for Older Adults [http://www.cdc.gov/physicalactivity/downloads/growing_stronger.pdf] Essay -- Losing weight requires a gradual approach and maintainable lifestyle changes. Although metabolism slows down with age, it's not impossible to lose weight after the age of 50. A healthy diet and regular exercise can do the trick. The latter stimulates muscle tissue, giving your metabolism that much-needed boost so you burn calories and lose weight. You'll look and feel better, and reduce your risk of age-related health conditions, such as Alzheimer’s disease and osteoporosis. (See References 1) Create a Caloric Deficit When you're over the age of 50, a daily deficit of 500 calories is sufficient to lose weight at a rate of 1 pound a week without sacrificing essential nutrients. (See References 2) This deficit can come from calories burned through exercise, or from calories reduced from food. Depending on your physical activity level, Helpguide.org recommends that older females generally consume anywhere from 1,200 to 1600 calories a day, and older males consume between 2,000 and 2,800 calories a day. The more active your are, the more calories you can consume. (See References 3) Eat Healthy Foods In addition to helping you lose weight, a sensible diet keeps your body healthy and your mind sharp. Avoid skipping meals, and eat smaller portions consisting of the basic food groups; include complex carbs and fiber from veggies, fruits, and whole grains; consume protein from sources, such as fish, beans, and nuts; and consume low-fat dairy products, such as milk, cheese and yogurt, to get the daily needed 1,200 mg of calcium. (See References 3) Salt, sugar, and simple carbs, such as white bread and white rice, should be limited. Also, consider taking a multivitamin or eating fortified foods to get vitamin B and vitamin D. (See Refere... ... you can't do another repetition with good form after finishing a set. (See References 5) Key Concepts senior weight loss reducing body weight healthy weight loss References Helpguide.org: Exercise and Fitness Over 50 [http://www.helpguide.org/life/senior_fitness_sports.htm] Oklahoma Cooperative Extension Service: Nutrition for Older Adults: Diet and Health Guidelines For Weight Loss [http://fcs.okstate.edu/documents/nutrition/T-3200%20Large%20Print%20Weight%20Management.pdf] Helpguide.org: Eating Well Over 50 [http://www.helpguide.org/life/senior_nutrition.htm] Weight-Control Information Network: Young at Heart [http://win.niddk.nih.gov/publications/young_heart.htm] Centers for Disease Control and Prevention: Growing Stronger: Strenghth Training for Older Adults [http://www.cdc.gov/physicalactivity/downloads/growing_stronger.pdf]

Respect in A Rose for Emily :: A Rose for Emily, William Faulkner

Respect in A Rose for Emily Miss Emily Grierson is nobody's best friend. Neither is she the enemy of any man or woman. Life has dealt her circumstances that anyone would falter underneath. Her personality suffers traumatically, but no one can hold that against her. Though not a very pleasant character, Miss Emily does have the support of the townspeople in the text of Faulkner's short story "A Rose for Emily." However, in the video version these same townspeople are portrayed as snoops and critics with no kind intentions seen. Miss Emily was not a social person after her father died, but the townspeople understood this. The townspeople understood "that with nothing left, she would have to cling to that which had robbed her as people will"(31). They did not hold it against her that she had trouble handling this situation. Emily is given the "respectful affection [of] a fallen monument"(28). Each tried in his/her own way to reach out to her. The authorities came to her house, the minister dropped by, and "a few of the ladies had the temerity to call"(30). Miss Emily continued on with life even going so far as to give "china-painting" lessons. The women of the town quite willingly send their daughters and granddaughters to learn from her. At one point in the story, a strong stench coming from Emily's house prompts a few disrespectful comments. Yet in spite of this, the text records that the "people began to feel sorry for her"(30). They are not brutes; inside themselves the townspeople have sympathy for this lady. The townspeople seemed curious about the happenings within her house, but they are not outright mean or obtrusive. After Homer Barron comes into the picture, the town is "glad that Miss Emily would have an interest"(31). Even in the final moments of her life the "whole town went to [Emily's] funeral"(28). They also have the decency to "wait until Miss Emily was in the ground before they opened [the region above the stairs no one had seen in forty years]"(34). The text of this story portrays these

Perception Ppt Essay

