Effective team performance Assignment Example | Topics and Well Written Essays - 2750 words

Effective team performance - Assignment Example Team building concepts like Belbin’s Team Roles, Myers-Griggs Group Dynamics, conflict resolution and decision making were experienced as the team progressed through team development stages of forming, norming and stroming as described by Tuckman’s Team Development Model (Tuckman 1965). The team was faced with a number of problems that occurred during its entire developmental process based on Tuckman’s model (Beyerlein and Johnson 2000). Although improved collaboration, effective communication and alignment of individual objectives with team objectives helped to overcome these problems, Kayes (2004) is of the opinion that these could have been prevented at the initial stages of the project. The project presented number of opportunities to the team to remain engaged in number of activities that played significant role in transforming the group into a cohesive and effective team. This report focuses on key stages in the development of a cohesive team and the proble ms and conflicts faced during the process and steps taken to resolve these issues. The report also discusses key theories and concepts of team development and significance of their application in practical life and analyzes the transformation of experiences in reflective learning. Problem and Context In this project, I formed part of a group that was entirely unknown to me and I had no earlier opportunity of working with them in similar circumstances. Due to this situation, I felt anxiety as I was totally confused about the group members, their behavior, said or unsaid protocols for group interaction and team objectives, as mentioned by Myers-Briggs (1998). Tuckman described it typical to the forming stage of the team development (Tuckman 1965). In forming stage, future of team and the team objectives are not much clear. Members try to know each other, exchange personal information and make friends that help them to better respond to pressure situation in future. But as I gained mor e opportunities to interact and know other members, the anxiety transformed into confidence to effectively communicate and participate in the group activities. During the project, many problems like motivation, individual capability, ineffective communication and team dynamics as highlighted by Kayes (2004) surfaced. Team members were not focused on team objectives and were frequently found busy in their social and personal issues at the initial stages of team development. The team members belonged to diverse cultural background that presented a potential source for diversity conflict (Goleman 2002). I believe that like me other group members being almost on the same parity had the similar experiences, as they were also shy and hesitant to communicate among each other at initial stages. Although these problems impeded task completion, team development, cohesion and improving collaboration and coordination among the members but these provided opportunities to respond effectively to a particular situation and progress towards team development (Chaney and Lyden 2000). McManus (2000) stresses that teams are stronger in commitment, cohesion and understanding of objectives than the groups. Therefore, skills like self-awareness, self management, competence, social awareness and relationship management highlighted by Goleman (2002) as Emotional Intelligence played a key role in bonding team together towards common goal. Despite all the

1st Amendment Essay Example | Topics and Well Written Essays - 500 words

1st Amendment - Essay Example Freedom of speech should also be limited whereby one takes away someones rights such as threats and discrimination. Freedom of speech should also be limited for matters of national security whereby information shared should be confidential( Freedom of Expression in the United States, 2013) Yes, freedom of speech can improve society. Freedom of speech allows citizens to freely criticize the government which responds to answer to its actions unlike whereby speech is restricted, unfair criticisms tend to rise and may spread all over the country. Freedom of speech gives the society political right which allows them to resist to oppression, injustice and have free elections. Freedom of speech allows citizens to freely express their minds on vital issues of the society and access information which promotes the free flow of thoughts that preserve democracy and self-actualization for the healthy development of the society. Pure freedom is speech is not beneficial in todays world since unlimited freedom of speech is damaging to the development of the society and the government service to its citizens. In scenarios whereby speech is unlimited, unfair criticisms are made against the state in which case the state cannot respond. This results in poor relations between the state and its citizens and its a step backwards to national development. The modern society often abuses the freedom of speech to hurt and harm others. For example; Television stations, air adult content without putting a warning message and minors end up being exposed to indecent material. They should be limited to airing those programs at later hours. No, allowing people to freely spread hatred, incite violence and ridicule others religions and nations results in a divide and lack of peace between the people, different religions and countries. It also violates the freedom of speech, freedom of expression and the right to

What Do Ethics Have To Do With Research?

