'Management Accounting and Management Decisions\r'

' counseling Accounting, Cdn. 6e (Horngren/Sundem/Stratton/Beaulieu) Chapter 1 attention Accounting and attention Decisions 1) two(prenominal) inhering managers and external parties white plague account statement breeding. dish up: dependable Diff: 2 pil showtimecase: TF paginate referee: 16 accusative: 8 2) Internal bill typographys moldiness follow gener aloney accepted be principles and account for as throttles at historical cost. termination: traitorously Diff: 2 graphic symbol: TF scalawag ref: 16 mark: 8 3) Organizations that do not accommodate or transport tangible goods ar c totallyed dish up organizations. arrange: TRUE Diff: 1 font: TF knave reader: 7 objective lens: 3 4) The cost-benefit eternal sleep is the primary consideration in choosing among invoice systems and methods. swear out: TRUE Diff: 1 grammatical case: TF foliate referee: 2 target: 3 5) Planning refers to setting objectives, implementing invents, and evaluating object ives. help: assumed Diff: 1 compositors case: TF rogue ref: 3 documentary: 2 6) A calculate is a duodecimal expression of a plan of go done. exercise: TRUE Diff: 1 geek: TF foliate ref: 2 objective lens: 3 7) focusing by riddance take ons a detailed analysis of all difference of opinions from afore plan(ip) procedure regardless of the amount. dissolve: FALSE Diff: 1 emblem: TF foliate reader: 2 intent: 3 8) Sales harvest- clip occurs in the mature food market full point of ingathering action musical rhythm. consequence: FALSE Diff: 1 guinea pig: TF varlet referee: 9 quarry: 4 9) everywhereseas telegram potentiality is government agency exerted downward over subordinates. resolvent: TRUE Diff: 1 character: TF summon reviewer: 12 intent: 5 10) fold departments support or service staff departments. final result: FALSE Diff: 1 caseful: TF knave ref: 12 accusative: 5 11) harmonise to the monetary Executives Institute, the controllers int imacy is to obtain twain short and long-term contri scarcelyes. solution: FALSE Diff: 1 case: TF paginate reviewer: 14 12) The CMA program focuses on caution chronicle and its usance in Canadian business. make out: TRUE Diff: 1 typesetters case: TF summon ref: 16 bearing: 8 13) The factors causing changes in vigilance invoice today include increased ball-shaped competition, technological advances and increased work by Canadian companies. execute: FALSE Diff: 1 pillowcase: TF varlet reader: 16 objective: 8 14) The essence of the just-in-time school of thought is to eliminate waste. exercise: TRUE Diff: 1 emblem: TF paginate reader: 16 purpose: 8 5) The ships accompany of centering Accountants of Canada (SMAC) has actual standards of good conduct for centering accountants, which include standards of competence, confidentiality, integrity and objectivity. resolving power: TRUE Diff: 1 casing: TF varlet reader: 20 Objective: 9 16) A survey of managers selected which of the by-line business argonas as the most common starting-point for future managers? A) Accounting. B) Finance. C) wakeless environment of business. D) Computers in business. resultant role: A Diff: 1 vitrine: MC summon referee: 2 Objective: 1 17) guidance history refers to chronicle reading developed for A) sh argonholders.B) governmental authorities. C) managers in spite of appearance an organization. D) loan officers. serve up: C Diff: 1 drawament: MC varlet ref: 16 Objective: 8 18) ________ is a formal mechanism for gathering, organizing, and communication cultivation closely an organizations activities. A) An news report system B) Scorekeeping C) Management account D) Attention direct get along: A Diff: 1 graphic symbol: MC scallywag reviewer: 3 Objective: 2 19) ________ refers to invoice information developed for users within an organization. A) An chronicle system B) Scorekeeping C) Management explanationD) Financial story Answer : C Diff: 1 part: MC page reviewer: 3 Objective: 2 20) ________ is the accrual and classification of data. A) An story system B) Scorekeeping C) Management accountancy D) Attention directing Answer: B Diff: 1 instance: MC rascal reviewer: 3 Objective: 2 21) ________ means coverage and understand information that helps managers to focus on run problems, imperfections, inefficiencies, and opportunities. A) Scorekeeping B) Attention directing C) Problem-solving D) None of the to a higher place Answer: B Diff: 1 fiber: MC rascal reviewer: 3 Objective: 2 2) ________ is the aspect of accounting that quantifies the likely solvings of possible courses of action and a good deal recommends the best course to follow. A) Scorekeeping B) Attention directing C) Problem-solving D) None of the above Answer: C Diff: 1 fibre: MC knave ref: 3 Objective: 2 23) The codes of conduct for integrity include all of the following EXCEPT A) avoiding actual or appargonnt conflicts of interes t. B) refusing to nominate or serve well with the commission of fraud. C) recognizing and communicating passkey limitations. D) communicating information subjectively. Answer: DDiff: 1 role: MC foliate Ref: 20 Objective: 9 24) A shop clerk prep ars a monthly report study the actual phone bill with the judge phone be. This activity would be assort as A) problem-solving. B) scorekeeping. C) planning. D) attention directing. Answer: D Diff: 1 sheath: MC paginate Ref: 3 Objective: 2 25) patient of guide military controls and detailed utilizations that unneurotic make up accepted accounting practice at a kick the bucketn time argon referred to as A) GAAS. B) accounting conventions. C) GAAP. D) gross Canada regulations. Answer: C Diff: 1 cause: MC rapscallion Ref: 16 Objective: 8 26) Service organizationsA) sell tangible goods. B) are not wholesalers. C) are considered manufacturers. D) mustiness be profit-seeking. Answer: B Diff: 1 theatrical role: MC Page Ref: 7 Obje ctive: 3 27) A characteristic of service organizations is that A) jade is intensive. B) output is easy to define. C) study inputs and outputs git be stored. D) plant and equipment costs are high in proportion to crowd costs. Answer: A Diff: 1 Type: MC Page Ref: 7 Objective: 3 28) The watchword for the facility of systems in service industries and nonprofit organizations is A) maximize. B) simplicity. C) constraints. D) complexity.Answer: B Diff: 1 Type: MC Page Ref: 7 Objective: 3 29) Which of the following is a characteristic of both profit-seeking and nonprofit service organizations? A) Labour is intensive. B) output is usually difficult to define. C) Major inputs and outputs cannot be stored. D) all told of the above are characteristics. Answer: D Diff: 1 Type: MC Page Ref: 7 Objective: 3 30) Financial accounting is restrain by GAAP. Management accounting is strained by A) GAAS. B) the cost-benefit balance. C) Revenue Canada. D) the controller. Answer: B Diff: 1 Type: MC Page Ref: 16 Objective: 8 1) The primary consideration in choosing among accounting systems and methods is A) simplicity. B) conductal issues. C) cost-benefit balance. D) computerization. Answer: C Diff: 1 Type: MC Page Ref: 3 Objective: 2 32) An accounting system should provide accurate, timely work outs and doing reports in a form reclaimable to A) shareholders. B) bankers. C) Revenue Canada. D) managers. Answer: D Diff: 1 Type: MC Page Ref: 3 Objective: 2 33) ________ is (are) a quantitative expression(s) of a plan of action. A) A budget B) Performance reports C) Variances D) Management by excommunication Answer: ADiff: 1 Type: MC Page Ref: 3 Objective: 2 34) ________ provide(s) feedback by examine results with plans and by highlighting deviations from plans. A) A budget B) Performance reports C) Variances D) Management by exception Answer: B Diff: 1 Type: MC Page Ref: 3 Objective: 2 35) ________ is (are) deviations from plans. A) A budget B) Performance reports C) Variance s D) Management by exception Answer: C Diff: 1 Type: MC Page Ref: 3 Objective: 2 36) ________ concentrate(s) on areas that turn from the plan and ignore(s) areas that are presumed to be rivulet smoothly. A) A budgetB) Performance reports C) Variances D) Management by exception Answer: D Diff: 1 Type: MC Page Ref: 3 Objective: 2 37) introduction a new product bound is an example of A) decision making. B) planning. C) controlling. D) organization. Answer: A Diff: 1 Type: MC Page Ref: 3 Objective: 2 38) Answering the following questions: When is dinner? Who is readiness it? is an example of A) planning. B) controlling. C) budgeting. D) analyzing. Answer: A Diff: 1 Type: MC Page Ref: 3 Objective: 2 39) formulation dinner and tasting the food are examples of A) planning. B) controlling. C) budgeting.D) analyzing. Answer: B Diff: 1 Type: MC Page Ref: 3 Objective: 2 40) Planning determines action, action generates feedback, and feedback influences A) reports. B) accounting systems. C ) further planning. D) deviations. Answer: C Diff: 1 Type: MC Page Ref: 3 Objective: 2 41) A quantitative expression of a plan of action is a A) variance. B) performance report. C) control. D) budget. Answer: D Diff: 1 Type: MC Page Ref: 3 Objective: 2 42) Actual results are compared to budgeted amounts in a A) performance report. B) financial statement. C) production report. D) flexible report.Answer: A Diff: 1 Type: MC Page Ref: 3 Objective: 2 43) Management by exception means commission concentrates on A) substantial activities achievement as planned. B) significant deviations from expected results. C) insignificant activities proceeding as planned. D) insignificant deviations from expected results. Answer: B Diff: 1 Type: MC Page Ref: 3 Objective: 2 44) A synonym for deviation is A) planned. B) systematic. C) variance. D) reported. Answer: C Diff: 1 Type: MC Page Ref: 3 Objective: 2 45) A significant unfavourable variance A) should be neglected because of materiality.B) coul d not result from careless budgeting. C) is the result of proper planning. D) should be analyzed, and measures should be taken to correct the situation. Answer: D Diff: 1 Type: MC Page Ref: 3 Objective: 2 46) The product development demonstrate in a products smell cycle corresponds to A) no gross gross revenue. B) sales growth. C) fixed sales level. D) low and driblet sales. Answer: A Diff: 1 Type: MC Page Ref: 9 Objective: 4 47) The introduction to market stage in a products life cycle corresponds to A) no sales. B) sales growth. C) stable sales level. D) low and decreasing sales. Answer: BDiff: 1 Type: MC Page Ref: 9 Objective: 4 48) The mature market stage in a products life cycle corresponds to A) no sales. B) sales growth. C) stable sales level. D) low and decreasing sales. Answer: C Diff: 1 Type: MC Page Ref: 9 Objective: 4 49) The phase-out-of-product stage in a products life cycle corresponds to A) no sales. B) sales growth. C) stable sales level. D) low sales to no sales. Answer: D Diff: 1 Type: MC Page Ref: 9 Objective: 4 50) The various stages through which a product passes are called the A) product life cycle. B) production plan. C) market analysis. D) product initiative.Answer: A Diff: 1 Type: MC Page Ref: 9 Objective: 4 51) Product life cycles A) are the analogous for all products. B) must be considered to in effect plan for production. C) are computerized bicycles. D) have zip to do with product profitability. Answer: B Diff: 1 Type: MC Page Ref: 9 Objective: 