Details: Imagine you are an expert on critical thinking. A local high school wants you to present your knowledge to its seniors and asks that you create a PowerPoint presentation to specifically explain perception and critical thinking. 1. Create a PowerPoint presentation that explains the concepts of perception and critical thinking to high school seniors. In your explanation, address the following: * How all five senses impact perception. * The role of perception in critical thinking. For directions on how to create a PowerPoint presentation, refer to the â€Å"How to Create a PowerPoint Presentation Resource.† * Your PowerPoint presentation should include the following: 1. 8 slides (1 title slide, 6 content slides, and 1 reference slide). 2. Put key points in bullets. The bullets are what the audience would see during a presentation. Remember not to overcrowd each slide. 3. Elaborate on the bullet points in the slide notes for all 6 content slides. The slide notes section is where the speaker documents what he/she would say during the presentation. While GCU style format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using GCU documentation guidelines, which can be found in the GCU Style Guide, located in the Student Success Center. This assignment uses a grading rubric that can be viewed at the assignment’s drop box. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

Ethical Scrapbook Essay

The ethical scrapbook part two coincides with further evaluations in regard to 12 contemporary examples of different situations, and circumstances. With these 12 contemporary examples, in which further discusses each team member’s evaluation, and opinions of each example. These examples include: Police Acts of Kindness, People reaching out after hurricane Sandy, Daughter display of Kindness, Acts of Vigilantism, Community Revenge, Diana, the Hunter of Bus Drivers, Women Demand Respect, Salt March, Flying Pickets, and Sit-ins. In addition, these examples also include Poll tax Non-Payment, Professionals committing crimes, in which Kenneth Lay, along with Stuart Greenberg, and James Traficant who represents individuals who has the role of professionals committing such crimes. With these 12 contemporary examples, each team member’s goal is to decide if the particular individual makes the best decision given the circumstances and can one see himself or herself acting similar ly in theses similar circumstances. With comparing one’s individual response as a team, these responses will permit answers pertaining to examples that generate an agreement between each team member. These examples will generate disagreement, along with the reflection of each disagreement in terms of an individual’s personal values. With further detail, one will also answer the following: laws for acting as a Good Samaritan. In addition, Vigilantism becoming a part of the criminal justice system when it fails, along with the circumstances of which one may violate the law in regard to enforcing the law. One’s opinion on civil disobedience becoming effective with changes to the law, along with certain laws to become in agreement when considering violating to change, and determining conditions that exist within a profession, excluding that of criminal justice professions, in which contributes to unethical behaviors. In  addition, deciding if the American society has become predisposed to ethical or unethical behaviors. Finalizing the summary is to identify the ethical considerations for both the future of the criminal justice system, and reducing ethical violations. With the 12 contemporary examples for each solution, team members will provide the best resolution of one’s opinion for every scenario. Police Acts of Kindness Review  The best decision of an individual in regard to Police Acts of Kindness, one answers that the police officers went out of his or her jurisdiction to assist children who are at a high-risk of involving themselves among other youth of troubling paths. These officers also assist with providing positive outcomes for the youth, instead of involvement in gang activity, and drug involvement. With this particular example, one may find themselves acting in the similar circumstances of the police officers. These circumstances involve the opportunity to help individuals, and believe one is making a difference in another person’s life. As a result, the experience becomes rewarding, and to have the personal knowledge that another individual’s goals have become meant. Hurricane Sandy Review The best decision of an individual in regard to hurricane Sandy, one may answer the outcome in giving freely. These acts of kindness and giving freely include free medical care to those who cannot afford medicine. In addition, an individual provides home electricity to charge cellphones of individuals to reach out to family and friends. If one could act similarly, individuals will not pay for medical care, and other non-perishable supplies. Daughter displays Kindness Review The best possible decision of an individual in regard to a daughter displaying kindness, one may also answer to have the assurance of the community is an amazing accomplishment, in which helps both the sister and aunt readjust to life circumstances. If