What Do Ethics Have To Do With Research? Ethical behavior is defined as a set if moral principles, rules or standards governing a person or profession. Most importantly, principles of ethical conduct includes that the researcher should do no harm, that privacy of and anonymity of participants must be protected, that confidentiality of information must be maintained, that informed consent of participants needs to be obtained including assurance that participation is voluntary, with the chance to withdraw from the proposed research, that inappropriate behavior must be avoided, and that, data must be interpreted honestly without distortion. Lastly, the extent to which participants are to share in data ownership and any benefits from the research must be considered. Although the principles seem straightforward, a series of example were provided that exemplified the difficulty in adhering to the principles, often because situations may have a complex array of conflicting interests. The report presents and identifies range of ethical issues on possible divergence that researchers have to deal with when undertaking or participating in research. Following on, ethical considerations in quantitative and qualitative research the investigator must scrutinize; among others are relevant examples of cases that revolve around unethical issues and the penalty of violation. The role of IRB was discussed, which precedes discussion on how ethical issues in research can be solved the conclusions and final remarks. Chapter 1 Introduction What do ethics have to do with research? Ethical code or moralities are expression of how we should behave as individuals and as a society. They are moral judgments that can be applied to particular situations to help us make decisions and guide our behaviors. Without doubt, they are linked to cultural values at a precise time in our history and are subject to change as attitudes and values evolve. What is well thought out to be insensitive today can be normative, just a half century ago. In doing research there may be a conflict between the speedy conduct of a study and the trouble of doing what is deferential to humans or even animals. While, researchers are focused on knowledge expansion and on the methodology of their projects like personnel and equipment, statistical analysis, selection of subject, research protocols and sample size. At the same time, as essentially accountable persons, they try as much as possible to respect the research environment, which requires attention to the suitable exercise not only of physical resources including funds, but also to animal and human subject matter. Merely whilst the research is of adequate quality to potentially contribute to knowledge can we justify involving participants and making use of other resources? Ethical considerations may help to decide whether the research should be done, and if so, how it should be pursued. Thus, it is vital to be capable, transparent, sincere, and adhere to ethical guidelines in regard to research subjects. Definition of Terms: Research Pearson: (1995-2010 prentice Hall) Research is the systematic process of collecting and analyzing information to increase our understanding of the phenomenon under study. It is the function of the researcher to contribute to the understanding of the phenomenon and to communicate that understanding to others. Ethics: Consider the problem of definition of ethical. Ethics, as a term, is commonly used to refer both to morals beliefs beliefs about what are right and wrong to do and ethical theory (justifications for moral beliefs) (Beauchamp and Bowie, 1997). Obviously, ethical issues can be raised throughout all phases of research, notably problem definition, stating research objectives/ hypotheses, literature review, choice of research design, questionnaire design, data collection procedures, data editing and cleaning, choice of statistical methods, data analysis, conclusions and recommendations, and even referencing. Writers vary widely on ethical issues in research. Often, they oppose on what is and is not morally satisfactory in social research. Debates about research ethics highlights certain tremendous cases of supposed ethical wrongdoing, although in fact the latent for unethical research is much larger. Some cases of unethical research are often associated with particular research methods, s uch as disguised observation and deception in experiments. In as much as ethics apply at every stage of the research, it is very imperative as a researcher to uphold ethics in research as this is what the industry mostly needs: Trust- Decision makers trust researchers to make provision for precise information Confidentiality and professionalism Goodwill- This is applicable to the respondent for their willingness to volunteer their personal information on their awareness, manner and deeds. This paper discusses the significance of ethics in research, considerations the researchers must scrutinize and the penalty of violation. Research must be carried out in a safe and ethical approach. The paper will look into range of ethical issues (procedural ethics, practices and cases of ethical violation) in the next session. Chapter 2 Ethical issues in research Ethics is an essential part of any research project. One may assume ethics is just another stage of research, one that is tackled with filing out a standardized set of forms submitted to an ethics committee. (e.g. IRB) may not lend itself to effectively assessing ethical issues. Ethics has become a cornerstone for conducting effective and meaningful research. As such, the ethical behavior of individual researchers is under unprecedented scrutiny (Best Kahn, 2006; Field Behrman, 2004; Trimble Fisher, 2006). In todays society, any concerns regarding ethical practices will negatively influence attitudes about science, and the abuses committed by a few are often the ones that receive widespread publicity (Mauthner, Birch, Jessop, Miller, 2003). Clearly, researchers have liabilities to their line of work, patrons, and respondent and are obliged to high ethical standards to make certain that both the purpose and the information are not brought into ill repute. As a branch of philosophy it deals with the dynamic of decision making concerning what is right and wrong. Scientific research works, as all human activities, is overseen by individual, community and social values. Research ethics engage requirements on daily work, the protection of dignity of subjects and information in the research that is being made known. In recent years ethical thoughtfulness have come to forefront, however, as a Doctoral candidate embarking on a research project, participating in research, we must cope with value systems that are very fundamental in the course of the study. The societal value, which is about the human rights, and the values about the scientific query. (Clarke, 1991) points out that the values may clash with value subjects, communities, and societies and create tensions and dilemmas. Ethics as a discipline deals with the broader value system of our society that encompasses the consensual agreement on what is right and wrong. This set of values is much broader than that which is legislatively defined as legal and illegal. These principles are the essential underpinning that helps to maintain civil and tranquil acceptance and agreement