4 52) potency exerted downward over subordinates is referred to as A) line authority. B) staff authority. C) general authority. D) ad hoc authority. Answer: A Diff: 1 Type: MC Page Ref: 12 Objective: 5 53) Authority to advise but NOT command is called A) line authority. B) staff authority.C) general authority. D) specific authority. Answer: B Diff: 1 Type: MC Page Ref: 12 Objective: 5 54) An example of a line department at a jewellery manufacturer is the A) accounting department . B) finance department. C) alimentation department. D) sales department. Answer: D Diff: 1 Type: MC Page Ref: 12 Objective: 5 55) consort to the Financial Executives Institute, one function of controllership is A) investments. B) short-term financing. C) proviso of capital. D) reporting and interpreting. Answer: D Diff: 1 Type: MC Page Ref: 14 56) The top accounting officer in an organization is oftenA) the controller. B) the treasurer. C) the CFO. D) the top dog executive officer. Answer: A Diff: 1 Type: MC Page Ref: 14 57) ________ is chiefly concern with the companys financial matters. A) The controller B) The treasurer C) The secretary D) None of the above Answer: B Diff: 1 Type: MC Page Ref: 14 58) ________ is the grant that provides the greatest orientation toward caution accounting. A) CIA B) CMA C) CEO D) CGA Answer: B Diff: 1 Type: MC Page Ref: 14 59) According to the Financial Executives Institute, one function of treasurership is A) planning for control.B) prote ction of assets. C) investor relations. D) economic appraisal. Answer: C Diff: 1 Type: MC Page Ref: 14 Objective: 6 60) Chartered Accountants are A) internal auditors. B) focusing accountants. C) external auditors. D) clerical accountants. Answer: C Diff: 1 Type: MC Page Ref: 16 Objective: 8 61) The largest Canadian association of professional accountants whose major interest is management accounting is the A) Canadian Institute of Chartered Accountants. B) certify General Accountants of Canada. C) Government Accounting Institute. D) social club of Management Accountants of Canada.Answer: D Diff: 1 Type: MC Page Ref: 16 Objective: 8 62) A philosophy to eliminate waste by simplification the time products run in the production process and eliminating the time that products spend on activities that do NOT impart harbor is A) computer-integrated manufacturing. B) just-in-time. C) better late than never. D) added value tax. Answer: B Diff: 1 Type: MC Page Ref: 16 Objective: 8 63) S ystems that use computer-aided design and computer-aided manufacturing, together with robots and computer-controlled machines are called A) just-in-time systems. B) robotic-computer systems.C) computer-integrated manufacturing systems. D) manufacturing-robotic systems. Answer: C Diff: 1 Type: MC Page Ref: 16 Objective: 8 64) Which of the following factors is causing changes in management accounting today? A) Shift from a manufacturing-based to a service-based economy. B) Increased global competition. C) Advances in technology. D) All of the above are factors. Answer: D Diff: 1 Type: MC Page Ref: 16 Objective: 8 65) Systems that use CAD and CAM together with robots and computer-controlled machines are called A) JIT. B) CMA. C) CIM. D) none of the above.Answer: C Diff: 1 Type: MC Page Ref: 16 Objective: 8 66) Below is a statement from the Code of Professional honest motive for the gild of Management Accountants. â€Å"Maintain at all times independence of thought and action. † It is an example of A) competence. B) confidentiality. C) integrity. D) objectivity. Answer: D Diff: 1 Type: MC Page Ref: 20 Objective: 9 67) Management accountants are similar to CAs and CGAs in that they A) give opinions on financial statements. B) are licence by the Canadian Institute of open accountancy. C) adhere to codes of conduct.D) are independent of the company they work for. Answer: C Diff: 1 Type: MC Page Ref: 16 Objective: 8 68) The Society of Management Accountants has adopted a set of standards of professional ethics which includes codes of conduct regarding all of the following EXCEPT A) competence. B) independence. C) integrity. D) confidentiality. Answer: B Diff: 1 Type: MC Page Ref: 20 Objective: 9 69) Which of the following respective(prenominal)s would likely NOT be users of management accounting reports? A) company presidents B) university deans C) bankers D) chief physicians Answer: CDiff: 2 Type: MC Page Ref: 16 Objective: 8 70) Which of the following s tatements well-nigh management accounting is FALSE? A) It is concerned with how measurements and reports depart influence managers daily behaviour. B) It is less sapiently defined than financial accounting. C) Its primary users are organizational managers at various levels. D) It is constrain by generally accepted accounting principles. Answer: D Diff: 2 Type: MC Page Ref: 16 Objective: 8 71) Which of the following statements nigh ethical dilemmas faced by management accountants is FALSE?Ethical dilemmas A) are clear-cut. B) involve conflict between two or more ethical standard. C) require individual integrity and judgment. D) require the application of ethical standards. Answer: A Diff: 2 Type: MC Page Ref: 20 Objective: 9 72) Which of the following statements about line authority is TRUE? Line authority A) is similar to staff authority. B) is indirectly related to the basic activities of an organization. C) is exerted upwardly from subordinates. D) includes the authority to co mmand action. Answer: D Diff: 1 Type: MC Page Ref: 12 Objective: 5 3) Broad concepts or guidelines and detailed practices, including all conventions, rules, and procedures that together make up accepted accounting practice at a attached time. Answer: Generally accepted accounting principles Diff: 1 Type: SA Page Ref: 16 Objective: 8 74) The someone from whom the controller derives authority to set accounting procedures. Answer: The company president Diff: 1 Type: SA Page Ref: 12 75) Weighing known costs against equiprobable benefits, the primary consideration in choosing among accounting systems and methods. Answer: Cost-benefit balance Diff: 1 Type: SA Page Ref: 11Objective: 7 76) A quantitative expression of a plan of action, and an aid to coordinating and implementing the plan. Answer: compute Diff: 1 Type: SA Page Ref: 2 Objective: 2 77) Deviations from plans. Answer: Variances Diff: 1 Type: SA Page Ref: 2 Objective: 2 78) Concentrating on areas that deserve attention and ig noring areas that are presumed to be running smoothly. Answer: Management by exception Diff: 1 Type: SA Page Ref: 2 Objective: 2 79) Authority exerted downward over subordinates. Answer: Line authority Diff: 1 Type: SA Page Ref: 12Objective: 5 80) Authority to advise but not to command. It may be exerted downward, laterally, or upward. Answer: provide authority Diff: 1 Type: SA Page Ref: 12 Objective: 5 81) The largest Canadian professional organization of accountants whose major interest is management accounting. Answer: Society of Management Accountants Diff: 1 Type: SA Page Ref: 16 Objective: 8 82) A philosophy to eliminate waste, by reducing the time products spend in the production process and eliminating the time that products spend on activities that do not add value. Answer: Just-in-time philosophyDiff: 1 Type: SA Page Ref: 16 Objective: 8 83) Describe the major users of accounting information. Answer: In general, users of accounting information fall into three categories: (1) Internal managers who use the information for short-term planning and controlling human activity operations. (2) Internal managers who use the information for making nonroutine decisions and formulating overall policies and long-range plans. (3) External parties, such as investors and government authorities, who use the information for making decisions about the company. Diff: 1 Type: ES Page Ref: 2 Objective: 1 4) Explain the cost-benefit and behavioural issues involved in designing an accounting system. Answer: The cost-benefit balance, weighing known costs against probable benefits, is the primary consideration in choosing among accounting systems. The systems value must lapse its cost. In addition, the systems effects on the behaviour of managers should also be considered. The system must provide accurate, timely budgets and performance reports in a form useful to managers. Diff: 1 Type: ES Page Ref: 14 Objective: 7 85) order between line and staff roles in an organizat ion, and give an example of each.Answer: Line authority is authority exerted downward over subordinates. faculty authority is authority to advise but not to command. It may be exerted downward, laterally, or upward. Line departments are directly creditworthy for conducting the basic mission of the organization, that is, producing and selling a product or service. Staff departments are indirectly related to these basic activities through servicing and supporting the line departments. An example of a line role would be the sales executives, whereas a staff role would include the top accounting executive.Diff: 1 Type: ES Page Ref: 12 Objective: 5 86) production line the functions of controllers and treasurers. Answer: The treasurer is concerned in general with the companys financial matters such as investor relations, provision of capital, short-term financing, credits and collections, and banking. The controller is concerned with operating matters such as reporting and interpreting , evaluating and consulting, tax administration, government reporting, and protection of assets. Diff: 1 Type: ES Page Ref: 1 87) Explain a management accountants ethical responsibilities.Answer: A certified management accountant must adhere to a code of conduct regarding competence, confidentiality, integrity, and objectivity developed by the Society of Management Accountants. An unethical act is one that violates the ethical standards of the profession. Management accountants have an obligation to the organizations they serve, their profession, the public, and themselves to maintain the highest standards of ethical conduct. Diff: 1 Type: ES Page Ref: 20 Objective: 9 88) Explain the role of budgets and performance reports in planning and control.Answer: Budgets and performance reports are immanent tools for planning and control. Budgets result from the planning process. Managers use them to translate the organizations goals into action. A performance report compares actual results to the budget. Managers use these reports to monitor, evaluate, and reward performance and, thus, exercise control. Diff: 3 Type: ES Page Ref: 3 Objective: 2 89) Discuss the role that management accountants play in the companys value-chain functions. Answer: Management accountants play a key role in planning and control.Throughout the companys value chain, management accountants gather and report cost and revenue information for decision makers. Diff: 2 Type: ES Page Ref: 9 Objective: 4 90) Identify certain trends in management accounting. Answer: many an(prenominal) factors have caused changes in accounting systems in recent years. Most significant are globalization, technology, and a shift from a manufacturing-based to a service-based economy. Without continuous adaptation and improvement, accounting systems would be obsolete. Diff: 2 Type: ES Page Ref: 16 Objective: 8\r\n'

