Account Balance and Budget Balance in United States of America, Assignment

Account Balance and Budget Balance in United States of America, Australia and Indonesia - Assignment Example From the visual representation, it can be observed that over the four years, Indonesia has had a surplus in its current account balances, this means that Indonesia is saving most of its resources than investing those resources. For the case of Australia and the USA, both countries experienced a deficit in their current account, but Australia has gradually improved its current balance. This implies that these countries are investing more than they are saving and thus, they are utilizing resources sourced from other economies in order to finance domestic consumption. Twin deficit refers to a situation a deficit in the national budget leads to an expanded deficit in the current account. Twin deficit proposition, argues that a large budget deficit has a negative impact on the national saving of the country, this, in turn, leads to souring the current account deficit. Although, some economist that this proposition is so weak in explaining this phenomenon (Hansen, 2003). A twin deficit exi sts in the case of the United States of America where the budget deficit has led to expanding the current account deficit. This implies that the United States acts as the net debtor to other global economies. Therefore, the United States is investing extra resources to other world economies than saving and in return use resources from world economies to fund the domestic consumption. Indonesia has the largest economy in the southeast of Asia, this economy  is characterized by a major development in the information technology sector thus having a comparative advantage over countries in the region. Indonesia was worst hit by the recent global financial crisis that hit the world giant economies like the United States. Thus Indonesia has put up measures so to try and shield its citizen from the financial crisis souring economic conditions in the country. The national government of Indonesia has embarked in various fiscal policy stances so to stabilize the economy. In the effort to sta bilize the economy the government has decided to increase its expenditure, in this case, the government has decided to offer a subsidy to the citizen so as shield them from the soaring commodities prices. Indonesia government will more spend in the current year in subsiding the fuel prices.

Go to a Web site for a company selling business-to-business products Essay

Go to a Web site for a company selling business-to-business products or services. Compare this Web site to one selling consumer - Essay Example Their target group is medium to large scale tour operators who offer online reservation facilities. Travelocity, http://www.travelocity.com  is a large travel agency which targets anyone interested in traveling. Their target group is heterogeneous. It included regular travelers, people on vacations, business personnel as well as diplomats representing all the social classes. Although it is operated in the US it provides many local sites for the outsiders. If the home pages and the contents are compared Pegasus infoCorp has used much professional way to publicize their information. Their service and current clients are listed and they have used an animation (a globe and several annotations) to give an overall idea of their service. The home page of the Travelocity is much customized to it target audience, the travelers around the world. It directly provides booking facilities and other information required for travelling such as maps, hotels, car hires, activities. Non like the Pega sus infoCorp, Travelocity provides details on special discounts and package rates and have used inspiring annotations making it more competitive. They continually play a slideshow of those packages at the top the site.

The importance of childrens play and talk

The importance of childrens play and talk The first example is of Js first experience of mark making with felt tip pens and on speaking to the parents this was his first experience of using any drawing implements. This activity came about from Js own initiation his interest was gained when he saw his sister with the pens she was sat beside him drawing a picture of what she described as a rabbit, J watched for a while then grabbed at the pen his sister asked ‘Do you want to draw a picture ‘, J made a sound his sister gave him a blank piece of paper and a felt tip pen. J made marks on the paper looking up at his sister every so often who would say ‘wow J thats fantastic, good boy J would smile then continue to make more marks, Js sister gave him more colours J tried to pick all the pens up at once but dropped them all, he picked one up made a mark then tried another he continued this action for the duration of the activity. The activity was initiated and endedby J which lasted around 30 minuets. The second example is again by J and his first mark making and exploration with paint. This activity was adult initiated, the adult introduced a large rectangular blank canvas and different coloured paints with different size paint brushes. J was unsure at first and kept his distance, however moved closer and closer firstly poked the canvas with his finger, he picked up a brush exploring it with his mouth and then fingers, he put the brush on the table then put his finger in a paint pot he looked at his finger touching it with his thumb he put his hand on the table when he lifted his hand off he looked at the mark the paint had made poking his finger in the mark moving it around this made the mark bigger, J put his finger on the