within society. The scientific community needs to address and resolve ethical problems not only because of their natural un-acceptableness to scientific research, but also to avoid the corrosive effect these problems eventually will have, if not resolved, on our society mores. We need to be deeply involved in the ethical dialogue to at least maintain, and if possible, raise the barrier of unethical behavior in science. A climate of silence with regard to these problems will undoubtedly result in lowering ethical barriers, to the determinant of our society. In this paper, the most significant ethical issues will be addressed. This stu dy will also attempt to highlight the possible divergence that researchers have to deal with when undertaking or participating in research. Ethical issues that affect research conduct Whether a researcher is a psychologist, education or anthropologist, the primary responsibilities is to help protect participants and aim should be clear: to consent ought to be obtain, protecting the participants from harm, and privacy should be ensured. Though, there is one area of responsibilities that is often less clear for both the researcher and the participant, which is intentional deception. These areas are covered in more detail below. Informed Consent: This involves the procedure by which an individual may opt whether or not to be involved in the proposed study by the investigator. The task of the researcher is to make certain that participants have a complete of the purpose and methods to be used in the study, the risk involved, and the demands placed upon them as a participants (Best Khan,2006; Jones Kottler, 2006).) The participant must also understand that he or she has the right to withdraw from the study at any time. The two forms of consent are direct and substitute. Direct consent is the most preferred because agreement is obtained directly from the person to be involved in the study. Substitute consent, or third-party consent, is given by someone other than the person to be involved in the study. Substitute consent may be obtained when it is determined that the person does not have the capacity to make the decision or is dependent on others for his or her welfare, such as children under the age of 18 or people with cognitive or emotional disabilities (Nagy, 2005a; Roberts, Geppert, Coverdale, Louie, Edenharder, 2005). Both direct and substitute consent must meet the requirements for informed consent. Harm: Psychologists must take reasonable steps to avoid harming their clients/ patients, students, supervisees, research participants, organizational clients, and others with whom they work, and to minimize harm where it is foreseeable and unavoidable. (American Psychological Association, 2002, p. 6) When psychologists become aware that research procedures have harmed a participant, they take reasonable steps to minimize the harm. (American Psychological Association, 2002, p. 12) The most basic concern in all research is that no individual is harmed by serving as a participant, as suggested above by the APA and AERA codes of ethics. In the context of research ethics, harm may be broadly defined to include extreme physical pain or death, but also involves such factors as psychological stress, personal embarrassment or humiliation, or myriad influences that may adversely affect the participants in a significant way. Certain types of investigations present potential harm to participants . Research that involves physically dangerous treatment may present real possibilities for harm if the treatment is inflicted on the participants. Unfortunately, there are examples of investigations in which ethical principles were violated in an extreme fashion (see Young, 2005). Other areas of research are specifically intended to examine the effects of psychological or emotional stress. Such research represents tremendously difficult circumstances, especially when the procedures involve actual infliction of stress. There is always the possibility that a subject may become seriously ill (e.g., have a stroke or heart attack) as a result of the stress. In addition, the possibility exists that the stress itself may be harmful to participants from a psychological standpoint. People who are institutionalized or incarcerated, such as prisoners, person with severe disabilities, or people with serious mental illness, may agree to participate in a study either because they should to be abl e to show evidence of good behavior or to gain approval of supervisors. Unfortunately, some troubling examples of ethical violations have occurred with the studies involving these individuals (Field Behrman, 2004; Moser et al., 2004). Highly vulnerable populations should not be taken advantage of in the name of science. Researchers investigating topics involving these individuals must exercise extreme care. Very young children, the elderly, or people with disabilities may be easily convinced that most activities are important, are of little harm, and should be engaged in for the benefit of society (Drew Hardman, 2007; Quadagno, 2005). Privacy: Researchers should know that this is the point at which the objective of study and the right to privacy may come into conflict. Frequently, research of this nature is aimed at obtaining information concerning attitudes, beliefs, opinion and behavior. Thus, pursuing the goals of science, while guarding against unnecessary invasion of participants privacy, present complex issues. As with other ethical thoughtfulness, privacy has become more and more valued right. Seeking privacy is an act of isolation or confidentiality removed from public view or knowledge. According to Hill (2005) identifies three imperative elements to confidentiality in research with participants. These are Public confidentiality- not identifying research participants in study reports, presentations and so forth: Social network confidentiality- not passing on information to family members, friends or other known to the participants, and lastly, third party breach of privacy- where a group or household members reveals something personal about another. (Hill, 2005, p. 75). Privacy considerations in research include both the need to have a safe, private physical location in which the research is conducted, and making sure that participants privacy through anonymity and confidentiality. For example, both these privacy aspects are high lightened in a UK study with lesbian and gay participations that were vulnerable, due to stigmatized identities (Valentine et al., 2001). However, this study, it is vital to have a safe research space in which participants could speak in pr ivate and liberally, and to protect their anonymity and confidentiality so that they were not identifiable. Deception: This occurs when the researcher provides misleading or withholding information from participants about the project. Deception is permissible when the benefits outweigh the costs. This happens when the investigators present their research as something other than what it is. Dishonesty should be minimized and when necessary, the degree and effects must be mitigated as much as possible. However to highlight more on this issue, deception refers to either an omission or a commission on the part of the researcher in terms of interactions with participants. An omission deception could mean that investigator does not