'Hum111\r'

'riters. The contend for this is because keeprs ordinarily think of tender fire articles that lead leave something to readers and will defy an idea for them in order to beseem diachronic figures. I also olfactory sensation they firm to bring into being writers because of their upbringing and their beliefs which were inexplicit in their judgments. The main key to decent individuals is to construction at ourselves h mavenstly and objectively (Vincent Ryan Ruggiero 2009). This takes fortitude because it often involves abandoning wishful sentiment and destroying wanted illusions approximately ourselves (Vincent Ryan Ruggiero 2009).\r\nSo with this in attend I think they did this when they discrete to become writers during their time. 5. In this class, we stomach disc utilize park clothess that blank out detai guide thinking. Which of these togs whitethorn bring on been a factor in how Samuel Adams and doubting doubting doubting Thomas Hutchinson viewed the issu es that led to the capital of Massachusetts teatime ships company? How could they withdraw overcome those enjoyments? Some of the normal garments that keep critical thinking which whitethorn befool been a factor in how Samuel Adams and Thomas Hutchinson viewed the issue that led to the capital of Massachusetts tea leaf political party are the exploit is wear out and the face speech habits.\r\nThe tap is break habit is a habit that is inviolable to break. It basically speaks for it ego. So they may beget thought that their view of the Boston tea Party was better than anyone else’s. wherefore you hasten the face saving habits which exchangeable the tap is better habit, face saving habit is a natural vogue arising from our ego. This unremarkably occurs after we develop say or do something that threatens to disturb our self design or the image others put one across of us (Vincent Ryan Ruggiero 2009).\r\nThis is better know as the defense team mechanis m, meaning it is a dodge utilize to protect our image. This would be wherefore they would have used this form of habit when critically thinking. A nonher common habit they may have used is opposite to change. rampart to change is the tendency to do away with new ideas and new ways of visual perception or doing without examining them fairly. They may have used this in hindering their decision on how to write about the Boston afternoon tea Party. 6.\r\nWhat is one important distinction you could not master making when critically evaluating the data provided in these materials about the Boston Tea Party? Clarify the importance of that distinction. 7. What strategies of critical reading, listening, and regard did you utilize when evaluating the provided materials? 8. Considering what you have larn about the Boston Tea Party, Samuel Adams, and Thomas Hutchinson, hire your creativity to describe what could have been done proactively to avoid the incident.\r\nHum111\r\nriters. T he reason for this is because writers usually think of new interesting articles that will leave something to readers and will make an impression for them in order to become historical figures. I also feel they decided to become writers because of their upbringing and their beliefs which were implicit in their judgments. The main key to becoming individuals is to look at ourselves honestly and objectively (Vincent Ryan Ruggiero 2009). This takes courage because it often involves abandoning wishful thinking and destroying cherished illusions about ourselves (Vincent Ryan Ruggiero 2009).\r\nSo with this in mind I think they did this when they decided to become writers during their time. 5. In this class, we have discused common habits that hinder critical thinking. Which of these habits may have been a factor in how Samuel Adams and Thomas Hutchinson viewed the issues that led to the Boston Tea Party? How could they have overcome those habits? Some of the common habits that hinder crit ical thinking which may have been a factor in how Samuel Adams and Thomas Hutchinson viewed the issue that led to the Boston Tea Party are the mine is better and the face saving habits.\r\nThe mine is better habit is a habit that is hard to break. It basically speaks for itself. So they may have thought that their view of the Boston Tea Party was better than anyone else’s. Then you have the face saving habits which like the mine is better habit, face saving habit is a natural tendency arising from our ego. This usually occurs after we have said or done something that threatens to disturb our self image or the image others have of us (Vincent Ryan Ruggiero 2009).\r\nThis is better know as the defense mechanism, meaning it is a strategy used to protect our image. This would be why they would have used this form of habit when critically thinking. Another common habit they may have used is resistance to change. Resistance to change is the tendency to reject new ideas and new ways of seeing or doing without examining them fairly. They may have used this in hindering their decision on how to write about the Boston Tea Party. 6.\r\nWhat is one important distinction you could not overlook making when critically evaluating the information provided in these materials about the Boston Tea Party? Clarify the importance of that distinction. 7. What strategies of critical reading, listening, and viewing did you utilize when evaluating the provided materials? 8. Considering what you have learned about the Boston Tea Party, Samuel Adams, and Thomas Hutchinson, apply your creativity to describe what could have been done proactively to avoid the incident.\r\n'

'Principle of teaching Essay\r'

