Choose a business whose main focus is in the manufacture of renewable Essay

Choose a business whose main focus is in the manufacture of renewable energy technology - Essay Example Aelos Wind Turbine Company may undertake strategic decisions such as defining the objective and policies of the company. Executives of the company are relegated with the task of analysing new markets and consequently designing new marketing strategies (Panneersalvam, 2006, p.2). They acknowledged the increasing demand in the wind energy industry; thus, they decided to offer their products to different countries. In addition, they have created alternative approaches to manufacturing. These executives established a long-term strategy that ensures sufficient financing. They focused on improving the technical features of the product. Lastly, executives at Aelos Wind Turbine Company designed strategies for recruitment, training, benefits, and salary. These are considered as strategic decisions as it determines the purpose, goal, and direction of the business organization (Panneersalvam, 2006, p.2). Meanwhile, tactical decisions are performed at the middle management level. Tactical decisions of Aelos Wind Turbine Company may include determining a suitable plant location, new product establishment, monitoring of budget, and acquisition of resources. Executives compare the overall performance of the company to the standard marketing plan. They analyzed summary reports that compare standard performance or overall plan for productions (Panneersalvam, 2006, p.2). In addition, they are concerned with information on actual versus the budgeted cost of error rates and processing accounting data. Lastly, these executives concentrate in variance analysis of firing and hiring, cost of training, and cost of recruitment (Panneersalvam, 2006, p.2). These decisions can be considered as tactical as those only affect a single department in the company. These decisions are frequently made by middle managers, which include heads of the departments (Panneersalam, 2006, p.2). Lastly, operational decisions are undertaken on the bottom management level. The operational decisions

Should US continue trade with China Essay Example | Topics and Well Written Essays - 1750 words

Should US continue trade with China - Essay Example In my opinion, United States should continue to trade with China. Many challenges that the U.S economy faces are usually domestic in nature, however, it is still important for investment to take place and the two states to continue trading. Thesis Statement: While the trade relationship between China and United States is not smooth, the benefits reaped are far much worth. History of U.S and China Trade relationship Lovett, William, Alfred Eckes, and Richard Brinkman. U.S. Trade Policy: History, Theory and the Wto. New York: M.E. Sharpe, 2004. According to Lovett, William, Eckes and Brinkman, former British Colonies were the giants when it came to international trade. As the authors stated earlier America, was only one of the states which participated in trade. At that time, the economy of the American British colonies was only considered to be extractive. Most of the commodities such as fish, lumber among other commodities were only traded within the empire. Different types of trade and manufacturing were all prohibited in the British Empire; hence, people were required to purchase goods from Asia via the England route, rather than participating in direct trade with Asians. There was colonial unrest because most of the Americans were excluded from what most termed as successful China Trade. On page 36 of the book, the authors assert that the demand for goods from China grew even after the Revolution. The authors state that in 1850s, trade between Britain and its international partners from Asia grew. By 1890s, as the authors assert, Britain already owned more than half of all the trade exports. When the Americans saw that the Great Britain made so much profit from trade, the Americans became more than interested in trade and wanted to make such profits on their own. The Americans started trading directly with China, and with the volume being comparatively small, China was viewed as a crucial player in this trade. Chai, Joseph. An Economic History of Modern Chin a. New York: Edward Elgar Publishing, 2011. Print. According to Chai, trade between China and other trading partners like the Americans declined in 1850s. Chai argues that the international environment only became favorable for the economy growth for a state like China in the year 1979 to 2009. The author points out on page 239 that the U.S and China trade troubles did not begin recently but years ago. Chain points out that the growing conflicts between China and states like the U.S grew because the foreign exchange from China’s reserve was growing due to trade. As a result of this, China also became a trade giant when it overtook the U.S and other European states and became one of the largest exporters. Chai affirms on page 239 that despite China making great profits from the booming trade, Europe was still a leader because it offered different states a market that was more receptive for goods from America. The U.S foreign trade grew enormously, but China’s trade only remained at a favorable but constant level. According to Chai, China is there today because it maintained an exchange rate that was fixed. This is the exchange rate that has led to the emerging symptoms of currency undervaluation. In the year 2008-2009, China accounted for about 39% of the total trade gap with the U.S. This issue, according to Chain was one of the contributors of China being