canvas the adult said ‘ what that ‘look its Js finger, J put his finger back in the paint moving it around the canvas. The adult picked the large brush up handing it to J ‘do you want to try the brush J took the brush he explored it with is mouth screwing his face up as the brush touched his tongue, ‘ewwwww said the adul t pulling his face ‘put it in there pointing to the pot of paint. J looked at the pot he dipped the edge of the large brush in the paint then dragged the brush across the canvas he continued this action a few times the picked the smaller brush putting it into different colours using a dabbing motion he made more masks on the canvas , he held the brush in one hand then placed the other onto the canvas lifted it up looking at his hand which was covered in different coloured paint he moved it closer to his face dropped the brush poked his painted hand moving his finger around the paint , J looked at his finger then put both hands together pulling them apart them put one on the canvas looking at the adult smiling ‘wow J thats Js hand J squealed then poked at the canvas with his painted finger. J put his hand on his face the adult laughed J then put both hands on his face laughing the adult said ‘come on J we better get you cleaned up . Because of the age of J the activity was more about exploration and investigation and the introduction to new experiences. Clay 1979; Goodman 1973; Smith 1971 cited in Barrat-Pugh 2000 challenged the developmentalist view of literacy drawing upon the 1970 research into how children learn to read and write their suggestions were that reading and writing are not isolated skills that can be taught but however the child is an active participant and the process is ongoing from birth. Arguing that reading, writing and oral language developments are interrelated, emerging over time through participation in literacy events. The childs family and community are central to this process as they provide experiences that facilitate emergent literacy. The importance of childrens play and talk is recognised in the Governments literacy and numeracy strategies where a commitment is stated to using these for reception children in their first year of school (Wood, E. 2004). The Association for Early Childhood Education recommends that practitioners make allowances for the fact that children learn at different levels and so activities need to be well planned and organised, thus providing opportunities for different children to shine in different contexts. The Curriculum Guidance for the Foundation Stage in England also recommends a play-based curriculum. The practioner needs to be able to plan and resource challenging learning environments and to support childrens learning through planned play activity. The practitioner also needs to be able to extend and support the spontaneous play of children and help develop their language and communication skills through play. The practitioner also needs to ensure the childs continuity and progress ion (Wood, E. 2004:20). Moyles et al (2001) have argued that a learning environment that is dependent on play leads onto more mature forms of knowledge, skills and understanding. There is evidence to suggest that through play children develop high levels of verbal skill and creative problem solving capabilities. Practitioners need to be resourceful and have a tightly organised environment if they are to integrate play into the curriculum and the child becomes a powerful player in constructing their own learning (Malaguzzi, 1993). In order that the process is meaningful the teacher needs to understand how and what the child thinks and knows, and to be able to engage with this (Wood, 2004). Vygotsky (1933) argued that what children learn and how they learn it is driven by the social experiences and social interactions that they encounter and the development of their thinking occurs as a result of the interaction between themselves, their environment, and more experienced others. Thus, learning is a collaborative process, practitioners need to be aware however of the power relationships that exist in educational settings. Children have no control over the world they enter, of the pre-existing cultural practices or of the power of the expectations of others, particularly their parents and teache rs (MacNaughton, 2004). Training for those who intend to work in the early years sector should not neglect the issue of power or the contexts in which it operates. In English preschool classrooms, learning by being active and interactive, by exploring the environment, has gained universal status (Curtis, 1998). Dewey advocated that children learn best by exploring and manipulating their environment. Isaacs (1933) also emphasized the importance of learning by doing. She wrote that play is not the only means by which children come to discover the world; the whole of their spontaneous activity creates their psychic equilibrium in the early years. Communication, Language and Literacy includes the child to read a variety of different books, being able to communicate in different ways, such as facial expressions and eye contact used in non verbal communication. Children should be able to communicate in order for them to participate in their society. Children should also receive simple reading tasks and texts and writing for different purposes. Drake, (2001) A study carried out by Halls (1987) in a literate home corner, showed that where paper, pencils, newspapers, planners, telephone directories, cookery books and catalogues were added as part of the environment. During the four hour days of this study, children were engaged in 290 literacy events. For