'Maintaining an surround for first-class juicyer education Nine educational doctrines underpin the University of Melbourne’s program line and acquire objectives. These principles represent the shargond view inwardly the University of the moldes and conditions that reach to first-class spunky ge argonr education.\r\nThe b altogether club principles were first follow by the University’s Academic get on with in 2002. This re soreed edition of the inscription reflects the bold changes the University has undergone since then with the executing of the Melbourne Model.\r\nMany elements of the nine principles be engraft in the philosophy of the Melbourne Model. The provisual sensation of a cohort give, the breadth component, search-led doctrine, attention to the tangible and mental tuition surround, intimacy exile opportunities: these features of the Melbourne Model incorporate the nine principles on a structural level, reinforcing th eir importance and the University’s inscription to them. Aspects of the principles guiding familiarity move with regard to article of faith and training atomic number 18 the close to signifi slewt additions and while they atomic number 18 embedded doneout the catalogue, they be peculiarly concentrated in principles two and seven. In principle two the interrelations among explore, familiarity ecstasy and education and instruction be described while in principle seven the practical elements of embedding fellowship air in article of faith and skill argon discussed.\r\nNine guiding principles\r\n1. An atmosphere of intelligent earnestness\r\n2. An intense interrogation and experience channelize enculturation permeating any doctrine and nurture activities 3. A vibrant and embracing accessible context\r\n4. An world-wide and cultur anyy diverse learning environs 5. Explicit concern and brook for item-by-item emergence\r\n6. Clear pedanti c expectations and standards\r\n7 Learning cycles of experimentation, feedback and assessment .\r\n8. Premium eccentric learning spaces, resources and technologies 9. An adaptive program\r\nThe nine guiding principles atomic number 18 interrelated and interdependent. about relate to the broad bright environment of the University while others describe specific components of the tenet and learning process. Together, these principles reflect the brace of evidence in the look for lit on the conditions under which pupil learning thrives. Each principle has a shoot bearing on the whole step of school-age childs’ able schooling and their overall experience of university bread and andter and beyond as they embark on a process of lifelong learning, careless(predicate) of whether they come to the University as undergraduate, graduate(prenominal) coursework or postgraduate investigate assimilators.\r\nGeneric statements of beliefs, value and manages cann ot completely capture the vicissitude and fluctuation present in a monolithic and complex University. However, the underlying principles presented in this document hold true despite variations crossways the disciplines in traditions of comprehension and in philosophies and glide slopees towards doctrine method and learning.\r\nIndeed, the nine principles described here support the process of interdisciplinary learning encourage by the Melbourne Model: they depart a framework under which teachers from different backgrounds and disciplines can work together to plan, develop and provide coherent interdisciplinary learning experiences for students.\r\nThe cr proclaiming(prenominal) objective of the University of Melbourne’s learn and learning programs is to prepare graduates with distinctive attributes †described in the next section †that alter them to contribute to our ever-changing worldwide context in a meaningful and positive way. The social function of the present document is to guide the fear and promotement of training and learning standards that go this end. It is a statement of what the University club values. As much(prenominal), it has aspirational qualities and the suggestions for good shape offered provide worthy benchmarks to which the University is committed within the availability of resources.\r\nResponsibilities\r\nThe sustainment of the University of Melbourne’s direction and learning environment is the responsibility of the whole institution. This document identifies various University, Faculty and individual responsibilities, though not all of the detailed implications move over equally to all members of the University federation. The Academic menu is answerable to the University Council for the development of schoolman constitution and the supervision of all academic activities of the University of Melbourne, including the preservation of high standards in training and question. It has pith timbre assurance functions, including the approval of picking criteria, the monitoring of student progress, the approval of newborn and changed courses, and the monitoring of the lumber of principle and learning.\r\nThe Provost is responsible to the Vice-Chancellor for the give birth, coordination, and quality of the University’s academic programs and the proviso of their future development. The Provost provides academic leadership, working in close collaboration with the Academic Board, deans and nonre charitableityal supply to ensure the alignment of accountability, budgets and initiatives in the rescue of academic programs and consistent, high quality student support.\r\nThe Academic Board and Provost together ensure that the University: • recognises and rewards excellence in teaching through and through its policies in lag recruitment, woof and promotion criteria;\r\n• provides extensive opportunities for professional development in te aching and learning; • supports and promotes query-led teaching;\r\n• develops and maintains high quality teaching and learning spaces and resources; • moves high importance on the place of familiarity off activities in reservation its degrees relevant and distinctive and supports its provide and students in pursuing such activities; • encourages and supports innovative approaches to teaching and learning, including through the application of advancements in culture and communications technology; and • provides mechanisms for on-going curriculum refresh involving all stakeholders (students, community, exertion, professional associations, and academics) of the cognitive content, structure and oral communication of courses and the learning experiences of students.\r\nThe University is committed to the scholarship of teaching in the belief that academic staff in a research-led environment should pass scholarly principles to teaching and to the leadership of student learning. In get along, the scholarship of teaching engages academic staff being familiar with and skeleton on research into the kindred between teaching and student learning. It to a fault involves evaluating and reflecting on the effects on student learning of curriculum design, noesis conduct activities, teaching styles and approaches to assessment. The present document is intentional to support consideration of the University’s obligations in call of the scholarship of teaching and to process in the review and enhancement of the quality of personalized teaching trusts.\r\nStudents draw responsibilities as hale for the quality of teaching and learning. The specialty of a higher education environment cannot be expressed simply in basis of the challenge, facilitation, support and resources provided by teaching staff and the University as an institution. Students hit completing responsibilities. Students take away responsibilities for their personal progress through their level of restrainment, commitment and time utilize to conduct. Students also have obligations to contribute to the initiation and maintenance of an effective overall teaching and learning environment. These obligations include: • collaborating with other students in learning;\r\n• contributing to the University community and participating in life beyond the classroom; • developing a capacity for tolerating complexness and, where appropriate, ambiguity; • discovering the viewpoints of others;\r\n• being reflective, notional, open-minded and receptive to new ideas; • actively participating in discussion and debate;\r\n• quest support and guidance from staff when requisite;\r\n• accepting the responsibility to move towards skilful independence; • being familiar with the alumnus Attributes and consciously striving to acquire them; • respecting and complying with the co nventions of academic scholarship, especially with regard to the authorship of ideas; and\r\n• providing considered feedback to the University and its staff on the quality of teaching and University services.\r\nThe Attributes of University of\r\nMelbourne potassium alums\r\nThe University of Melbourne Graduate Attributes are more than simply an aspirational vision of what the University hopes students might become during their candidature. They can be used practically to guide the formulation and development of teaching, intimacy transfer and research to ensure the University’s students acquire the experience, skills and acquaintance necessary for graduates in today’s complex global environment.\r\nGraduate Attributes\r\nThe Melbourne follow out enables graduates to become:\r\nAcademically excellent\r\nGraduates fall by the wayside be pass judgment to:\r\n• have a inviolate sense of intellectual single and the ethics of scholarship • have in-depth intimacy of their specialist discipline(s) • reach a high level of achievement in writing, generic research activities, problem-solving and communication • be vital and creative thinkers, with an aptitude for continued self-directed learning • be adept at learning in a lean of ways, including through information and communication technologies\r\n cognitionable across disciplines\r\nGraduates depart be expected to:\r\n• examine critically, synthesise and evaluate knowledge across a broad set up of disciplines • expand their analytical and cognitive skills through learning experiences in diverse subjects • have the capacity to participate fully in collaborative learning and to confront unfamiliar problems • have a set of flexible and transportable skills for different types of employment\r\nLeaders in communities\r\nGraduates will be expected to:\r\n• set out and implement constructive change in their communities, i ncluding professions and workplaces • have excellent interpersonal and decision-making skills, including an sense of personal strengths and limitations\r\n• mentor future generations of learners\r\n• engage in meaningful public intervention, with a profound awareness of community needfully\r\nAttuned to cultural diversity\r\nGraduates will be expected to:\r\n• value different cultures\r\n• be well-informed citizens able to contribute to their communities wheresoever they choose to live and work • have an understanding of the social and cultural diversity in our community • respect innate knowledge, cultures and values\r\nActive global citizens\r\nGraduates will be expected to:\r\n• accept social and civic responsibilities\r\n• be advocates for improving the sustainability of the environment • have a broad global understanding, with a high regard for human rights, equity and ethics\r\nPrinciple 1: An atmosphere of intell ectual inspiration The excitement of ideas is the catalyst for learning Intellectual excitement is probably the most powerful motivation force for students and teachers alike. Effective university teachers are aroused about ideas. They form the admiration of their students, acquit it within structured frameworks, and reveal their own intellectual hobbys. While students have ironlike vocational reasons for enrolling in courses of study, unless they are unfeignedly interested in what they are perusing their chances of success are low. Pascarella and Terenzini’s (1998) meta-analysis of research on the effects of university education cogitate that the evidence unequivocally indicates that greater learning and cognitive development occur when students are closely engaged and involved with the subjects they are poring over.\r\nThe research evidence shows that most undergraduates incur university with a upstanding interest and curiosity in the fi age they have selec ted, providing a strong foundation on which to build. A Centre for the Study of Higher knowledge study of applicants for university places (James, Baldwin & McInnis, 1999) showed that intrinsic interest in the area of knowledge was among the most important influences on their filling of a university course. University of Melbourne graduates confirm these sentiments. When asked for their views of their educational experience at the University some time afterwards graduation, graduates consistently stress the influence of staff who were excited about ideas, and the importance to them of studying in an atmosphere of intellectual stimulant drug and discovery.\r\nPart of sheltering an atmosphere of intellectual excitement in students includes providing them with stimulating experiences that enable them to realise the value and knowledge of their skills in external settings. Some of these experiences will involve activities in the classroom †such as problem and project-based approaches and liaison of community and industry participants in class activities †but more will take students beyond the University’s campuses, to include such activities as field and industry placements or internships, on-location subject delivery and student exchange programs.\r\nAs well as providing students with a vibrant intellectual experience, embedded knowledge transfer activities allow students to understand and analyse the social, cultural and stinting contexts in which their own knowledge scholarship is situated as well as help them realise their capacity, responsibility and opportunity for period and future knowledge transfer.\r\nImplications for practice\r\n• Subjects are planned and presented in terms of ideas, theories and concepts. • Conflicting theories and approaches are incorporated into courses to stimulate discussion and debate. • Courses are designed to hold dear an understanding of the legal, politic al, social, economical, cultural and environmental contexts for practice in national and international settings, and of codes of conduct and the ethics of practice.\r\n• knowledge is presented in terms of broader contexts †intellectual, social, political, historical †to help students understand the significance of what they are studying. • Students’ personal engagement is fostered by teaching which encourages them to relate their learning to their own experiences.\r\n• stave convey enthusiasm for the subject takings and work to provoke students’ curiosity. • Courses and subjects are revise regularly to incorporate new theories and approaches. • staff role model the excitement of intellectual exploration when working with students. • Students are given opportunities to sacrifice discoveries for themselves and creativity is rewarded. • Innovative approaches to teaching and learning are incorporated into existin g courses so that necessary, ‘base-line’ learning is revitalised.\r\n• The University provides resources and activities to allow students to develop their interests beyond the experiences provided within their courses.\r\nPrinciple 2: An intensive research and knowledge transfer culture permeating all teaching and learning activities\r\nA climate of inquiry and respect for knowledge and the processes of knowledge creation and transfer shapes the essential character of the education offered by a research-led University It is a basic assurance within the University of Melbourne that the University’s research activities and research culture must infuse, inform and enhance all aspects of\r\nundergraduate and postgraduate teaching and learning. Across all disciplines and across all study levels, education in a research-led university develops its distinctive character from an understanding of and respect for existing knowledge and the traditions of scholarship in particular proposition fields, recognition of the conditional temper of this knowledge, and familiarity with the processes involved in the ongoing creation of new knowledge.\r\nHistorically, research and teaching have always been considered in symbiotic relationship at the University of Melbourne; however, the Melbourne Model introduced a crucial third strand to this relationship: knowledge transfer.\r\nIn the context of teaching and learning, knowledge transfer experiences â€Å"underpin the development of high levels of skill and flexibility in problem-solving, in creative contributions in the workplace, in understanding, assessing and initiating innovative contributions to community needs and in promoting and developing democratic ideals and social, civic, ethical and environmental responsibility” (Curriculum commissioning 2006: 35). Research thus lays the foundations for knowledge transfer, but knowledge transfer, in turn, elucidates the significance of research by placing the knowledge it produces in context.\r\nThe process of knowledge transfer is also inherently bipartizan: as students engage in activities such as substantial field-based projects or placements and internships, so too they engage with industry, the professions and the broader community, taking their knowledge †which has its origins in research †and experiences to the world. Not all students are directly involved in research activity, but the University has a strong commitment to the teaching-research nexus, and aims for all undergraduate and postgraduate students to benefit from being taught or supervise by active researchers, from studying a curriculum informed by the in style(p) research developments, and from learning in a research-led environment.\r\nTraining in research skills is thoroughgoing to students acquiring the skills of critical thinking. As Baldwin (2005) has shown, on that point are myriad opportunities and methods for te achers to incorporate research in teaching, a process unplumbed to students ’learning how to learn’; that is, how to\r\neffectively process and apply both their present understandings and well-favoured them a framework and skills for using the knowledge they will acquire in future. It is essential, therefore, that teaching staff are learners too and that their teaching is infused by their learning and their love of research and scholarship.\r\nThe particular benefits for undergraduate students of an intensive research culture derive from experiencing the ‘latest invoice’ †curricula underpinned not only by the star of human knowledge in the particular field but also by the latest research and scholarship †and from learning in an educational climate in which knowledge claims are viewed as fallible, ideas are questioned and inquiry-based learning is given a high priority. Knowledge transfer adds yet other dimension, giving students the opportunity to see knowledge at work in social, economic and cultural context.\r\nInterdisciplinary learning and teaching can also provide students with erratic perspectives and solid understandings of how knowledge is created and used. However, while interdisciplinarity should be embraced †underpinned by the maintenance of established quality assurance and rating processes †a strong disciplinary focus should, nonetheless, be bear on (Davies and Devlin 2007).\r\nA climate of respect for ideas and rich inquiry in which theories and ideas are actively contested supports the development of critical thinkers and heightens student sensitivity to the history of the evolution of knowledge, the provisional nature of knowledge and the processes of knowledge renewal. Knowledge transfer adds a significant new dimension to curriculum design and delivery, supporting(a) innovation and dynamism in approaches to teaching. It is essential, however, that the prevailing principles of coherence and appropriateness †within both a subject and the broader course of study itself †are maintained; that is, that knowledge transfer activities are embedded, relevant and targeted to the overarching goals of the degree.\r\nUltimately, exposure to the interdependency of research, learning and teaching and knowledge transfer provides students with the opportunity to acquire the graduate attributes (see rapscallion 4), and to use them in practice.\r\nImplications for practice\r\n• Teachers model intellectual engagement in the discipline, including an approach of analytical scepticism in the evaluation of all research.\r\n• Current research and consultancy experiences are directly incorporated into teaching content and approaches. • Teachers butt that they value lifelong learning, and foster in students an awareness that it will be essential in their professional and personal lives.\r\n• Students are adept in the research skills of parti cular disciplines, but that they are also aware of the possibilities for and challenges in interdisciplinary and multidisciplinary research; • Students are do aware of the traditions of scholarship in particular fields, the history of knowledge development, and the body of existing knowledge.\r\n• Teachers keep au courant of current developments in their own and related disciplines and incorporate this knowledge into their teaching.\r\n• Evidence-based or scholarship-informed practice is emphasized, and students gain experience in critically evaluating and contributing to the evidence base, or in critically assessing and contributing to the scholarly discourse on practice.\r\n• Research students are candid to current research through involvement in staff seminars and conferences. • Students are made aware of the questioning of paradigms that is central to the development of knowledge. • Staff demonstrate a commitment to professional values and ethical practice in the conduct of research. • Students conducting research are made to feel part of the community of researchers while they are being trained in its procedures and values.\r\n• Staff adopt a scholarly, evidence-based approach to the decisions made about curriculum design, teaching approaches and assessment methods.\r\n• As appropriate, staff conduct research into the effects of teaching on\r\nstudent learning. • Staff demonstrate a willingness to revise their own views and leave error, and encourage this attitude in students.\r\n• Students are enabled to see the relevance of research to current practice through exposure to go through practitioners, e-enabled case experiences, field trips and other in situ learning experiences.\r\n'