Groups And Group Development Commerce Essay

Groups And Group Development Commerce Essay Many people used the word team and group interchangeably, but there are actually a differences between the word team and group. It is much easier to form a group than a team. In group, they could be grouped according to gender, experience, age or other common factors. Although the effectiveness of the group may be variable, but forming a group just based on a certain commonality is not particularly difficult. A groups strength may come from sheer volume or willingness to carry out a single leaders commands. On the other hand, a team can be more difficult to form. The members will selected for their complementary skills, not a single commonality. In a team, each member has a purpose and a function. So the overall success depends on a functional interpersonal dynamic. When working together in this way, there is usually not as much room for conflict. A teams strength depends on the commonality of purpose and interconnectivity between individual members. GROUPS AND GROUP DEVELOPMENT Although most groups arent formed for such dishonest purposes, the success of this group at its task was impressive (Stephen and Mary, 2007). Managers would like their groups to be successful at their tasks and the first step is understanding what is a group and how its develop. 2.1 Group Definition According to Stephen and Mary (2009), a group can be defined as two or more interacting and interdependent individuals who come together to achieve specific goals. . Although a groups often have goals, but theres not state that group members must share a goal or motivation. 2.2 Types of Group There are two types of group which is formal group and informal group. Formal group will designated work assignments and specific tasks directed at accomplishing organizational goals and defined by an organizations structure. There are four examples of formal work groups ( Sidin J.P, 2011) : Command group groups that are determined by the organization chart and composed of individuals who report directly to a given manager. Task group groups composed of individuals brought together to complete a specific job task. Cross-functional teams groups that bring together the knowledge and skills of individuals various work areas of groups whose members have been trained to do each others job. Self-managed teams groups that are essentially independent and that, in addition to their own tasks, take on traditional managerial responsibilities, such as hiring, planning and scheduling, and evaluating performance. While informal groups are group-based social elements. These groups occur naturally in the workplace and is more concerned with friendship and common interests. A friendship group is friend who do many activities together and it is relatively permanent and informal, and its benefits from the social relationship among its members. Meanwhile, the common interest such as bowling group and womens network is relatively temporary and is organized around an activity or interest shared by its members. 2.3 Stage of Group Development http://gmx.xmu.edu.cn/ews/business/management/ABrobbins4_15_09.gif Exhibit 2.1 Stage of Group Development ( Sidin J. P. , 2011) 2.3.1 forming Forming stage is the first stage in group development. This stage has two phases. In a formal group, people join because of some work assignment. The second phase begins when the people joined the formal group. Then these people define the groups purpose, structure, and leadership. This stage is complete when members begin to think of themselves as part of a group. 2.3.2 storming When group members get to know each other better, the storming stage begins. This storming stage named because of the intragroup conflict that occurs over who will control the group and what the group needs to be doing. This stage is characterized by a bid for power. There are six characteristics of the storming stage which is competition, strained relationships, leader is challenged, tension and disunity, differences are uncomfortable, and the issues of autonomy vs. control support vs. competition influence decision-making. When this stage is complete, there is a relatively clear hierarchy of leadership and agreement on the groups direction. 2.3.3 norming The norming stage is one in which close relationship develop and the group become cohesive and has begun to be effective. Theres now a strong sense of group identity and camaraderie. This stage will be complete when the group structure has been assimilated as a common set of expectations about behavior and become solid. There are some characteristics about this stage : Issues of strengthening relationships, open communication, positive/constructive feedback. Increased cohesion Emerging trust More collaboration Appreciation of differences 2.3.4 performing The fourth stage of group development is performing. Many groups never reach the performing stage. Â  This is the stage at which would be an excellent customer service and to create an impressive examples. The group structure is in place and accepted by group members. In this stage, characteristics include productivity, full development of the potential of the group and the individuals in the group, harmony and effective problem-solving. This is the last stage of development for permanent work groups. 