fully inform participants about important aspect of the study. Other information or part of it is usually withheld. Commission is a situation in which the researcher lets out false information about the investigation, either to some extent or entirely. More so, the participants may not be aware of the ongoing study, but only to be informed about a section of it. Secondly, they are aware of their involvement in the study, which is out of the ordinary, giving them misleading information regarding the proposed study or activity. Apparently, in this situation the researcher is misrepresenting the study. Regardless of the precise nature of deception, it has become a very prominent issue for investigators concerned with the ethics of conducting research.As we move through the first decade of the 21st century, deception is receiving widespread attention in educational and social science research with increasing concerns regarding its use on the Internet (Keller Lee, 2003; Lichtenberg, Heresco-Levy, Nitzan, 2004; Mishara Weisstub, 2005; Nagy, 2005c; Pittenger, 2003). The next chapter will discuss ethic al considerations in the context of quantitative and qualitative research, how the rationale is to inform researchers as to the ethical issues that possibly will be specific to a given research approach. Ethical considerations in Quantitative and Qualitative research Conceptually, the ethical considerations for both quantitative and qualitative research are the same safety and protection of human rights These are mainly achieved by using the process of informed consent The utilization of informed consent is problematic in quantitative research, but practically impossible in qualitative methodologies in which the direction that the research takes is largely unknown (Ramos 1989) Munhall (1988) argues that informed consent can be achieved in qualitative research by re-negotiation when in expected events occur, but one can argue in turn that this places greater responsibility on the researchers, as well as requiring them to possess a high level of skill, especially in negotiation. Ethics and quantitative research This involves studies of which data that are analyzed are in form of numbers. In this kind of approach, behaviors are counted, accurate answers or miscalculations are counted, and other kinds of measures are documented in terms of quantity. This type of research involves experimental and non experimental research. Ethical issues in experimental research focus on individual protection that receives an intervention. For example, an intervention may involve training participants in group communication where a great deal of self disclosure is required. This is a technique where people are instigated to talk about their feelings, attitudes, and experiences, of which this may be quite personal. In addition to the problems related to participants who receive an experimental treatment, there are also difficult ethical issues involving those who are in a placebo or control group. Such would be the case where one group of students in a high school receives a newly developed science program (ex perimental treatment) that appears to be very effective, and a second group receives the science program that was used for many years with limited effectiveness (control group). One ethical perspective is that the researcher has the responsibility to provide the new treatment to all participants. However, some researchers may have a very different view. This opposing perspective is often called the natural state argument. This argument contends that the untreated participants are not being denied a benefit they already have; they are merely being left in their natural state. In the example above, the high school students in the control group continued to receive the science program that had been used in the school for many years. Clearly, neither of the above positions is acceptable for all research (Field Behrman, 2004; Gross, 2005; Roberts et al., 2005). Ethical issues also exist in conducting no experimental research where an investigator does not impose or manipulate conditions. Although ethics in no experimental designs (e.g., survey research) are often less complex or harmful than experimental studies, it is important for investigators to be aware of basic principles for protecting the participants, including full disclosure and consent. For example, in survey research, each respondent should be fully informed as to the purpose of the study, participant demographics (e.g., teachers, college students, and the general public), confidentiality of responses, how the results are intended to be used, and who will have access to the data. Bacon and Olsen (2005) also indicate that survey researchers have the ethical responsibility of not wasting a respondents time and to only collect data that has utility (real use). Schenk and Williamson (2005), in discussing the ethical responsibilities involved in conducting no experimental research on children, suggest if the information gathering activity will not directly benefit the children involved or their community, do not proceed (p. 17). Ethics and qualitative research This kind of approach involves recorded data in narrative descriptions, not numbers. A researcher makes use of qualitative methods to observe and describe conditions rather than control them. An essential ethical principle for qualitative researchers is this: Do not interfere with the natural setting under the study. More to the point is the fact that participant and non participant observations are vital components of qualitative research and are used extensively in the fields of education, sociology and anthropology. However, each presents unique ethical issues in regards to consent, privacy and deception (Brinkmann Kvale, 2005; Haverkamp, 2005). Informed consent is necessary but can be problematic when relying on observations in a qualitative research study. Although potential harm from treatment is not generally a threat, there are other ethical concerns. Clearly, there is a substantial threat to privacy. A revelation of observed conversations and behaviors could cause harm to p articipants in their families, communities, or place of employment. In addition, the actual research participants, who have given consent, may not be the only people observed. In natural settings, people move in and out of interactions and settings for many reasons (Creswell, 2005; Denzin Lincoln, 2005). To conclude, from the discussion quantitative and qualitative methods are dissimilar; one approach is not superior to the other, both have recognized strengths and weaknesses and are used preferably in combination. Recognizing the tension between researchers about quantitative and qualitative research, and attempting to comprehend it, may serve to create relevant and distinctive modes of enquiries. Cases that revolves around unethical issues As more and more organizations, industries realize the importance of ethics in research; they take initiatives to apply them at every stage of their investigation. Some examples of cases are been looked into below: Case 1: Two infamous studies of obedience to authority The ethical principle of beneficence refers to the Hippocratic be of benefit, do not harm. Beauchamp and Childress, puts forward that the principle of beneficence includes the professional mandate to do effective and