example it was found that the frequency, duration and complexity of childrens play with print increased and that the objective encouraged self-generated literacy activity. A particularly interesting finding was that children in the intervention group often transformed the literacy objects into something else. Another example was the cookery books became magic genie books, and newspapers became magazines. Language is a powerful source of signs, and empowers the child to restructure his or her environment, (Taylor and Woods 1998). There are many ways that children make connections with writing and reading, and many pathways into literacy. Writing and reading can enter young childrens lives in a variety of ways. Early experiences with literacy may be initiated by the child or by other people, they may be playful or work-like, and may take place at home, in the neighbourhood or in community settings. The range and diversity of early literacy experiences suggests that there are many ways that children make connections with writing and reading, and many pathways to literacy. Literacy development often starts in young childrens early symbol using activities: in talking, in play and fantasy, in scribbling and drawing, in pretend reading and writing. Between the ages of 1-5 children learn to use symbols they invent for themselves and those donated by the culture (Gardner Wolf, 1979, p.vii). The use of symbols—which may include words, gestures, marks on paper, objects modelled in clay, and so forth—makes it possible to represent experience, feelings and ideas. Symbols also allow children to go beyond the immediate here and now and to create imaginary worlds Play consumes much of young childrens time and energy, and for many children, play is where writing and reading begin. Play is the arena in which young children make connections between their immediate personal world and activities that are important in the larger social world of family and community, and play is the context in which many children find ways to make culturally valued activities part of their own personal experience. When children play with writing and reading, they are actively trying to use—and to understand and make sense of—reading and writing long before they can actually read and write. When books, paper, and writing material are among the objects children play with, important literacy learning can occur. As they experiment with written language, often in playful ways, children begin to learn what writing and reading are, and what they can do with them. At the same time, children can acquire a range of information and skills related to writing and r eading, as well as feelings and expectations about themselves as potential readers and writers. This multifaceted body of knowledge and attitudes constitutes early or emergent literacy (Holdaway, 1979; Teale Sulzby, 1986). Play appears to have at least two potential links to the development of literacy: First, as a symbolic activity, pretend play allows children to develop and refine their capacities to use symbols, to represent experience, and to construct imaginary worlds, capacities they will draw on when they begin to write and read. Second, as an orientation or approach to experience, play can make the various roles and activities of people who read and write more meaningful and hence more accessible to young children. In play the focus is on exploring rather than on accomplishing predetermined ends or goals, so there are few pressures to produce correct answers or final products. Plays non literal, not-for-real, not-for-profit orientation allows players the freedom to manipulate materials, experiences, roles and ideas in new, creative, experimental, as if ways (Bruner, 1977, p.v; Garvey, 1974). Play thus creates a risk-free context in which children do not have to worry about getting it right or about messing up. This freedom may lead children to discover or invent possibilities—new ways of doing things and new ways of thinking about ideas—which may, in turn, lead them to new questions, problems, and solutions. Approaching writing and reading with such an experimental, as if attitude may help children realize that written language is something they can manipulate in a variety of ways and for a variety of purposes. Playing at writing and reading—by scribbling, drawing, pretend ing to write, or pretending to read—may serve to open up the activities of writing and reading for childrens consideration and exploration (Bruner, 1976; Sutton-Smith, 1979). While activities like talking, playing, and drawing are closely linked to writing and reading, and while their use often intertwine and overlap, there are no direct or inevitable transitions between earlier—and later—developed symbol systems. Whether and how children make connections between talking, playing, drawing, and writing and reading depends on the childrens interests and personalities, on what is available and valued in their particular culture, on how the people around them use writing and reading in their own lives, and how these people initiate and respond to childrens writing and reading activities. In other words, early literacy development does not simply happen; rather, it is part of a social process, embedded in childrens relationships with parents, siblings, grandparents, friends, caretakers, and teachers. Early writing activities tend to be more visible than early reading activities because they involve making something. If given crayons or pencils, children usually begin to scribble around the age of 18 months; they find scribbling interesting because it leaves a visible trace—they have made something that didnt exist