2.3.5 adjourning The final stage is adjourning. In this stage, the group prepares to disband. Group members will react in some way that is independent of a confident and excited about the performance of their group. While, others may be sad over the loss of camaraderie and friendship. Thats why more attention is focused on wrapping activities rather than task performance. WORK GROUP PERFORMANCE AND SATISFACTION A work group is include the organizations strategy, authority relationships, formal rules and regulations, the availability of resources, employee selection criteria, the performance management system and culture, and the general physical layout of the groups work space. Thats mean a work group was affected by external conditions (Stephen and Mary, 2009).Exhibit 3.1 Group Performance Satisfaction Model (Sidin J. P. , 2011) 3.1 Group Member Resources Group member resources is a groups performance potential that depends on a large extent on the resources each individual brings that group. These resources include personality traits, knowledge, skills, and abilities. They will determine what members can do and how effectively they perform in that group. There especially conflict management and resolution, communication, and collaborative problem solving in interpersonal skills. Its consistently emerge as important to perform well in a work group. The group performance also affected by personality traits because they strongly influence how an individual will interact with the other group members. 3.2 Group Structure Work group arent unorganized crowds. They have an internal structure that shapes members behavior and influences group performance. The structure defines roles, norms, conformity, status systems, group size, group cohesiveness, and leadership. Roles A role refers to behavior patterns expected of someone occupying a given position in a social unit. In an organization, managers arent the only one individual who play the various roles. In a group, individuals are expected to do certain things because of their position in the group. Besides that, the different expectations of these roles, make the employees face role conflict. 3.2.2 Norms All groups have norms. A norm is a standards or expectations that are accepted and shared by a groups members (Stephen and Mary,2009). Norms that exist within the group structure emphasizes such things as punctuality, work output, absenteeism, speed to complete the work, and the amount of socializing at work. Norms that exist within the group structure will enhance the action of antisocial individuals. Conformity Each individual would like to be accepted by the society around. As well as individuals who are in a group in the organization. However, they are too afraid not accepted by other group members, then the vulnerability pressure to conform. Early experiments done by Solomon Asch demonstrated the impact of the conformity has on an individuals attitudes and judgment. Next, people tend to find it more pleasant to agree than to be disruptive even it will improve the groups effectiveness. So we conform. But conformity can go too far when an individuals opinion differs significant from the others in that group. When this happens, a phenomenon that known as groupthink will appear. Groupthink will occur when there is a clear identity, group perceives a collective threat to positive image and members will hold this positive group image that they want to protect. Exhibit 3.2 Examples of Aschs Cards ( Sidin J. P. , 2011) Status Systems Status systems are an important factor in understanding groups. Status is a position, rank within a group and a prestige grading. Status can be formally and informally. Status is formally and its important to employees believe that the organizations formal status systems is congruent. Theres consistency between the status symbols he or she receives from the organization and the perceived ranking of an individual. While, the informally of the status systems is may be conferred by characteristic such as skill, education, or experiences. Anything can have status value if the members of the group evaluate it that way. Group members have no problem to placing into status category. Usually the group members will agree about who has low or high status. Group Size According to Moorhead and Griffin (2001), group size is the number of members of the group and have an important effect on performance. Group size will affect the number of resources available to perform the task, but the effect depends on what the group is supposed to accomplish. One important research finding related to group size concerns social loafing ( Stephen and Mary,2009). Social loafing is the tendency of some members of groups to put forth less effort in a group than they would when work alone. The implications of social loafing are significant. When managers use groups, they must identify the individual effort. If not, group productivity and individual satisfaction may decline. Group Cohesiveness According to Moorhead and Griffin (2001), group cohesiveness is the extent to which a group is committed to remaining together. Group cohesiveness very important because its related with a groups productivity. Some research has generally shown