significant research so as to better serve and promote the welfare of our constituents. According to the studies Milgrams (1963) electric shock experiments and Haney, Banks, and Zimbardos (1973) prison studies were perceived as villainous, and to further investigate the issues, the experiment conduction was not in accordance with the principles as expected, and more to the point is the fact that, provision for precise intention was not known by the participants. The complex ethical issues raised in this studies relates to the potential harm that was incurred by partakers. Ford and Reutter, (1990) points out that beneficence relates to the benefit of the study, while non malificence relates to the potential risk of participation. Non malificence requires a high level of s ensitivity from the researcher about what constitutes harm. While Burns and Grove (2001) discomfort and harm can be physiological, emotional, social and economic in nature. As a researcher you do not want to do anything that would cause physical or emotional harm to your subjects this could be something as uncomplicated as being cautious how responsive or tricky questions are worded during the experimentation. As stated in the studies, there was no consideration of all possible consequences of test and or balance of the risk with proportionate benefit. Conversely, to justify these benefits there is need for a precise safeguard and guidelines to protect the interest of the subject involved in the experiment conduction. Case 2: A covert study of unofficial rewards Researchers involved in research have to consider many ethical problems relating to the issues of informed consent. In addition, they must ascertain that the participants have comprehended fully their right to withdraw at any time. According to the study, Daltons (1959), one of the key ethical issues is the concerns of lack of informed consent, as participants were in no position to be able to judge whether or not to become involved in the research, as they were only vaguely aware of the nature of researchers interest. Consent, can however, be a major ethical issue for researchers, they need to provide full explanation at the end of their data collection, even if they cant disclose to the participants, the true research objectives. Although the strategy of the researcher was to help protect their anonymity. Apparently, the respondent had volunteer to give out there personal information since they trusted the researcher in other words he should protect their dignity and privacy as wel l. Researchers are expected to obtain informed consent from all those who are directly involved in research or in the vicinity of research. This principle adheres to a larger issue of respect to the participants so that they are not coerced into participation and have access to relevant information prior to the consent. Case 3: Studying health-seeking behavior When embarking on a research, one should be sure that they are not taking advantage of easy to access of individuals. Sound ethical suggests that it is the duty of researchers to preserve, protect privacy, dignity, well being and freedom of the participants. Meaning to say potential participants are entitled to know the purpose of and nature of the proposed research so as to choose whether or not to be involved. According to the case, a team of social scientist are concerned about the improvement of womens health, of which they wants to learn why women do not return to hospital for the results of Papanicolaou (Pap) tests. The aim of the research is to find out how to improve services to these women. As pointed out in the case, social scientists were granted permission to conduct their investigation, and were also provided with records of patience in the hospital with names and addresses so as to enable them visit the patients in their homes. The ethical issues been violated, is the c oncerns of lack of informed voluntary consent, invasion of privacy and confidentiality. This principle adheres to a larger issue of respect to the respondents assuring that confidentiality of information shared and anonymity wont be revealed. The subjects were to be informed of the proposed research involving them; thereby they can express their views and opinion, knowing that the information is going to be utilized in a confidential manner. It is not justifiable to grant permission to the investigator to use the records of the potential patients without their consent as a matter of fact I will say confidentiality was breached in this situation, of which it wasnt inappropriate that the they paid the patients visit at their residence without their permission.(Adapted from material developed by the UNDP/ UNFPA/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction, Bangkok Thailand, 2004.) Case 4: Invasion of privacy in visual research Whether a researcher is a psychologist, educator, or anthropologist, the primary responsibilities to participants are clear: obtain consent, protect from harm, and ensure privacy. However, there is one area of responsibility that is often less clear for both the researcher and the participants: intentional deception. They may have a combination of these and other characteristics that render them unable to exercise free will and make decisions. For such individuals, the question then becomes one of who can give consent on their behalf and what should be considered in the process. There is a need to constantly be vigilant in these situations. Gall 1996, states that all researchers have good intentions, but if they are not careful, their studies can place individuals in situation that involves risk. The issue in the case revolves around anonymity and confidentially of which this is potentially more problematic due to the recognizability of what is involved in the proposed research. Part icipant feel positively about been involved in any test or experiment, it is because of the fact that it will serve as a useful purpose. Some actually enjoy been the subject and are quick at giving their opinion, while others strongly resent or even mistrust aim of the research. This is as a result of the fact that most participant fear if sophisticated techniques to probe their deepest feeling and utilizing this knowledge might be used against them. In as much as legal issue is more complex, specifically the one pertaining to copyright ownership, researchers are supposed to take measures to protect dignity and privacy for their employment not to be in jeopardy. Researcher should carefully weigh the gains achieved against the cost in human dignity. There should be a provision of full and accurate explanation to participants at the conclusion of study, including counseling, if appropriate. An example is when a researcher pretends to be who they are not in order to carry out their intention. On the other hand, this method can result into a severe invasion of privacy and the researchers obtain information they would prob ably never have known. Case 5: An example of an ethical fieldwork dilemma Robbins and Trabichet (2009) defined a dilemma as a situation where one has to choose between two options but does not know which side to take because both seem legitimate (p.52). Complexity and uncertainty are other distinguishing characteristics of an ethical dilemma, Ethical dilemmas are dilemmas because the right course of action is not