'Does Social Inequality Exist in Jamaica\r'

'Introduction â€Å" cordial inconsistency al measlys for the exclusion of soulfulnesss and the bringation of preconceived notions and favoritism. C atomic number 18 amply crush and discuss the validity of this estate manpowert establish on current events in the Jamaican society. ” Social unlikeness is the representence of br separatelyly created inequalities; it occurs when ideology and power combine to spend a penny wiz congregation of deal tonicity inferior to an early(a).\r\nFrom a socio logical position lot atomic number 18 equal to respect both opport unities and constraints that characterize their anticipates as it relates to age, energize, chargeual activity, rush and soma and cast anchor on this, some(prenominal) an(prenominal) miserys that the world faces straightaway atomic number 18 derived from or so soulfulness’s blatant snub for differences. A prejudice is a conceive belief toward a particular sort out while variatio n is a behavior (an follow out), with reference to inadequate treat custodyt of community beca hire they ar members of a particular base. either(prenominal) theories suggest that racism is a feature of an abnormal minority of the population and that this irregularity is psychological.\r\nThis prejudice sportsmanlikethorn lead to racial discrimination. We whitethorn be familiar with this melodic line of discrimination being to a greater extent e actuallyday in recent times (Apartheid, Hitler vs. Jews) than now. In answering the question this report testa handst outline the causes of advantageously-disposed inequality and examine that Social Inequality is prevalent in all societies including Jamaica. Race & kindlyity Within sociology, the circumstance ethnic, run away, minority, and dominant group aim truly particularized meanings, assorted from the meanings the m maventary value go in crude, their usage.\r\nThese concepts argon important in the develop ment of a sociological perspective on race and ethnicity. Race A race is a group of pile badlyened as separate in society on the stem of certain(a)(prenominal) characteristics, near of which may be biologic, that work been offered sociable importance. Because of presumed biologically or heathenishly inferior characteristics, a race is typically whizd out for its uniqueness and alas succumbs to unfair treatment. Therefore it is not biological characteristics per se that defines racial groups, but how groups ave been treated historically and socially ein truthwhere the years. Societies assign plurality racial categories much(prenominal)(prenominal) as Black, White, and so on. Not by science, logic or accompaniment, but by legal opinion and social fellowships. In opposite words, how racial groups argon delineate is a social process. This is what is meant when we acknowledge that race is â€Å"socially constructed”. The use of biological differences to j udge an somebody seems some(a) what arbitrary. For example we unlikeiate people found on skin color and not different characteristics such as record traits or culture.\r\nJamaica is do up of some(prenominal) races, but the majority is dark skinned. just about people interact with their admit physique and do not get the chance to interface with others of a different race. tho, for the iodins who do, they may say that we atomic number 18 not a racist society but would to a greater extent than likely discriminate found on a persons’ socio- economic posture. This may be straight but in that respect remains the sarcasm that psyches with amply socio-economic officees be ordinarily the vigilant skinned (Caucasian, Indian, Chinese). Ethnicity\r\nThis refers to a social division of people who sh atomic number 18 a jet culture, for example a communal delivery or dialect; a common religion; and common norms, practices, customs and history. Ethnic groups co ntrol a consciousness of their common ethnical bond. Jamaicans, Americans, Trinidadians, Japanese, Mexican Americans and so forth, argon examples of ethnic groups. However ethnic groups argon as well rise in other societies, such as Pashtuns in Afghanistan or Shiites and Sunnie in Iraq whose ethnicity is based on phantasmal differences. An ethnic group does not exist simply because of the common discipline or cultural origins of the group.\r\nThese groups develop because of their unique historical, cultural origins or social experiences. These experiences commence the rump of the group’s ethnic identity. detriment A prejudice is a preconceived belief, opinion, or judgment toward a group of people or a single person because of race, social mannikin, grammatical sexuality, ethnicity, energiseual orientation, age, disability, semipolitical beliefs , religion, line of work or other personal characteristics. It also means a priori beliefs (without knowledge of the it ems) and includes â€Å"any unreasonable stead that is un ordinarily resistant to rational enchant. Although controlling and ban prejudice both exist, when employ negatively, â€Å"prejudice” implies fear and antipathy toward such a group or person. •cognitive disfavour refers to what people gestate to be true: for example, in adherence to a particular metaphysical or methodological philosophy at the expense of other philosophies which may offer a more(prenominal) complete theoretical explanation. •Affective Prejudice refers to what people like and dislike: for example, in attitudes toward members of particular pathes such as race, ethnicity, national origin, or creed. Conative Prejudice refers to how people be inclined to be wee. It is regarded as an attitude because people do not act on their feelings. An example of conative prejudice may be found in expressions of what should be make if the opportunity presents itself. These iii types of prejudice argon correlated, but all need not be present in a particular individual. Someone may believe that a particular group possesses dispirited levels of intelligence, but harbor no ill feeling towards that group. A group may be disliked because of intense disceptation for courses, but still recognize no differences among groups.\r\nDISCRIMINATION dissimilitude is a sociological term referring to the treatment tampn toward or against a person of a certain group that is spotn in consideration based on sieve or category. The United Nations explains: â€Å"Discriminatory behaviors take umpteen forms, but they all assume upon some form of exclusion or rejection. Discriminatory laws such as redlining have existed in many countries. In some countries, contr everywheresial attempts such as racial quotas have been utilise to redress negative effects of discrimination Farley also order discrimination into three categories: Personal / soul Discrimination is directed toward a specif ic individual and refers to any act that leads to poor treatment because of the individuals real or perceived group membership. •Legal Discrimination refers to â€Å" unequalised treatment, on the grounds of group membership, that is upheld by law. Apartheid is an example of legal discrimination, as are also various post-Civil war laws in the southern United States that legally disadvantage Negros with respect to property rights, employment rights and he exercise of constitutional rights. •Institutional Discrimination refers to unequal treatment that is entrenched in basic social institutions resolutioning in advantaging one group over some other. The Indian clique governing body and European feudal brass are historical examples of institutional discrimination. As with prejudice generally, these three types of discrimination are correlated and may be found to varying degrees in individuals and society at freehanded. Many forms of discrimination based upon preju dice are outwardly acceptable in some societies.\r\nWhat is sexual practice? Gender is a social course of instructionification that divides individuals into one of three categories (masculine, feminine, androgyny) as defined by behaviour, cultural and/or physiological traits l receivet and verbalised. The Difference between Gender and Sex Sex is a biological casteification the divides individuals into categories (Male, Fe mannish, Hermaphrodite) as defined by their Chromosome make-up, reproductive organs, external genitals, hormonal states, internal genitals and secondary sex characteristics.\r\nTherefore sex is fundamentally different from gender on the basis that sex is determined by sex from tolerate and gender is determined by culture after comport. Gender: Functional memoir The gender sections in society today are as a result of thousands of years of social evolution sacking stern to the beginnings of society. Lets us take a look at how gender evolved into what it i s today. The stolon type of society that existed, hunter/ accumulator societies, men and women shared equal roles as the forage gatherers in society.\r\nWomen secured the more permanent sources of food such as ground provisions grains and fruits while men secured the little stable sources of food from hunting game. This is ascribable to the fact that hunting is a physically intensive activity and thus more naturally suited for the men in society however both sources of food were important to the welfare of the society and hence both men and women had like roles. However while comparable, these roles would go on to go society by means of the ages as the meeting place of food tended to be relatively wet to the settlement and the hunting of food would be further away.\r\nWe see whence that women were socialized to stay close to home and men were socialized to journey away from the home. This comparable role relationship remained similar in pastoral and horticultural societ ies however a huge shift came when people began to form agrarian societies. workforce took the role of base food gatherers in society expiration women from the task of food gathering. Thus women adopted alternative roles in the home to suck up their time. This however elevated the role of men in society while at the same time decreasing the roles of women.\r\nMen became more educated and took on more hard jobs at bottom society. Women became the nurturers and home-makers of society. Thus the internal division on undertaking became send ( Lengerman and Wallace, 1985) In industrial society women were reintegrated in the workplace however they were typically low paying unskilled jobs and their potent counterparts were typically paid more for the same work. The role of women in society was slowly swop magnitude at this point. Gender: Functional abbreviation of Jamaican Society Traditionally in Jamaican society women are seen to be the home-makers and men the bread winners. \r\nThis is out-of-pocket to the fact that the deuce genders play a panegyrical role to each other (Talcott Parsons 141, 1964; orig 1951). In other words a thickening Co-dependency between each gender that fulfils the economic social companionship, and social placement need of a family unit thus retentiveness and shaping society and. Each gender is socialized from birth to fulfil their various(prenominal) roles. Boys are socialized to be rivalrous and aggressive through sports and aggressive role-models and pace work thereby allowing them to compete and stick out in the working world as part of the toil force when they locomote Men.\r\nGirls are socialized to be in the raw and caring through dolls and field chores so that once they plow Women they are break dance able to run the crime syndicate and back children. In a family unit these roles approbation each other and act as a stabilizing force for the unit and by extension for society. These stabilizing forces are perpetuated through various schemes of social control. Individuals who pop off to show appropriate levels of masculinity or femininity are ridiculed and ostracised by society, this produces sin and fear of rejection in the individual and serves to fortify gender straighten outes.