that cohesive groups are more effective than less cohesive ones (Stephen and Mary, 2009) and the relationship between cohesiveness and effectiveness is complex. The more the members follow its goal, the more cohesive for that group. A cohesive group is more productive than a less cohesive group when the goals are desirable. But, the productivity will decrease when the cohesiveness is high and attitudes are unfavorable. In this case, theres no significant effect on productivity when cohesiveness is low and goals are not supported. Exhibit 3.3 Group Cohesiveness and Productivity ( Sidin J. P. , 2011) Group Processes Group processes are important to understanding work group because they will influence the performance and satisfaction positively or negatively. The synergy of four people on marketing research team who are able to generate more ideas than work individually is an example of positive process factor. While, the group that have negative process factor such as social loafing, poor communication and high levels of conflict, that may hinder the effectiveness of the group. There are two important group process : Group decision-making Its an organization that doesnt use task forces, review panels, study team or other similar groups to making a decision. In group decision-making, there are such of advantage to do it. Some of that is groups can generate more knowledge and compete information for their work. Besides that, they will have an experience when work in group to make a decision process that an individual cannot. In addition, groups will increase legitimacy. Decision made in a group more legitimacy than decisions that made by self. While, the disadvantage to do this group decision-making is that almost group always take more time to reach a solution than would an individual. Another disadvantage is the critical thinking that group think can determine will harm the quality of final decision. If we want to determine whether groups are effective at making decision, it depends on the criteria that used to assess effectiveness. The group decision may work best when its creativity, accuracy, and degree of acceptan ce are important. Beside of that, the decision effectiveness is influenced by the group size. Exhibit 3.4 Creative Group Decision Making ( Sidin J. P. , 2011) Conflict management Conflict is perceived incompatible differences that result in interference or opposition (Stephen and Mary, 2009). In conflict management, there are three different views such as traditional view of conflict, human relations view of conflict, and interactionist view of conflict. The traditional view of conflict is the view that all conflict is bad and must be avoided. Meanwhile, the human relations view of conflict is the conflict that is natural and inevitable outcome in any group but has potential to be positive force in contributing to a groups performance. The interactionist view of conflict is the most recent view. Its proposes that not only be a positive force in a group, but some conflict is absolutely necessary for the group to perform effectively. Exhibit 3.5 Conflict and Group Performance (Sidin J. P. , 2011) There are more conflict such as functional conflicts, dysfunctional conflicts, task conflicts, relationship conflicts, and process conflict because the interactionist view doesnt suggest that all conflicts are good. Exhibit 3.6 Conflict- management Techniques ( Sidin J.P, 2011) 3.3 Group Task Group task are either simple and complex. Simple task are standardized and routine. While, complex task tends non-routine or to be novel. Its appear when the more group benefits from group discussion about alternative work methods, so the more complex of that tasks. In this situation, group members will rely on standard operating procedures and no need to discuss such alternatives for a simple task. Thus, the tasks are complex and interdependent when effective communication and controlled conflict are most relevant to group performance. 4.0 TURNING GROUPS INTO EFFECTIVE TEAMS From group there will turning to teams. In teams all of the members will working together to achieve the common goals. A team is not just a people who work at the same time in the same place. Most of the people that work in a team are not all equal in talent, education, or experience, but they are equal in one vitally important way. Team relationships fulfill that basic needs. 4.1 Teams Definition According to Williams (2007), work team is a small number of people that work together with complementary skills who hold themselves mutually accountable for pursuing a common purpose, improving interdependent work processes and achieving performance goals. In many industries, teams are importance because they help organizations respond to challenges and specific problems. 4.2 Advantages and Disadvantages of Work Team In work as a team, there will have a lot of advantages and disadvantages. The advantages when work as a team is: Improved customer satisfaction Improved product and services quality Improved speed and efficiency in product development Employee job satisfaction Better decision making and problem solving Meanwhile, the disadvantages of work as a team is : Initially high employee turnover Social loafing Disadvantages of group decision such as groupthink, inefficient meetings, domination by a minority, and lack of accountability. 