always clearly visible (Liddell, Cooper, Healy, Stewart., 2010, p14). Kitchener (1984) described an ethical dilemma as a situation where there are good, but contradictory ethical reasons to take conflicting and incompatible courses of actions (p. 43). In the case of Holliday (1995: 17-18) the issues of ethical dilemma faced was that the participant was technically coerced in committing industrial espionage. This involves such unethical and or illegal behavior so as to help disclose operational secrets or even production formulas. This is not intentional but due to the crisis pressuring the company owner, he was looking for a means of helping his business succeed. Each companys culture is different, but some stress profits and results above all else. In the ongoing situation within the company setting, the company owner has turned a blind eye to ethical breaches since the participant has no choice other than to execute the proposed intent offered, giving the firms mentality of the end justifies the means. Conclusively for the cases, ethical issues, conflicting values and ambiguity in making of decision, are persistently emerging from literature review on research. Due to lack of simplicity in ethical standards researchers must endeavor to develop an awareness of this issues and an effectual framework to deal with these problem involving human rights. This is very obligatory in order to come into terms with the issues of the researchers value relative to the rights of individual versus the interest society. As long as there are professional codes, laws, regulations, and ethics committees can make provisions for guidance but the final determinant of how research is conducted, rest with the researchers value system and moral code. Chapter 3 Discussion on how ethical issues in research can be solved As researchers or students, you are bounded by the code of conducts and ethical standards imposed by college or university. In as much as there is an establishment with Institutional Review boards (IRBs), their job is to make certain that, research involving human subjects must be reviewed, approved and monitored. This is a design made for critical oversight. As pointed out by Bi

Censorship Of The Internet And The Tyranny Of Our Government :: essays research papers fc

Censorship of the Internet and the Tyranny of Our Government "To curtail free expression strikes twice at intellectual freedom, for whoever deprives another of the right to state unpopular views also deprives others of the right to listen to those views," said Oliver Wendell Holmes, Jr(Censorship and the U.S. Government 1). I completely agree with Mr. Holmes, and when the question of censoring the Internet arises, I cringe. Governing the Internet dominates many debates, censorship leading the fight. The Internet is the largest and most accessible form of mass media available today. It allows anyone with a few simple tools to consume, and produce, information and ideas to hundreds of people at a practically non-existent cost. Numerous factors indicate censorship of this force is not possible, and not the government's place. It should be left up to the users to decide what is broadcast. Most importantly, censorship of the Internet impairs the expression of ideas and infringes against the First Amendment of the Constitution. First of all, censoring the Internet as a whole is not possible, so why even try? Cyberspace is the most decentralized form of communication today making policing the Internet a virtually futile task. Unlike television or radio, the Internet consists of thousands of individual computers and networks, with thousands of speakers, information providers and information users, and no centralized distribution point (ACLU vs. Reno Brief 1). No guards watch to see who goes where and if that place is appropriate. The Internet has grown to be a global network. Just because one country deems something inappropriate does not mean that another will comply with the decision and follow the ruling. If posting pictures of bestiality was banned in China, for example, someone in Switzerland could post those pictures and the Chinese would have access to every single bit of data. Another example, this being completely factual, occurred in Ontario concerning the Karla Homolka/Paul Bernado trial. The courts decided that in order not to influence the jurors outside of the courtroom that a gag order would be put on media coverage of the trial. Conventional media complied, but an Internet site appeared. This was in turn shut down by the police, but still another appeared (Censorship and the Internet 1). There exists today no way of effectively tracking and determining from where a bulletin was posted, especially with the automatic dialing and encryption technology available. Thus even trying to censor the Internet as a whole would be only an exercise in futility. Although pornography and potentially destructive material exist on the Internet, not all potentially offensive material shows violent sex acts with

Galileo Galilei: Man of Science Essay

Galileo Galilei was an Italian scientist born on February 15, 1564. He lived in a time when people perceived the earth as the center of the universe and when people interpreted the scriptures literally. He originally pursued the field of medicine, but later gained an inclination towards mathematics. He worked to develop the scientific method and to explain the world in mathematical terms. Today, his inventions and discoveries contributed to the establishment of the scientific world’s foundation. Galileo Galilei: Man of Science Galileo Galilei is one of the most revolutionary figures in history who transcended both religious and scientific conventions. The expanse of his accomplishments cover physics, astronomy, and mathematics, all to which his contributions have resulted in significant advances. He lived in a time when truth was persecuted and religion dictates facts of society. But he refused to remain in stagnation and to accept without question. His works reflected both genius and ingenuity, as his life mirrored the depths that human intelligence can reach. Being a highly celebrated scientist, Galileo has proven himself a man who would always exercise the freedom to think, discover, and create. Life and Writings An Italian scientist born on the 15th of February 1564 in the city of Pisa, Galileo Galilei lived in a time when Europeans have only recently discovered the Americas. He was born towards the end of the Renaissance period. His birth was three days prior Michael Angelo’s death, 72 years after the discovery of the Americas, 43 years before the landing of the Mayflower, and two months before the birth of Shakespeare (Fermi and Bernardini, 1961, p. 11). Galileo, as he is more popularly called, was the son of Vincenzo Galilei and Giulia Ammannati. Although originally from Pisa, Italy and lived there for 10 years, Galileo moved to Florence, his Father’s birthplace, to join his family. He was then sent to the Camaldolese Monastery at Vallombrosa in order to be educated by the Benedictine monks. This religious order became attractive to the young Galileo, as he incorporated the monastic life with solitude and hermitage. He entered the order and became a noviciate, but his religious life was put to a halt as he faced a strong opposition from his father. Vincenzo Galilei had already intended