before. When children encounter print in their environment, they use this visual information in their scribbling and pretend writing. Marie Clay (1975) has shown that as scribbling develops, it begins to incorporate various features of conventional written language, such as linearity, horizontally, and repetition. As children learn that marks and letters represent or stand for something, they are developing an understanding of what Clay calls the sign concept—which is of central importance in learning to write and read. Robert Gundlach (1982) has argued that beginning writers need to master the functions, uses and purposes of writing; the forms and features of written language; and the processes of writing. Children must learn what writing can do, and, in particular, what they can do with writing. Early literacy development is closely tied to the specifics of young childrens relationships and activities. To these relationships and activities, children bring their curiosity, their interest in communicating and interacting with others, and their inclination to be a part of family and community life. They also bring their desire to use and control materials and tools that they perceive as important to the people around them—their urge to do it myself. And they bring their willingness to seek help from more proficient writers and readers. When they interact with more competent writers and readers, children serve as spontaneous apprentices (in George Millers phrase), learning about written language and how to use and control it for a range of purposes. What is the relationship between early experiences with literacy and later, long-term literacy development? There are as yet no definitive answers to this question, but as in other aspects of psychological development, we assume that there is a relationship between early literacy experience and later mature literacy. How this relationship unfolds for a particular child will depend on several factors which interact with one another in complex ways. These include the childs interests, temperament and personality, opportunities at home and in the neighbourhood for writing and reading, as well as the nature and quality of the instruction the child encounters in school. Even children who do not narrate their play are enacting a narrative with their gestures. It has been shown that children engage in this kind of symbolic play more and in richer ways when they do it with a facilitating adult, usually a parent or caregiver. A typical interaction consists of a young child moving a toy around, guiding the toy or toys through a sequence of actions. Often it is the adult who provides the language that highlights the narrative form embedded within the childs play gestures The Emergence of Story Telling During the First Three YearsBy Susan Engel Bennington College,Bennington, VermontZero to Three Journal, December 1996/January 1997. http://www.zerotothree.org/site/PageServer?pagename=ter_key_language_storytellingAddInterest=1145

The Cold War Essay -- History, The Communist Bloc

At the conclusion of World War II, the United States of America emerged as the savior of Europe and became one of the leading global political powers of the subsequent age. Behind the â€Å"iron curtain† of Easter Europe, however, another superpower, the Soviet Union, which was seemingly the exact opposite of the United States in every way imaginable, exerted its force to instill and defend communism in its surrounding satellite states. The ideologies of these two countries displayed myriad incompatibilities, and over a period spanning the next four decades, the Soviet Union and the United States of America attempted to gain military, political, and social advantages over each other in order to preserve their systems of life. Especially with the advent of nuclear weapons and warfare, both of these nations saw the other as a perilous threat not only to the continuation of the ideals of democracy in America and Communism in The Soviet Union, but also to the lives of their inn ocent civilians. Countless numbers of historians have argued over the question of which superpower initiated the conflict, which Walter Lippmann coined â€Å"The Cold War† in his book of the same title, but a consensus has not yet been reached. In general, however, the events of the Cold War, which thankfully did not result in a military conflict, followed a specific pattern: The United States’ paranoia over the expansion of the Communist bloc encouraged them to develop new weapons and exert their influence in numerous struggles in Europe, Asia and the Middle East. The Soviets, seeing this American initiative as a threat, also escalated their weapons and military programs. Essentially, the origins of the Cold War can be traced back to the Russian Revolution of ... ...ation out, but rather those who have had all the benefits that the wealthiest nation on earth has had to offer (Newman and Schmalbach 588). Due to this influx of anti-communist paranoia, the Loyalty Review Board, which performed investigations and background checks on over three million federal workers, was created. Additionally, the McCarran Internal Security Act of 1950 outlawed citizens from supporting any form of totalitarian government, established restrictions for confessed Communists, and created detention camps for those who did not comply. Lastly, the Un-American Activities Committee, which was created in 1939 to find Nazis, was reactivated in the forties to do the same for Communists. As already mentioned, paranoia was so hectic that this organization searched for Communists in the Boy Scouts and in the Hollywood industry (Newman and Schmalbach 559).