4.3 Groups Versus Teams Work teams Work groups Leadership role is shared. One leader clearly in charge. Accountable to self and team. Accountable only to self. Team creates specific purpose. Purposed is same as broader organizational purpose. Work is done collectively Work is done individually. Meetings characterized by open- ended discussion and collaborative problem-solving. Meetings characterized by efficiency; no collaboration or open-ended discussion. Performance is measured directly by evaluating collective work output. Performance is measured indirectly according to its influence on others. Work is decided upon and done together. Work is decided upon by group leader and delegated to individual group members. Table 4.1 Source: J. R. Katzenbach and D. K. Smith. The Wisdom of Teams, Harvard Business Review, July-August 2005, p.161. 4.4 Types Of Teams Teams can do all of things. They can design products, coordinate projects, offer advice, provide services, negotiate deals, and make decisions (William, 2007). Work teams is a groups whose members work intensely on a specific, common goals, individual and mutual accountability, using their positive synergy, and complementary skills. There are several types of teams: Types of team Explanation Problem-solving teams A team from the same functional area or department thats involved in efforts to solve specific problems or improve work activities. Self-managed work team A type of work team that operates without a manager and is responsible for a complete work segment or process. Cross-functional team It is a work team composed of individuals from various specialties. Virtual team Its a type of work team that uses technology to link physically dispersed members in order to achieve a common goals. Table 4.2 Types of team ( Sidin J. P. , 2011) 4.5 Creating Effective Work Teams Teams are not always achieve high levels of performance and also not always effective. However, research on teams provide insight into the characteristics typically associated with effective work teams. There are nine of characteristics of effective teams: Exhibit 4.1 Characteristics of Effectiveness Teams (Sidin J. P. , 2011) Characteristic Explanation Clear goals It is a high performance team that has clear understanding of the goal to be achieved. The members in the team will know what theyre expected to accomplish, committed to the teams goal, and understand how they will work together to achieve these goals. Relevant Skills Effective teams are composed of competent individuals that have the necessary interpersonal and technical skills to achieve the desired goals while working well together. This is important because not everyone who is technically competent has the interpersonal skill to work as a team members. Mutual Trust The effective teams are characterized by high mutual trust among the members. The members must believe in each others ability, integrity and character. This is because trust is fragile. So, maintaining trust requires careful attention by the managers. Unified Commitment This characteristic is characterized by dedication to a teams goals and a willingness to expend extraordinary amounts of energy to achieve them. Good Communication All of the effective teams will characterized by the good communication. Members convey messages, verbally and non-verbally, between each other in ways that are readily and clearly understood and the feedback will helps to guide team members and correct misunderstanding. Negotiating Skills Effective team will making adjustments to who does what and this requires team members to posses negotiating. This is because the problems and relationships are regularly changing in teams, and members need to be able confront and reconcile differences, Appropriate Leadership By clarifying goals, demonstrating that change is possible by increasing the self-confidence of team members, overcoming criteria, and helping members to more fully realize their potential. Internal Support The team should have sound infrastructure, which means proper training, a clear and reasonable measurement systems that team members can use to evaluate their overall performance, a supportive human resources system, and an incentive program that recognizes and rewards team activities. External Support In external support, managers should provide the team with resources needed to get the job done. Table 4.3 Characteristics of Effective Teams and The Explanation (Stephen and Mary, 2007) CHALLENGES IN MANAGING TEAMS Managers can build effective teams by understanding what influences the satisfaction and performance. But, manager will also face some current challenges in managing team, primarily to those that associated with managing global teams and with understanding organizational social networks ( Stephen and Mary, 2007). 