that his eldest child would practice medicine (O’Connor and Robertson, 2002). Galileo pursued his medical degree at the University of Pisa, as he was urged by his father. But being a physician was never appealing for Galileo, and he only took interests on course subjects concerning mathematics and natural philosophy. This diverted his attention from medicine to his destined field, mathematics and natural sciences. In 1589 at the University of Pisa, he became the chair of mathematics. However, after the death of his father, which compelled him to search for more lucrative means to support his family, Galileo took the position of professor of mathematics at the University of Padua in 1592. Until 1610, he taught geometry, mechanics, and astronomy in this university. This period was very important as Galileo made outstanding discoveries during this time in both pure and applied sciences. He argued against the Aristotelian doctrines on the universe and even believed that Kepler’s Supernova of 1604 occurred far from the Earth. He already silently believed in the Copernican claim of heliocentrism (O’Connor and Robertson, 2002). Galileo had three children with Marina Gamba. But he fathered his son and two daughters out of wedlock. The children’s illegitimate status made Galileo decide that his daughters are not suited for marriage and therefore must enter a religious order. They became nuns of the convent of San Matteo Arceteri where they forever remained. His son, on the other hand, later gained a legitimate status and was able to later marry (Life, 2000). Due to his support for the heliocentric theory of Nicolaus Copernicus, Galileo faced the Inquisition of the Catholic Church in 1633. The leaders of the Roman Catholic religion convicted Galileo with the crime of heresy. As part of his punishment, the church ordered that he withdraw his support for Copernicus publicly. He was also given the sentence of life imprisonment, but only served house arrest due to his advanced age. By his age of 72, Galileo suffered from blindness due to cataracts and glaucoma. And in 1642, Galileo Galilei died at Arcetri. This was the very same birth year of another physicist, Isaac Newton (Chew, 1996). One of the most interesting characteristics of his writings is that they are all, except for one, written in the Italian language instead of Latin. Although Italian was his native tongue, the more conventional medium of scientific writing was Latin. Two of his most renowned works are entitled â€Å"Dialogue Concerning the Two Chief World Systems, Ptolemaic and Copernican† and â€Å"Dialogues Concerning Two New Sciences† (Kolatkar, 2001, p. 3). He presented these works in a considerably dramatic and lively manner. Here, he told of the story of a conversation among three characters, Simplicio (representation of Aristotle), Salviati (representation of Galileo), and Sagredo (intelligent layperson). His greatest scientific contributions were contained in these literatures. These highly influenced the â€Å"modern scientific thought – ‘its method of enquiry’ and ‘its criterion of truth† (Kolatkar, 2001, p. 3). He was the responsible for the current scientific method that scientists are employing, and which would last for generations to come. His other famous writings include â€Å"The Little Balance,† â€Å"The Starry Messenger,† â€Å"Letters on Sunspots,† â€Å"Letter to Grand Duchess Christina,† â€Å" Discoros Delle Comete,† and â€Å"The Assayer† (Chew, 1996). Contributions in Astronomy, Physics, Mathematics, and Technology Given the title of â€Å"Father of Modern Science† (Finocchiaro, 1989, p. 1), Galileo Galilei has highly contributed to the advancement of science especially in the field of astronomy, physics, and mathematics. He developed the scientific method, which is very instrumental in the methodology employed by many of the scientists after him. This scientific method allowed scientists to conduct experimentations that are quantitative as opposed to qualitative, repeatable, and unbiased (Finocchiaro, 1989, p. 1). In the field of physics, Galileo notably took interest on falling bodies. At the top of the Leaning Tower of Pisa, Galileo dropped a cannonball and a feather. Through this simple experiment, he discovered that the falling objects had the same acceleration despite their differences in mass. He found that the speed is dependent on air resistance and not on the object’s mass, which is now one of the most well known laws of physics (PBS, 2002, p. 1). Galileo’s mathematical inclinations led him to developing a certain method in solving problems. He reduced these problems into ordinary lay terms and adapted them into a common-sense logic level. He used this in formulating analyses and in resolving the problems into simplified mathematical terms. This proved to be successful as he was able to describe and experiment on motion, which eventually helped Isaac Newton in mathematically describing his Law of Inertia (Chew, 1996). Galileo is also known for his technological contributions. Galileo was naturally observant and very curious with his surroundings. He enjoyed exploring and experimenting on mechanical objects. This interest led him to invent a simply designed thermometer, a geometric military compass, and a modified telescope. It is with the latter invention that Galileo was able to explore the celestial bodies. Galileo observed the moon’s surface and found that it has great similarities with the Earth. He also made the very interesting astronomical observation on Jupiter and its four moons and on Venus and its different phases. Using his self constructed telescope, Galileo viewed distant planets and stars, their behaviour and their surfaces. Still in contribution to the field of Astronomy, Galileo described and illustrated the altering pattern of the Sun’s spots. His proposed explanation for this phenomenon is that these changes in the sunspots’ pattern were due to the rotation of the sun. Of all Galileo’s scientific theories, his most controversial was his support for the Copernican opposition against the classic Aristotelian doctrines. The ancient Greeks’ belief of geocentrism and geostasis were taught in all universities and other academic institutions at his time. But Galileo opposed these views as he believed in the Copernican geokinetic and heliocentric theories. This is a highly controversial stand for Galileo as it led to his encounter with the church, which eventually sentenced him to life imprisonment (Finocchiaro, 1989, p. 7). After being sentenced into life imprisonment, Galileo served his punishment under house arrest until his death. But this did not prevent him from continuing his scientific experiments. When he returned to his studies in physics, particularly motion, he analyzed falling bodies, projectiles, inclined planes, and other important areas that are considered as the foundations of modern physics (PBS, 2002, p. 1). The Inquisition As one of the most popular and accomplished scientists in his time, Galileo was not only under the scrutiny of the public but most essentially by the church. It was however unfortunate that the Father of Modern Science did not escape the fury of religious officials against his beliefs. He greatly suffered from his encounters with the Roman Catholic religion, and paid until the rest of his life (Wudka, 1998). At the University of Pisa, Galileo taught astronomy with