\r\nGender: Functional analytic thinking †Critical Comments The functionalistic view of gender is unable to proper explain many occurrences of young society. With the post-industrial society we see that women are increasingly taking on more complex roles in society due to the decline in the amount of physical labour needed to perform complex tasks through industrialization, the ability to control contraception, the feminist ordure and poverty level (women in poorer household work out of necessity). Indeed roughly households now reply on a two person income.\r\nThis however has leftover women with the dual roles of home-maker and breadwinners. This is a very frighten off task as such many wo men remain single to avoid such a scenario. Alternatively since women have become a large part of the labour force we see that in couples, men have now either partially or in rare cases fully taken over the tasks of nurturing and caring for a child so as to contain the void created by the absence of the father Traditionally androgyny was a socially ostracised gender however lately there has been a blurring of the roles separating the genders.\r\nWe see this in ‘the thin new age guy, ‘the metro sexual, in women with short hair (short hair was traditionally a masculine feature), in manlike bleaching and male earrings (both of which were initially feminine traits). Gender Discrimination though gender discrimination and sexism refers to beliefs and attitudes in relation to the gender of a person, such beliefs and attitudes are of a social nature and do not, normally, carry any legal consequences. Sex discrimination, on the other hand, may have legal consequences.\r\nThou gh what constitutes sex discrimination varies between countries, the spirit is that it is an adverse action taken by one person against another person that would not have occurred had the person been of another sex. Discrimination of that nature in certain enumerated band is illegal in many countries. Currently, discrimination based on sex is defined as adverse action against another person, that would not have occurred had the person been of another sex. This is considered a form of prejudice and is illegal in certain enumerated circumstances in virtually countries. Sexual discrimination can arise in different contexts.\r\nFor instance an employee may be discriminated against by being asked discriminatory questions during a job interview, or because an employer did not hire, promote or wrongfully terminated an employee based on his or her gender, or employers pay raggedly based on gender. In an instructional setting there could be claims that a student was excluded from an edu cational institution, program, opportunity, contribute, student group, or scholarship due to his or her gender. In the housing setting there could be claims that a person was refused negotiations on want a house, contracting/leasing a house or getting a loan based on his or her gender.\r\n other setting where there have been claims of gender discrimination is banking; for example if one is refused identification or is offered unequal loan terms based on one’s gender. In todays Jamaican society, it is debatable as to whether ones sex influences their position or status in life. A feminist Shulamith Firestone believed that women were disadvantaged by their biology, due bto the fact that they bear children and as s result they become dependent on the male species for survival. This dependance ion men produced unequal power relationships.\r\n topical anaesthetic journalist Peter Espeute, believes that boys face challenges due to inequality from as early as Primary school lev el. He disputes that girls are commonly seated at the lie of the word form, while the boys sit at the back where they idle and play instead of learning. He also states that the entrance test disposed to children to decide what High school they go to is given at the wrong stratum in their life cycle. It is a fact that at age eleven (11), girls are mentally more developed that boys, therefore the girls would outperform the boys, get the scholarships and be put at the â€Å"best” schools.\r\nA speculate done by Kevin Harper of Howard University show that gender biases occur even in doctor offices. Doctors are deemed f number material body statuses in Jamaica, and see themselves as â€Å"the manufacturing business healers” (Payne-Jackson 1997). The study revealed that doctors were more apologetic to male patients who were kept waiting. More so males of high statuses. Female patients tended to be treated more like children needing instructions. Another example of gender bias may be seen in the workplace. In Corporate Jamaica, males in high positions ( chief executive officer,GM, etc. ) are paid high wages than their female counterparts.\r\nAs you go down the scale you will move up that the salaries are unremarkably level. However in some institutions such as factories and industrial complexes, because of the nature of the job, men are favoured. scour if females are among them, night shifts and overtime are commonly approved for the men. The United Nations had cogitate that women often experience a â€Å" provide ceiling” and that there are no societies in which women enjoy the same opportunities as men. The term â€Å"glass ceiling” is used to describe a perceived rampart to advancement in employment based on discrimination, especially sex discrimination. Social Class\r\nThe term social class refers to a clay of social social stratification which is based on individual achievements, resulting from the unequal distribu tion of riches, power and prestige. A ranked distinction is do between individuals or groups of people within the society. Social stratification is regarded as structured inequality based on the characteristics of the society and usually persists over a long period of time. It is usually universal and often occurs on the basis of access to the scarce factors of production: it also occurs on the basis of other factors, such as race, gender, age, religion and caste.\r\nSocial stratification is usually prevalent in most societies. Usually a person’s status is either ascribed or achieved. An ascribed status is usually fixed at birth and depicted by ones sex or race. An achieved status is depicted by ones achievements end-to-end their lifetime, usually occupational. An open society usually fosters social mobility between the different social classes. Social mobility is the movement of individuals between, or up or down the different class structures over time owing to improvem ents in their fortunes. Social mobility is usually achieved through the quest avenues: 1.\r\nEducation, the attainment of high tertiary education leads to more expertise and usually higher income paying jobs. 2. Hard work 3. Marriage, an individual marries into a rich family 4. Family status, the name of a rich family member usually opens doors for that individual 5. Talents and skills 6. Physical attributes, e. g. Miss World, usually marries into a powerful or rich family 7. quite a little A close system does not foster social mobility. Social positions are ascribed at birth and the system is very rigid with clearly defined structures.\r\nThe caste system in India is a very good example of a closed system of stratification. In this system an individual is born in caste and this determines their occupation, education, social interaction and power. No amount of hard work and achievement can change their status or caste over time. The best example of the open system is the class s ystem. This is found in most modern industrial societies around the world. champion’s class in this system is largely determined by ones occupation, education, income, wealth and power. There are four classes in this system.\r\nThey are the stop number-class, the midsection class, the service class and the underclass. The upper class is usually made up of the top ten pct (10%) of the wealthy people in the society. This class is also broken down into two classes: the upper and the lower class. ?The upper- upper class is made up of people who normally have â€Å"old gold” and are set apart by their wealth and power. These persons have been born and raised with wealth; mostly consists of old â€Å"noble” or honored families. The Royal Family of England would be a prime example of the upper †upper class. The lower- upper class is made up of people who have extraordinary large income, which is achieved through occupational means. These people are usually ref erred to as having â€Å"new money”. These individuals have become rich within their own lifetimes. This class consists of people who own large companies or are CEO’s of large companies. It also consists of entrepreneurs, motion-picture show stars, top athletes, as well as some prominent professionals). The middle class is divided into three different groups. They are the upper -middle class, the service- class and the lower- middle class. The upper middle class is usually made up of people who have prestigious occupations, such as doctors, lawyers, politicians and entertainers. These people usually earn very high incomes and live in prominent neighborhoods and are able to send their off springs to colleges and universities abroad. These people usually accumulate lots of wealth overtime. ?The service- class is made up of highly expert people who are usually managers at their place of work. These people usually have secured careers and earn very good incomes on the jo b.\r\nBusiness consultants, teachers, and small business operators are good examples of persons who fire up within this class. ?The lower- middle class is reserved for people who earn an average income and enjoy a decorous standard of living. These people work in mainly less prestigious white collar jobs and include Sales Representatives, Supervisors, cuss clerks and Office clerks. close to of these people have not acquired a tertiary level education. The working class is usually those people who live from paycheck to paycheck and are called blue collar workers.\r\nThese people usually earn what is known as â€Å" token(prenominal) wage” and are normally the freshman set of workers to be affected in times of recession. The underclass is those people who fall below the poverty line. They are usually temporarily employed or discharged and are usually dependent on the state for survival. Conclusion As our guide word rightly states â€Å"Out of Many ace People”, we are diverse in race, ethnicity, and socialization. Based on our research which include a questionnaire (Appendices), we can clearly state that Social Inequality exists worldwide and Jamaica is no exception.\r\nThe questionnaire was issued to twenty persons which included two Rastafarians, dickens Chinese, three Mixed race individuals, one Caucasian and the rest were Negros. Half were male and the other half females. The results were as follows:- advance discrimination was felt by one young man (22 years old) who was a bus driver by profession. He expressed that persons were not willing to take his bus when they saw that he was the driver. The Rastafarians who were ironically from the lower class said they go about discrimination from every aspect (class, beliefs). Most of the females stated that men are preferred for jobs in the corporate world.\r\nOne lady in particular related an experience of being in an interview and was told that she did well but they want to hire a male, as too many women were in the office. The only white man that did the questionnaire expressed that he felt discriminated just because of his tinge; he was not comfortable sack out alone because some people thought that he had something to offer them and were forever and a day begging. Therefore the question is answered Social Inequality does lead to people forming prejudices which may influence their actions toward person of a particular group or groups.\r\n'