one could act similarly, making a negative situation in turn for something good is a self-fulfilling accomplishment. Community Revenge Review The best possible decision of an individual in regard to community revenge, an arrest is the best resolution for this particular situation because of the involvement of the community, in which results with a positive outcome. If one could act similarly with this situation, one will become the target of vengeance for oneself, and other women. Diana-the Hunter of Bus Drivers Review The best possible decision of an individual in regard to the hunter of bus drivers, law enforcement officials fail to provide justice for these women. As a result, these women begin to seek vengeance. If one could act similarly, one may also seek vengeance because of the traumatic experience these women endures. Women Demand Respect Review The best possible decision of an individual in regard to women demanding respect, one may answer that the suffering of sexual harassment by men results in acts of Vigilante. With the acts of Vigilante, women have the best possible decision by hauling these men to law enforcement officials personally. Salt March Review The best possible decision of an individual in regard to the Salt March, Gandhi makes the best possible decision by defying the empire over the salt monopoly. If one could act similarly, one will become in agreement to achieving the best outcome for everyone and not what is best for the government. Flying Pickets and Sit-ins Review The best possible decision of an individual in regard to flying pickets and sit-ins because individuals believe to have better work situations for themselves, and coworkers. If one could act similarly, one will permit him or herself to better working conditions. Poll Tax Non-Payment Review The best possible decision of an individual in regard to poll tax non-payment is the exposure of the leader, in which becomes an effective tax collection process. If one could act similarly, these actions are helping the government and not hurting people one will permit his or her approval. Kenneth Lay Review The best possible decision Kenneth Lay demonstrates is his ability of obtaining financial gain within a company. As a result, Kenneth Lay did not fully demonstrate accuracy of the business and mishandles a large number of people’s money, in which causes he or she to commit suicide because they lost everything in the process. This individual did not make the best possible decision. If one could act similarly, one will not permit these types of actions by hurting those who has any involvement with the company. Stuart Greenberg Review Stuart Greenberg did not make the best possible decision because he did not remain truthful with his cases, in which discredits his professionalism. If one could act similarly, one will not become in agreement to act as such because one’s employment will become in jeopardy. James Traficant Review James Traficant did not make the best possible decision in regard to his staff. If one could act similarly, one will choose not to take advantage of innocent individuals. Reflection of Both Agreements and Disagreements The examples generating the most agreement between each team member include: (1) Daughter displays kindness, (2) People reach out after hurricane Sandy, (3) Police Acts of Kindness, (4) Women demand respect, along with (5) Flying Pickets, and sit-ins examples. The most least favorable example by each team member is the Diana, the hunter of bus drivers, Kenneth Lay, along with Stuart Greenberg. These examples reflect an individual’s personal value systems by the way, each situation displays unethical behaviors. Good Samaritan Law People have a natural tendency to help someone in distress, he or she believes the moral obligation to help, and serve other people but there are a few that would rather watch a person suffer in agony rather than assisting him or her. Jurisdictions should have a Good Samaritan law requiring an individual to help another individual if he or she becomes able, this can help provide the necessary assistance to the person until the proper authority arrives. In today’s day of frivolous lawsuits many people become  scarce to lend a hand and help a person in need. Individuals may choose to not become responsible for any damages one may create in regard to assisting another individual. Individuals may become more comfortable by recording events on his or her cell phone along uploading on YouTube. If there were laws requiring an individual to help another individual people in need can get the necessary assistance in a timely manner, and punish those that refuse to help someone in need . Permanence of Vigilantism, and One’s opinion of violating the Law The Criminal Justice System no longer displays strong management skills as new laws become into existence. These management skills will permit defense attorneys to finding loop holes in regard to protecting his or her clients. Many believe he or she requires the fulfillment of