Ethics of Child Labor Essay

Ethics of Child Labor I. Intro A. During the nineteenth and early twentieth century child labor was a rampant problem with the advancements in technology. Then during the mid twentieth century, the United States started implementing child labor laws such as setting an age limit for somebody to work for pay and also setting certain health and safety codes at the work place. Despite efforts to prevent child labor, it is still prevalent in some areas in the world today. Most of these children work on small farms. II. Is Child Labor right or wrong? A. Pros: i. â€Å"Human Rights Watch says that child farm workers in the United States- the vast majority of whom are Latino- regularly work 12 to 14 hour days, often suffering pesticide poisonings, heat-related illness, machine and knife-related injuries, and life-long disabilities. Many are forced to work without access to toilet or hand-washing facilities or adequate drinking water. † (Cray 4) i. Helps support a struggling family financially ii. Child labor has a place in the world economy as long as it is neither hazardous or dead-end work, where the child laborers can still get an education and thereby help their families out of poverty since an education will ensure better paying jobs in the long run. iii. Work alongside their parents is both a financial necessity, and also part of the ethnic family work ethic. B. Cons: i. Illnesses, injury, lifelong disabilities. ii. The associative qualities of child labor is it produces a negative image of the associated company, country, family that enforces it. iii. Emotional distress is put on that child for life III. Jeremy Bentham A. Ethical System including the influence of Theology 1. Moral Aspects of Awareness: i. Finitude-â€Å"capacity of transcendence which gives humans the ability to imagine their own end†(Schaffer 66). ii. Incompleteness-â€Å"Comes from a sense of transcendence- we are able to imagine states which we can never quite achieve. This is about the individual†(Schaffer 66). 2. Beliefs about Right and Wrong i. Hedonic calculas:â€Å"According to this doctrine, the way to judge between alternative courses of action is to consider the consequences of each, in terms of the pleasure and pain of all the people affected†(Mills 281) 3. Definition of Good i. â€Å"Utilitarianism presupposes one overriding moral principle: that one ought to aim at the greatest happiness of the greatest number. â€Å"(Mills 280) ii. Bentham thought what was good was whatever gave the most amount of pleasure to the most amount of people iii. Subjective Theory of Value-â€Å"How I feel, not a matter of right or wrong, knowledge not needed. â€Å"(Schaffer 73) 4. Obligations i. â€Å"If the central question of political philosophy is taken to be: â€Å"Why, if at all, should the citizen obey the state? The utilitarian answer is quite clear. The citizen should obey just so far as obedience ill contribute more to the general happiness than disobedience. If the central question is taken to be the nature and ontological status of the state, the answer is equally clear: the state is not a super-entity with purposes and a will of its own, but a human contrivance to enable men to realize as many of their desires as possible. â€Å"(Mills 281) ii. Explanation: Bentham believes it is the obligations of the state to provide the people basic pleasures and if the state is doing that then the people should comply with some of the states’ demands and if that is not the case then the people don’t have listen to the state. 5. Ideals and Virtues i. â€Å"It is as the exponent of utilitarianism and as the acknowledged leader of the philosophical radicals, whose program of social reform was firmly based on utilitarian theory, that Bentham is chiefly remembered. He thought of the principle of utility as primarily a guide for legislators. Thought it he hoped to impart some order into chaos and illogic of the law†(Mills 281) ii. â€Å"Perhaps the crucial question for a utilitarian ethic intended mainly for lawyers and legislators is whether it can account adequately for justices. It may be argued that justice requires the equalization as well as the maximization of pleasures. It is not unjust to require me to endure five units of pain on Monday for the sake of ten units of pleasure on Tuesday. But is it just to require Smith to endure five units of pain for the sake of ten units of pleasure for Jones? It is doubtful whether Bentham can meet this objection. He does, however argue that the maximization of pleasure will itself involve an equalizing tendency. This is because the economist’s law of diminishing utility applies to pleasure. The minor amenities of life afford much pleasure to someone whose other pleasures are few, but comparatively little to someone whose pleasures are many. Consequently, while it is true that a utilitarian, forced to choose between a course of action that gives X and Y 10 units of pleasure each and one that gives X 31 units of pleasure and Y 10 units