the required curriculum. He was compelled to teach the geocentric and geostatic theories that scholars of his time accepted. But due to his exposure to a novel theory by Nicolaus Copernicus when he taught at the University of Padua, he became convinced that the earth and the other planets revolve around sun. This is otherwise known as the heliocentric theory that is currently accepted as a scientific fact. His support for Copernicus meant that he was against the doctrines taught by the Roman Catholic Church. In 1633, he faced the historically renowned â€Å"Inquisition† (Chew, 1996). It was in 1611 that Galileo first experienced religious encounters for his Copernican beliefs. Four years prior the inquisition, the Dominican friar named Niccolo Lorini had criticized his views and even filed a complaint against him. In his defence, Galileo argued to the officials in Vatican and to the Grand Duchess Christina that he be given liberty to inquire and defend his ideas in Rome. By the year 1616, scholars proclaimed that heliocentrism is both philosophically absurd and theologically erroneous. Those who advocated this theory were considered heretics. He was ordered by Pope Paul V to refrain from defending the Copernican view and to discuss his beliefs neither in speech nor in writing (Wudka, 1998). The Roman Catholic Church was already experiencing oppositions from different sectors of the society. It was facing battles against armies of Protestants and therefore needed to establish and to demonstrate enough strength against their enemies. With his authority at stake, then church’s leader Pope Urban VIII accused Galileo of mockery against him. This placed the renowned scientist before an inquisition which later convicted him guilty of heresy. He was 69 years old during the incident, and therefore was very physically vulnerable. The church threatened him of serious torture if he did not withdraw his support for Copernicus. Therefore, he recanted his theory and was sentenced into life imprisonment, but instead placed under house arrest. He died serving his sentence and it was not until 1992 that the church apologized for its maltreatment towards this man of science (Life, 2000). Legacy Three hundred years after the inquisition, the church recanted its verdict against the men of science that they persecuted. Galileo Galilei, together with Copernicus and other men, was absolved of the crimes they were accused of. But more than his sufferings from the hands of the church, Galileo has left his legacy in the world of science. He would forever be remembered for his contributions in the laws of physics and his astronomical findings. And most of all, his improvement of the microscope would always be regarded as a revolutionary tool in advancing our knowledge of the universe. Generations after ours would never cease to know his name, as it epitomizes both genius and greatness. Galileo Galilei has carved his niche and would forever be remembered as a man who shaped the modern world of science (Hughes and Shaw, 1999). â€Å"I do not feel obliged to believe that the same god who has endowed us with sense, reason and intellect has intended us to forgo their use. † -Galileo Galilei References Chew, R. (1996). Galileo Galilei. Retrieved January 31, 2008 from http://www. lucidcafe. com/library/96feb/galileo. html. Finocchiaro, M. A. (1989). The Galileo Affair: A Documentary. Los Angeles: University of California Press. Hughes, E. And Shaw, L. (1999). Galileo’s Legacy. Retrieved January 31, 2008 from http://www. cogs. susx. ac. uk/users/desw/galileo/life/legacy. html. Kolatkar, M. (2001). Galileo Galilei: Father of Modern Science. Journal of Science Education, 6:3. Retrieved January 31, 2008 from www. iisc. ernet. in/academy/resonance/Aug2001/pdf/Aug2001p3-5. pdf Life (2000). Galileo Sees the Moons of Jupiter and the Earth Moves. Retrieved January 31, 2008 from http://www. life. com/Life/millennium/events/05. html. O’Connor, J. J. , and Robertson, E. F. (2002). Galileo Galilei. Retrieved January 31, 2008 from http://www-history. mcs. st-andrews. ac. uk/Biographies/Galileo. html. PBS (2002). Who Was Galileo Galiei? Retrieved January 31, 2008 from www. pbs. org/wgbh/nova/galileo/media/lrk_handout. pdf. Wudka, J. (1998). Galileo and the Inquisition. Retrieved January 31, 2008 from http://phyun5. ucr. edu/~wudka/Physics7/Notes_www/node52. html.

A Reflection of Faith Essay

A Reflection of Faith As I reflect upon my faith journey, I realize that like so many other â€Å"cradle Catholics,† I had become complacent. I was raised in a predominantly Catholic nation, by an Anglican mother and Catholic father. After being dutifully baptized into the church, I was set upon my path as any ‘good Catholic† should. Even though I attended Catholic girls’ school, my early days of catechesis consisted of Mass and Sunday school more as a ritual than an integral part of living my faith. I performed the rites of First Holy Communion and confession with no real understanding of my commitment and responsibilities. Confirmation was a spiritual fiasco, from which I almost did not recover. My parents did their best to provide a religious foundation for my siblings and me. In retrospect, they were probably ill-equipped to do so. My higher education and pursuit of my vocation have sometimes made it difficult for me to accept and conform to some simple dogmas of the church. I hold many strong personal views on many issues and have had considerable challenges applying the dogma to my personal life. I have always believed that God has a purpose for us all; my purpose was rather hazy until about seven or eight years ago. The illness and death of my mother at age 56, was a tremendous catalyst in my faith journey. I realized that in my vocational quest, I was not following Christ’s plan, moreover, I was trying to fit Christ into my plans. Consequently, my fervent observation of the Holy Days, abstinence form meat of Fridays in the early days, and unending serviced to my parish in the form of Eucharistic minister, Sacristan, and Catechist, were spiritually void. Once I truly succumbed to Christ and sought His path, my commitment to discipleship was fortified. When God provided me the privilege to serve at St. John, He facilitated a means for me to further enhance my own faith, and to impact that of students on a daily basis. This quote from 1 Timothy 4:12 â€Å"Let no one look down on your youthfulness, but rather in speech, conduct, love, faith and purity, show yourself an example of those who believe;† allowed me to embrace my vocation and truly see its gifts. I am called to live out my vocation in the classroom and positively communicate the doctrines of our faith. This, as well as additional Catechesis has taken my understanding of the â€Å"universal† church to new levels. I love each and every one of my students for his or her uniqueness and ability to motivate me to be the best example of Christ that I am able. I no longer focus on my personal flaws or on the â€Å"flaws† I once perceived in the dogma; but on each minor success I gain in the Christian values of my students. Now that my role in Catholic education has come full circle, I feel very blessed to be part of such a rich tradition of faith and discipleship. I passionately believe in my purpose as a Catechist and I know that God will continue to strengthen me as I continue to walk His path.