taking matters into his or her hands. Vigilantism should not become a part of any function if the criminal justice fails. In addition, just like the victim, the defendant has rights, and if he or she becomes innocent, the community must accept the judgment of the courts. There are many factors that influence the decision of the courts, in which most of the community becomes unaware of viable information. The one circumstance, in which the community obligates themselves with violating the law is to enforce the law in regard to the criminal justice system failing. In Detroit the community decides to take the law into his or her hands when the local authorities delays a rape investigation of a 15- year old girl, and the suspect becomes set free (Garcia, 2013). Civil Disobedience Becoming Effective in Changing the Law In one’s opinion, one may agree with civil disobedience becoming effective in regard to changing the law. Civil disobedience in one’s opinion, ushers the equality for minorities, along with the civil rights movement stemming from the 1960s continues to develop changes in the law. These changes also include the antiwar sentiments of the 1970s has become a change into the present, yet not as a benefit for those who want to do away with wars. The tea party has a change with the way politicians approach certain circumstances. The change one disagrees with is the gun ownership, and property rights. Gun ownership permits for more violence, and individuals do not fully understand the rules and regulations of gun laws. Individuals who  pose these guns find themselves on the other side of the law because of lack of knowledge in protecting themselves, including his or her property. An individual cannot protect him or herself from an intruder entering his or her property because certain laws exist that prohibits this type of gun use. Existing Conditions within a Profession Conditions that exist in a profession, in which excludes the criminal justice profession that contributes to unethical behavior include the role of leadership, and employees within his or her workplace are two examples of displaying unethical behaviors. The unethical behavior of leaders most often has consequences for him or her, along with followers, and his or her respective organizations (Chandler, 2009). Examples of these unethical behaviors by leaders in corporate businesses, religion, and government include individuals such as Kenneth Lay, Jeffrey Skilling of Enron, and former The United States Senator John Edwards from North Carolina. As a result of each of these individuals actions were one of pure humiliation. American Society, Ethical or Unethical American society can become a society of ethical or unethical individuals. Individuals who display ethical or unethical behaviors become an adaption at an early age. These behaviors establish the learning skills, and influences by adult peers. With the choice of becoming an ethical or unethical individual is the choice of the individual him or herself will permit to make. Ethical Considerations An ethical consideration becomes the rules, and regulations within any organization as well as the criminal justice system. One ethical consideration is to control the use of force by law enforcement officials. This ethical consideration requires a more strict, and ethical code of conduct for law enforcement officials. To reduce unethical violations within the criminal justice field, one must upgrade the punishment levels for individuals who violate the law. One may also believe in the efforts of a better policing practice, one must go through a series of training on a regular basis, in regard to keeping his or her skills up-to-date throughout his or her career of law enforcement. Conclusion A person can take any 12 examples of different situations and circumstances and not everyone will agree and as a criminal justice major one will become willing to see things from another individual’s point of view. Not everyone will agree with everything throughout life and acquiring a difference of opinion gives person ideas, and by obtaining different ideas one may work together as a team. If a person does not agree with someone’s way of thinking he or she may assume a person’s ideas or thoughts are already correct. For most people he or she will become accustom to another individual’s point of view, or by determining one’s theory may become of the truth. Throughout this assignment there have been ideas agreed and disagreed about and by talking and listen an agreement was met. References Garcia, A. (2013, August 12). Vigilante detroit residents attack suspected rapist after police fail to act. Retrieved from http://www.rawstory.com/rs/2013/08/12/vigilante-detroit-residents-attack-suspected-rapist-after-police-fail-to-act/ Chandler, D.J. (2009). The Perfect Storm of Leaders’ Unethical Behavior: A Conceptual Framework. International Journal of Leadership Studies, Vol.51 Iss. 1, 2009. Retrieved from http://www.regent.edu.acad/†¦/ijls/IJLS/Vol51s1-chandler%2012.pdf.