of pain, will prefer the second, it is also true that such choices are most likely to arise when X’s life is as a general rue more painful than Y’s†(Mills 283) iii. Sincerity-free from pretense or deceit, proceeding from genuine feelings (Oxford American Dictionaries) iv. Tranquility-quality or state of being tranquil;calmness;peacefulness;quiet;serenity(Dictionary. com) 6. Culpability/Consequence i. â€Å"In Bentham’s view, our conviction that it is unjust to punish an innocent man is based on nothing but the empirical consideration that punishing the innocent is not likely to deter others from crime. This is, however, not always true: the innocent man may be a hostage, or he may be generally thought to be guilty. †(Mills 283-284) ii. Consenquence:â€Å"a conclusion derived through logic, something produced by a cause or necessarily following from a set of conditions. † (Merriam Webster Dictionary) B. How Bentham would address Child Labor i. If Bentham were assessing the issue of child Labor he would probably take into account the pleasure and pain involving the children and the employers. From the employers point of view their getting workers working for lower pay and also more capability of certain tasks rather than adults. From the children point of view, Bentham would see that it would be a advantage for a struggling family for their children to work to help put food on the table also it could help inspire a stronger work ethic for the children. Then when calculating the pain involved, that would be attributed to possible injuries and diseases the child might get and also the trauma inflicted upon the child and family. Bentham would also recognize the outrage of other countries around the world that condemn child labor as a legal practice. Using hedonic calculus, Bentham would determine if this right or wrong and taking account of all the pleasure and pain involved he would probably come with the conclusion that Child Labor is wrong. IV. Aristotle A. Ethical system including the influence of theology 1. Moral aspect of awareness i. Unfinished-â€Å"Seeking the Other half-we have to drive to discover otherness through poetry, literature, movies, etc; profound desire to be in relation/community Philosophical & Religious Understandings-in complete (dream) Aristotle, long for innocence Augustine†(Schaffer 66). ii. Explanation: Aristotle thought that to reach a higher level of being we must engage ourselves in the field of arts to reach the other half of our self 2. Beliefs about right or wrong i. Aristotle believed good was something that brought you happiness or fulfills your desires. ii. Aristotle also believed if you don’t overly indulge yourself in your desires then it would be considered ethical but if you indulge in excess then it would be unethical 3. Ideals and Virtues i. Temprance:†The Greek philosopher Socrates considered temperance to be almost synonymous with self-mastery. The temperate person, he argued, is the one who exercises control over his or her desires and thereby escapes domination by them. Aristotle took a similar view, holding self-indulgence to be childish. For these philosophers, and for many of the ethicists that followed them, the hallmarks of temperance are moderation and restraint of one’s desires and passions. †(Ruggiero 112) ii. Prudence:† This virtue known also as practical wisdom, consists of choosing one’s behavior judiciously by consulting experience and deliberating thoughtfully about what response is most appropriate. Prudence is the exact opposite of rashness and impulsiveness. †(Ruggiero 111-112) 4. Definition of Good i. Subjective theory of Value: â€Å"How I feel =not a matter of right or wrong; knowledge not needed†(Schaffer 73) ii. Aristotle thought whatever was good was whatever fulfilled your desires or made you happy 5. Obligations i. Obligations of friendship:â€Å"Friendship entails mutual respect and a special interest in the other’s well being. It requires one to rejoice at the other’s success and good fortune and to share the pain of the other’s disappointment and failure. It also requires on to be trust-worthy about confidences, to provide emotional support when it is needed, and to restrain the urge to be critical in small matters. †(Ruggiero 100) ii. Obligations of friendship:â€Å"Citizenship obligates a person to promote the well-being of the country and fellow citizens by respecting and observing the law and respecting the legitimate initiatives of the country’s leaders, even if one disagrees with their political perspective. In a democracy, it also requires participation in the electoral process. When the country is unjustly attacked, it is also a citizen’s responsibility, conscience permitting, to support the country’s response and even, if one is young and healthy enough, to play an active role in the country’s defense. † (Ruggiero 100) 6. Culpability/Consequence i. Consenquence:â€Å"a conclusion derived through logic, something produced by a cause or necessarily following from a set of