'The Pit and the Pendulum: Movie vs. Book\r'

'The set and the Pendulum is a book written by Edgar Allen Poe in 1842. Years later, in 1961, a movie was made. order by Roger Corman, the film is a lot opposite than the movie, though it does have a few similarities. virtuoso of the few similarities is the pendulum sequence. When Francis is strapped down to the â€Å"bed,” the pendulum comes inches closer and closer, slowly, as in the book. Right as it’s about to start him, he’s saved. Another similarity, though minor, is the betrothal of a defend.A major difference is the involvement of a while. In the book, there’s almost no plot at all, except that the character is a military man in France. In the movie, the plot is long, explained well, and a little more than interesting than the book. The pit and pendulum themselves have very little involvement in the movie, while in the book, they’re almost perpetually bear on and the pit is introduced almost right away. Also, in the movie, there ar e way more characters. I think Roger Corman did a pretty mediocre agate line making a movie out of the book.I extrapolate that the movie wasn’t really meant to be ground off of the book entirely, but they could have involved the pit and the pendulum a little more end-to-end the movie. Although the plot was good and had plenty of shock, I did want the plot of the book a little more. If I wrote the script, I would have added a lot more to the plot of the book and kept it. It seems like Corman besides made the movie with the title, and only had the pit and the pendulum stay. In short, Corman could have done better.\r\n'

'Reconstruction Era of the United States and New York Times\r'

'Allison Hwang Swanson 10:30 11/16/2012 reconstructions chastisement Although the Civil war at long last managed to happen to a close, the end of the war wasnt ex toyly met with celebration. Instead, the Civil War brought up umpteen new problems that were left unresolved. In order to solve these problems, the social intercourse took responsibility and worked its dash to â€Å"reconstruct” our nation. The main purpose of the â€Å"Congressional reconstructive memory” was to ‘establish and cheer the citizenship rights of the freedmen.However, the Congress reconstructive memory efforts did non hold out too long and came to an end by the course of instruction of 1877. The main reasons for the failure of the reconstruction efforts were receivable to the inappropriate views and figures upon the purpose of reconstruction. There were much governmental opp iodinent from the matrimony and the south as well as from the republicans and the democrats, the en tire nation was facing economical hardships, and the judge to place the freedmen in the kindred social aim as the uninfectedned southerners caused so much stress that the efforts of the Congress reconstructive memory gradually failed.Even though the 13th and the fourteenth Amendments were ratified in 1866, which ensured equal rights of all citizens, numerous of the whiteness population go along to treat the designer slaves with inequality. Ignorance was one of the mammothgest grammatical constituents that led to the failure of the efforts of the congress reconstruction. Although the reason slaves were not granted liberty and freedom, they were still tempered with inequality because many of the white men continued to believe that the black men should not fork over the equal rights as the white men. Pennsylvania instance Benjamin Boyer, a Democrat, said, â€Å"it is not the complexion of the inkiness that degrades him…. race by nature inferior in mental caliberâ €¦the negroes ar not the equals of white Americans, and are not entitled…to bug outicipate in the Government of this country…” In his speech, Congressman Boyer fundamentally denies the right of the African Americans to vote simply due to his belief that black men falls oblivious of the white and that they arent smart enough. In the excerpt in the New York Times it reads, â€Å"‘Ku Klux Klan …its grand purpose beingness to establish a nucleus around which ‘the adherents of the belated rebellion might safely rally. ” The Ku Klux Klan was an organization that was make in order to go against the purpose of the congress and lynch black men. Such activities were racially and violently performed, which undermined the Congress efforts to ensure equal rights to freedmen. In the excerpts from the editorial, Atlanta News, it says, â€Å"If the white democrats of the North are men, they will not hold water idly by and see us borne work thro ugh by northern radicals and half-barbarous lightlessnesses. But no bet what they may do, it is time for us to organize. ” This editorial displays the racialism that was demonstrated during the 1870s.The editorial is advocating the southern and the democratic whites to come together to stop the black. It refers to the black men as â€Å"half-barbarous negroes” which racially displays the belief of the whites of how the black men are far inferior compared to them. Racism was one of the big factors that led to the failure of the reconstruction. Another main factor that played a key character reference in the downfall of the congress reconstruction was the political antagonist from the north and the south as well as against the democrats and the republicans. In an excerpt from The Era of Reconstruction it reads, â€Å"In May 1872….Congress passed a general amnesty act which restored the right of office holding [and voting] to the vast bulk of those who had been disqualified. ” The restoration of the voting rights to the white Southerners undermined the efforts to preserve and protect the voting rights of the freedmen. This was so because when they gave back the rights to vote to the white southerners, the Congress increased the number of white voters. consequently these voters took more political positions away from the freedmen. Also in November 1974, the headline text from the New York Times read, â€Å" democratic VICTORY; CONGRESS TO BE DEMOCRATIC. The mastery of the democratic only further unnatural the downfall of the efforts of the congress reconstructions. Their victory helped undermine the Congress efforts to help the freedmen because the democrats were simply against the reconstruction. The opposing political viewpoints amongst the nation only further adds to why the Congress Reconstruction efforts to ensure equal rights to the freedmen failed. The final main factor that played a big role in the downfall of the Congres s Reconstruction was the economic hardships that both the north and the south had to face after the Civil War.The polite war left the nation in ruins as far as being economically devastated. Although the slaves were finally granted their freedom after over two hundred geezerhood of fighting, they did not know what to do the minute of arc they actually achieved their freedom. Although some blacks took advantage and became successful, there were many others who were left on the streets with no source of income to cope for themselves. In an excerpt from a book scripted by Dr. W. E. E. DuBois it reads, â€Å"But the decisive influence was the authoritative and overwhelming economic pressure.Negroes who wanted work must(prenominal) not souse in politics… in order to progress to a living, the American Negro was compelled to give up his political power. ” According to Dubois, the freedmen were â€Å" convert” to stop voting or taking part in political events be cause they were under economic pressure. They werent to â€Å"dabble in politics” if they wanted to increase their income and to earn a living. The economic pressure of the slaves could also be seen in an reference with a man named stern McCoy. He was born in 1838 and had lived 27 years as a slave in Texas.In the interview he says, â€Å"Freedom wasnt no different I knows of. I works for Marse John just the same for a long time. He say one morning, â€Å"…. Ill feed you and give you clothes but cant commit you no funds. I aint got none. ” Humph, I didnt know zip fastener what money was, nohow, but I knows Ill git can victuals to eat, so I die hards…” This remembrance by John McCoy displays the brain that the slaves may ease up even been better off to actually stay with their possessors who will feed them and clothe them. This goes against the whole idea and purpose of the entire Civil War and the Congress Reconstruction.Due to the economic hardships during the 1870s, John decided to stay with his owner notwithstanding being granted his freedom because he did not even have knowledge as to what money was and was simply grateful for the food and the clothing that his owner would provide for him in exchange for labor. There were a lot of different reasons that led to the failure of the efforts of the Congress Reconstruction to ensure equal rights to the freedmen. The three main reasons that affected the Congress Reconstruction efforts the most were political oppositions, economic hardships, and racial differences.The constant conflicts between the different viewpoints of the democrats and the republicans undermined the purpose of the Reconstruction efforts. Racism played a big role in that the white men continued to fount down on the black men and forever and a day felt superior compared to them. Economic hardships were also in truth important in the failure of the reconstruction efforts in that some slaves felt as th ough staying with their owners contempt their gained freedom was better than fighting for survival but on the streets. In the end, despite all the efforts of the congress, the reconstruction came to an end in 1877.\r\n'

'A Significant Person Essay\r'

'Significant person produce Teresa is mavin of the most(prenominal) admired women in the world. She dedicated e genuinely day of her adult vivification to caring for and loving the dying, the unwanted and the unloved. Her spirit of fully grown inspired many raft. There were those who gave up their lives as she had to follow her and others who helped in different ways, for example, giving her the samphire Temple to be used as a home for the dying. The effect overprotect Teresa had on the multitude she came in tactual sensation with and the world is mavin of the most intriguing things ab divulge her.\r\nBut what was it active pay back Teresa that make people stop and listen? How did much(prenominal) a tiny women touch the hearts and lives of so many people? suffer Teresa’s allegiance to God and the church building is what I feel made her so great. Everything she did in her life was for God. One of the number one instances that made me really stop for a minute of arc was Mother Teresa’s second craft. It was not the calling itself so much as how she handled herself in the pursuance events.\r\nShe was so dedicated to the church and her vows that she waited two years before she was able to be released from her vows to go mop up into the world to serve the poorest of the poor. She went with all the fit and necessary steps in the church to snuff it what she believed was her calling. Mother Teresa did not leave the church for self-serving reasons, nor did she meet get up and leave one day. She had too much respect and devotion to the church to be able to do something like that. Mother Teresa put all her faith into God and believed that he would provide her with what she ask.\r\nAll through let on her years on the streets of Calcutta, Mother Teresa never asked for money. She knew that all she needed was her faith. For me, I find that aspect of her remarkable. How someone can bewilder so much faith that they would go out with no thing but 5 rupees amazes me. And the best plowshare of the whole story is that God does come through and provide her with everything she needs. She called it â€Å"divine providence” because she never asked, until now things like money, helpers and buildings became available to her.\r\nIn her interview with Muggeridge she said, â€Å" faith is a gift of God. Without it there would be no life. And our work, to be fruitful and to be all for God, and beautiful, has to be built on faith. ” Her faith is why she forever and a day began each day with prayers, meditation and Mass. I break this as her time to be one on one with God and receive the strength she needed to serve the Lord each day. Many people go to church each week, however never truly experience God the way Mother Teresa did. She was truly able to see him in everything she did and everyone she came into contact with.\r\nWhile I personally would have a hard time seeing Christ in people I come into contact wit h, Mother Teresa did. I have never been a very religious person, but reading and learning about Mother Teresa’s life and accomplishments makes a nub believer out of me that there is something greater and if we just have faith things will work out. With gods help, one small woman, in a simple gabardine cotton sari, who did not bother with reports and theories, simply went out into the world and changed the lives of millions.\r\n'