conditions. † (Merriam Webster Dictionary) B. How Aristotle would approach Child Labor i. Aristotle would approach Child from a subjective theory of value and determine if it was right or wrong depending on the situation. For example if the family of the child is in desperate for money then he would consider it ethical for child to work. But if the child is suffering from the work then Aristotle would then consider it unethical. VI. My ethical system A. Ethical System Including the Influence of Theology 1. Moral Aspect of Awareness i. Incompleteness: â€Å"Comes from a sense of transcendence-we are able t imagine states which we can never quite achieve. We have a desire to have a complete awareness of our incompleteness† (Schaffer 66). ii. Unfinished-â€Å"Seeking the Other half-we have to drive to discover otherness through poetry, literature, movies, etc; profound desire to be in relation/community Philosophical & Religious Understandings-in complete (dream) Aristotle, long for innocence Augustine†(Schaffer 66). 2. 3. Beliefs about right and wrong i. Believe you should do whatever gives you most amount of satisfaction and security. 4. Definition of Good i. Subjective Theory of Value: â€Å"Subjective theory of Value: â€Å"How I feel =not a matter of right or 5. Ideals and Virtues i. i. Justice-â€Å"Evaluation of situations according to their merits, without prejudice, and giving each person his or her due†(Ruggiero 102) ii. tranquility: quality or state of being tranquil;calmness;peacefulness;quiet;serenity iii. Temprance:†The Greek philosopher Socrates considered temperance to be almost synonymous with self-mastery. The temperate person, he argued, is the one who exercises control over his or her desires and thereby escapes domination by them. Aristotle took a similar view, holding self-indulgence to be childish. For these philosophers, and for many of the ethicists that followed them, the hallmarks of temperance are moderation and restraint of one’s desires and passions. †(Ruggiero 112) iv. Prudence:† This virtue known also as practical wisdom, consists of choosing one’s behavior judiciously by consulting experience and deliberating thoughtfully about what response is most appropriate. Prudence is the exact opposite of rashness and impulsiveness. †(Ruggiero 111-112) 6. Obligations i. Obligations of friendship:â€Å"Friendship entails mutual respect and a special interest in the other’s well being. It requires one to rejoice at the other’s success and good fortune and to share the pain of the other’s disappointment and failure. It also requires on to be trust-worthy about confidences, to provide emotional support when it is needed, and to restrain the urge to be critical in small matters. †(Ruggiero 100) ii. Obligations of friendship:â€Å"Citizenship obligates a person to promote the well-being of the country and fellow citizens by respecting and observing the law and respecting the legitimate initiatives of the country’s leaders, even if one disagrees with their political perspective. In a democracy, it also requires participation in the electoral process. When the country is unjustly attacked, it is also a citizen’s responsibility, conscience permitting, to support the country’s response and even, if one is young and healthy enough, to play an active role in the country’s defense. † (Ruggiero 100) 7. Culpability/Consequence ii. i. Consenquence:â€Å"a conclusion derived through logic, something produced by a cause or necessarily following from a set of conditions. † (Merriam Webster Dictionary) 8. Ethical influences i. Parents: My parents have instilled a strong ethical foundation for life. Since I was little kid, they have taught the importance of kindness and honesty. ii. Coaches: I have played sports my entire life and it has been a major influence in shaping my character. Sports have helped keep me disciplined and how to stay cool under pressure, and not letting my emotions control my actions. 9. My tradition i. â€Å"Natural Law-(def) the view that there is an unchanging normative order that is a part of the natural world†(Schaffer 83) ii. â€Å"One way to provide criteria of judgment on major issues, examine natural law (in relation to divine law) and human law to show the way in which they complement each other. † (Schaffer 83) iii. â€Å"Orders of Creation- (def): a hierarchy is given in creation which reveals obligation, responsibility and offer criteria for morality† (Schaffer 84) B. How I would address Child Labor i. I believe child labor is an unethical practice. It puts way too emotional distress and also physical injuries to be justified. The only positive I can see coming from child labor is the money that child would bring in. Conclusion A. Child labor is not as pressing as an issue as it used to be but still practiced around some parts in the world. I believe Bentham and Aristotle would both disapprove of child labor based on their idea that the basic goal in life is too find happiness and satisfy your desires which labor does not serve.

Counterterrorism vs Civil Liberties

The fall of Hussein’s regime marked the dawn of the advocacy towards counterterrorism. The war between the United States and the former Iraqi government had really severed the relationship of the two states (Davis, 2002). The war ended with the US as the victor. Yet the true battle has not been started yet. There are still potential forces that are really capable of destroying the world order again. Osama Bin Laden and his Al Qaeda group are not yet captured. Hence, there are reasons for US not to take its eyes off on the possibility of another outbreak may be it in the Middle East or any place in the globe.What Counterterrorism Is? Counterterrorism pertains to the techniques and strategies that are geared against terrorism (Howard & Sawyer, 2005). Counterterrorism does not limit itself from solely being formed and employed by a particular government. It includes all groups and sectors of the society. It is impossible to make the advocacy towards counterterrorism without needi ng the help of other agencies such the business sector. Certainly, the citizens of the state must be well-informed about the scope and limitations of such campaign so as to get their perspectives regarding it.The campaign for counterterrorism starts with a plan. In the formulation of the plan, various strategies, tactics, and techniques are also developed to respond to terrorist attacks. The plan normally includes â€Å"special forces† and teams that are directly responsible for the implementation of particular strategies against the terrorists (Howard & Sawyer, 2005). In this contemporary period, campaigns for counterterrorism are becoming prevalent not only in the Western regions but also in the Eastern and Southern regions.The United States has started to solicit support form its allied countries to materialize its plan of combating terrorism. US Policy on Counterterrorism As mentioned in the introduction, the great efforts of the US to strengthen its position against terr orism started after the September 11 bombing which put the whole of US in big indignity. The US drafted a national as well as international policy against terrorism. The US Counterterrorism Policy states that it strongly espouses a war against terrorism and all other forms of it.The policy stressed that the US shall vigorously act so as to defeat terrorist attacks against the state and the citizens (Naftali, 2005). According to the policy, the US government including all its major departments and agencies shall put great effort so in order to reduce the vulnerabilities of the US on terrorism (Naftali, 2005). All the departments and agencies mentioned in the policy shall see to it that the counterterrorism campaign of the state is given the highest priority. Such that it shall secure that all of their areas of responsibility are protected from terrorist attacks (Davis, 2002).In addition, the policy states that its implementation shall be appropriately and effectively employed by all US departments and agencies by shouldering all the costs of its implementation as well as developing efficient and useful technologies that can really contribute in countering terrorism (Naftali, 2005). The US Counterterrorism Policy is not only limited in the state’s national territory. In fact, its policy extends even outside US. It requires that countries who house particular terrorist groups shall be able to cooperate with them.It is clearly stated in the policy that the US government will be using all means to get terrorist groups from their host country no matter if the latter agrees or not. And those countries that refuse to do so would be labeled as advocates of terrorism thus they shall be treated as enemies of the state. Such is the scope of the US policy on counterterrorism (Howard & Sawyer, 2005). Counterterrorism vs. Civil Liberties The former or the traditional surveillance in the US has been developed into something that which is superior in terms of its strict implementation. Yet, as we all know, everything that exceeds the normal is evil.In US, people are said to be more secured and protected against any forms of violence particularly by terrorism (Darmer & Baird, 2004). This is due to the fact that the US government gives priority to the enforcement of the anti-terrorism or counterterrorism policy. As consequences, people are confident enough of their safety wherever they are in the globe. However, such strictness in the counterterrorism policy implies the curtailment of certain civil liberties of its citizens. As mentioned earlier, all US departments and agencies have been instructed to do their very best and to prioritize the campaign against terrorism.By doing so, people would not really be able do their thing as how they do it before. This means that they have to sacrifice their some of their freedom (i. e. privacy) just to ensure that the policy on counterterrorism is not being obstructed by anyone or anything (Darmer & Baird, 200 4). This seems to be problematic especially for those advocates of human rights. By implementing the policy, the government has given a direct authority over the citizen’s life so as to secure that there are no threats of terrorism. It may seem beneficial to all because they are being protected by the state.Yet people may also experience severe interference and intervention from the government (Howard & Sawyer, 2005). And these things are not really good for the government inflicts pointless suffering on its citizens. As reported, there are increasing numbers of human rights victims in the US whose grievances are caused by the policy on counterterrorism. Furthermore, it undermines the welfare of the people in the sense that it gives more priority (i. e. higher subsidy for military) to the campaign against terrorism than giving more funds for education, and social and heath services (Darmer & Baird, 2004).References: Darmer, M. K. , & Baird, R. M. (2004). Civil Liberties Vs. N ational Security In A Post 9/11 World . Prometheus Books . Davis, P. K. (2002). Deterrence and Influence in Counterterrorism: A Component in the War on Al Qaeda. RAND Corporation . Howard, R. D. , & Sawyer, R. L. (2005). Terrorism and Counterterrorism: Understanding the New Security Environment, Readings and Interpretations (2nd ed. ). McGraw Hill/Dushkin. Naftali, T. (2005). Blind Spot: The Secret History of American Counterterrorism . Amazon Remainders Account .