'The Influence of Gangs in Teenagers\r'

'Gangs are a violent reality that people make to deal with in today”s cities. What has made these groups come ab bring out? Why do kids determine that being in a clique is both an acceptable and honorable way of manner? The long-range attend to these questions can only be speculated, but in the short term the answer is easier to make. We must find ways and means to in effect implement the various strategies to end crowd violence. I recall that three important institutions cheer a vital role in our struggle to shin gang violence. Some believe that gangs are caused by peer drag.\r\nMany teens in gangs impart pressure peers into becoming part of a gang by making it all sound glamorous. Other teens allow for use m adepty as a significant factor. A kid is shown that they could make a jibe of hundred for small part sentence gang jobs. This includes selling drugs and robbing other people. In other areas equal Bronx or the very worst case, Compton, children will be b eaten and robbed if they do not join gangs. This is one reason wherefore teens in these areas hold up to have friends in order for them to survive. Poor parenting also play”s a role why teens turns to gangs.\r\n theorize in poor families with many children or upper-middle-class families where parents are always working, the children will often feel deprived of love and attention. promotes often feel that place food on the table is enough love. Children of these families may often go to the gang firstly out of boredom and to belong somewhere. As time goes on, a form of love develops between the gang members and the child. It is and so that the bond between the kid and the gang is pure(a) because the gang has effectively taken the place of the family.\r\n intimately parents do not have enough time to talk and listen to their kids. They do not make pass any social activities with their children. Even teaching their kids the full economic values is jeopardizes. Most of t he time, parents do not write out what their children are doing for two reasons. First, most of the parents” lives is outside the local anaesthetic confederacy, while the children”s lives are lived almost alone within. Second, in a develop community, the passage of relations gives every parent, in a sense, a community of guards who can keep him informed of his child”s activities.\r\nIn modern living-places, like cities or suburbs, where such(prenominal) a network is abused, he no protracted has such sentries. Last but not least is the poor educational system. A lot of students are deprived of basic educations, which includes good skills in reading, writing, and arithmetic. If the educational system somehow ensure that each student actually does have access to equal prospect for a quality education, then perhaps we will find these kids have a better upcoming that holds something more than quitting school, hanging out in the â€Å" stumper”, and making money at selling drugs.\r\nThis is why gangs are more predominant in human race school than private school. I am enkindle in this issue because I want to find out the best way I could maintain my kids from joining gangs. I do not have any experience growing up in this type of environment. I grew up in a place where gang affiliation is unheard of. This is why this is a study concern for me. These are the major factors why most of the teenagers turn to gangs. I believe that proper parenting plays the major role in preventing kids in joining gangs.\r\nEverything starts at home; from teaching your kids the rightly values and helping them develop self-esteem. Parents should teach their kids to value education because this is their key to better future. Parents should serve as a role model to their children. They should do everything workable to involve their children in supervised, positive group activities. Parent need”s to praise their children when they are doing sanitar y and encourage them to do their very best, to stretch their skills to the utmost.\r\n'

'Boumediene V. Bush: an Unconstitutional Suspension of the Writ of Habeas Corpus\r'

'Kevin C March 26, 2013 US History I Honors Boumediene v. Bush The get together States is a free country that was forged out of the authoritative English Monarchy. Thomas Jefferson wrote that â€Å"All men argon created equal, that they be endowed by their Creator with original unalienable indemnify-hand(a)s” (Declaration of Independence). Those rights argon represented in the United States g incessantlyy con dryratening body which is the foundation which strongly up find outs American ideals and beliefs.Although the Constitution does non always apply to foreigners, Boumediene and the other political detainees at Guantanamo bespeak deserve habeas star rights because it is a natural teaching that applies to everyone, regardless of state or nationality. The concluding decision that was made by the US authoritative judiciary was the correct one because they realized that Guantanamo is infra US jurisdiction, the DTA provides an inadequate substitution to habeas d ealer, and that MCA does violate the rupture clause of the Constitution. In 2008, Boumediene, a captive at Guantanamo Bay had his habeas head teacher rights denied by the D.C. District motor inn and the appellant judicial system based on bills chaired by Congress. The innovation fathers specific ally state in vocalise 1, arm 9 that congress shall not pass any bill that restricts habeas corpus rights. The detainees at Guantanamo Bay live in cells for twenty-three hours of the day. They are in constant fear of world abused and tortured, mentally and physically by the guards and many another(prenominal) present been at the naval base for over five years. Among all the detainees, none have been given access to any type of tribunal board to run across what their cosmos convicted of.The biggest problem is that all of them have been denied habeas corpus rights which efficaciously allows the Executive section of the US organization to hold them indefinitely. The United Sta tes has adopted many of England’s traditions. one of which are habeas corpus rights derived from the Magna Carta signed in 1215. However, when the field reached the District Court, the Bush administration plead their flake stating that Guantanamo Bay was not on Sovereign US soil, thusly, the protection of habeas corpus could not be give to the etainees. However, spirit back in history to the English, they were in a similar predicament. India was officially a post of the British Empire in 1858, however, the British had active the country since the 1700’s with a heavy armed forces social movement. Despite India not becoming an official subdivision of the British Empire, the Writ of Habeas Corpus was being incorporate into their governance since the dawn of the nineteenth century. The Indian government were allowed to hear cases of habeas corpus since 1773.But, it was not until 1775 when it was actually head start used by chief justice, Sir Elijah Impey to qu estion his keep by Governor-General Warren Hastings at the Calcutta compulsory Court (A. G Noorani). The British allowed Indian prisoners the right of habeas corpus even though they did not have sovereignty of the country. This example in history sets actor that if a country occupies a territory with a heavy military presence, then the right of habeas corpus shall be extended as well. The imperious Court agrees because they voted in a 6-3 majority in the case, Rasul v.Bush. imperative Court Justice Stevens issued his concurring opinion which give tongue to that the detainees â€Å"have never been afforded access to any tribunal, much(prenominal) less charged with and convicted of wrongdoing…they have been engrossed in territory over which the United States instance exclusive jurisdiction and control” (Stevens, Opinion of the Court, 542 U. S. ). The ultimate Court ultimately decided that since the US government maintained a strong military presence and holds an indefinite lease over the area, it therefore had perform jurisdiction and control over the base in Cuba.Because the US government had complete jurisdiction over the base, ultimate sovereignty, which is granted to Cuba, holds no weight in the argumentation. This essentially makes Guantanamo Bay part of the US and not Cuba, which means Sovereign US laws should apply there, the akin as it would to any US State or territory. The respondents stated to the Appeals Court that detainees are given a fair alternative to habeas corpus rights. However, these alternatives do not protect the detainee as fully as habeas corpus would.The respondents stated that the Combat Status study Tribunals (CSRT), which were established by the Defense Department, were put into place for the sole purpose of hearing the cases of the detainees. However, there are many flaws in having such a organization determine the integrity of one’s detention. The Supreme Court recognizes that the CSRT process for hearing cases puts many â€Å"constraints upon the detainee’s ability to rebut the factual derriere for the government’s assertion that he is an antagonist combatant” (Boumediene v. Bush, 476F. 3d981).Some flaws the court points out is that the CSRT assumes that the detainees are indictable before the trial has even started and it is all up to the detainee to prove that they are in fact, not enemy combatants. This goes against the typical US court transactions when all suspects are presumed innocent until proven otherwise. The crook shown by the members of the CSRT puts the detainees at a disadvantage. Furthermore, while many of the detainees have a limited knowledge of English, they are not given the specifics as to what crimes they are being charged with because the information may be classified.Additionally, with no textual evidence, the detainees often go into the CSRT board unload handed and without legal representation. Not only do the proceedings of the CSRT seem unfair, it also seems to be knowing to intentionally make it difficult for detainees to secure their freedom. plan of attack back to the respondents original claim, if the CSRT is essentially a easement for habeas corpus, why not just use habeas corpus? Habeas corpus has been around since 1215 and has survived in the US Government for over 300 years for a former… it is an effective way for mickle to question the legality of their detention by the government.The Military Commissions Act (MCA) of 2006 was an amendment to the political detainee Treatment Act (DTA) which would have disallowed Federal Courts to hear writs of habeas corpus from the detainees at Guantanamo Bay. The US Supreme Court decided that because the DTA was an inadequate substitution for habeas corpus, then the MCA cannot houseclean away Federal courts jurisdiction to hear habeas corpus cases. The reason behind this is that it would then be an unconstitutional suspension of the writ of h abeas corpus because it violates the Suspension clause.At the Appellate Court, the respondents (Bush) stated that the Suspension Clause is an ‘individual’ right granted only to US citizens. However, while looking at the text of the Suspension Clause in context, it states: â€Å"The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the globe Safety may require it” (US Constitution, art 1, sec 9). The Supreme Court counters the respondent’s argument by stating that the Suspension Clause is meant to be a restriction to Congresses powers and not something that applies to individuals.Nevertheless, nowhere in that phrase do the words ‘individual’ or ‘citizen’ ever show up. Therefore, it cannot be assumed that the Suspension Clause only applies to US citizens and that it is not a customary right to anyone being held under US jurisdiction. Additionally, the founding fathers p laced the Suspension Clause in clause 1, Section 9 in the Constitution. This is important because if the founding fathers specifically intended to apply the Suspension Clause to US citizens only, then they would have placed it in the Bill of Rights which are specifically reserved for the people to protect them against the government.Furthermore, the rest of the clauses in Article 1, Section 9 specifically state what types of activities that the Legislative Branch cannot do. Hence, the Suspension Clause, because of its placement, was intended to be a limitation upon the abuse of power by the Legislative Branch. Lastly, the principle of separation of powers came from the idea that each branch would be able to check one another. The MCA effectively dough the Judiciary Branch to do its job therefore is also unconstitutional.\r\n'