5.1 Managing Global Teams There are two characteristics of todays organizations are obvious such as global and work is increasingly done by teams. That means that any manager would like to manage a global team. There are drawbacks and benefits in using the global teams. Drawbacks Benefits Disliking team members. Greater diversity of ideas. Mistrusting team members. Limited groupthink. Stereotyping. Increased attention on understanding others ideas, perspectives, etc. Communication problems. Stress and tension. Table 5.1 Global teams (source: based on N. Adler, International Dimensions in Organizational Behavior, 4Th Edition, pp.141-147) In addition, by using our group model as a framework, we can see some of the issues associated with managing global teams such as: Group Member Resources in Global Teams. In global organizations, understanding the relationship between group performance and group member resources is especially challenging because the unique cultural characteristics represented by members of a global teams (Stephen Mary, 2007). In addition, managers need to be familiar with the team members abilities, skills, knowledge, and personality to clearly understand the cultural characteristics of the group members that they manage. Group Structure. Some of the structural areas where we see differences in managing global teams include social loafing, cohesiveness, status, and conformity. Social loafing has a Western bias(Stephen Mary, 2007). Its consistent with individualistic cultures, such as the U. S. and Canada, which is dominated by self-interest but not consistent with collectivistic societies, in which individuals are motivated by group goals ( Sidin J. P., 2011). Cohesiveness is another group structural element with which managers will face the special challenges and its often more difficult to achieve because of the higher levels of mistrust, miscommunication, and stress. For status, it is important in France and depends on social origin and also the countries that have differ on the criteria that confer status. Besides that, to manage global teams, conformity also findings generalizable across culture. As might as expected, conformity to social norms tends to be higher in collectivistic cultures than in individualisti c cultures ( Sidin J.P., 2011). Group Processes. The process that global teams use to do their work can be particularly challenging for managers and for one thing communication issues often arise because not all team members may be fluent in the teams working language (Sidin J. P., 2011). This particular situation will lead to inaccuracies, inefficiencies, and misunderstanding. However, managing conflict in global teams isnt easy, especially when those teams are virtual teams because conflict can interfere with how a team uses information (Stephen Mary, 2007). The Managers Role. There are things that managers can do to provide a group with an environment in which effectiveness and efficiency are enhanced. First of all, because communication skills are vital, so managers should focus on developing those skills (Sidin J.P., 2011). Also, managers must consider cultural differences when deciding the type of global team to use. Finally, its vital that managers be sensitive to the unique differences of each member of a global team ( Stephen Mary,2007). CONCLUSION As a conclusion, work as a group will have a strong, clearly focused leader who had individual accountability and also have a purpose thats the same as the broader organizational mission. While, work as a team have some following characteristic such as, shared leadership roles, specific team purpose and so on. From this chapter, we know that group is two or more interacting and interdependent individuals who come together to achieve specific goals ( Stephen Mary, 2007). While, team is a small number of people with complementary skills who are committed to common purpose, common performance goals, and an approach for which they hold themselves mutually accountable (Griffin, 2006). Ginny V Lee in his article From Group to Team have said that in teams, they will shared the common purpose and goal. Besides that, team members also are interdependent because they understand that they need to work well as a unit inorder to complete their task. Ginny also said that skilled facilitation moves a group from a collection of individuals to an effective team.

What Is The Most Effective Way To Discipline Student :: essays research papers

School is the battleground for too many participants. For most teachers and students, a main battlefield revolves around discipline. Maintaining good discipline is a necessary condition for establishing a classroom climate that is conducive to learning. There are many ways to provide discipline, but one of the most productive is motivating students because they care about what they are learning. Enthusiastic teachers who present their material in stimulating, meaningful ways motivate students. When students are actively learning content that has personal meaning for them, they have neither the time nor the energy to create discipline problems. Conversely, when students feel that they are passive receptacles for knowledge, they become bored, turned off, and find satisfaction in acting out. Stimulating lessons require competition, high-level thinking, working cooperatively, and create products that evoke pride. Teacher has to increase students’ response, ask more low-risk, open-ended questions, see that low-ability students have an equal chance to respond. Of course, it is not easy work. Only teachers, who love their work and give all their time to make their lessons in such way can increase interest of their students and therefore provide discipline. I used to work as a teacher in a school for children with difficult behavior. When I started my job, the question of discipline was the main. And only after I could concentrate students’ attention on mathematics, when I knew how to work with students with different ability at the same time, when I did not give them a moment for relaxation, the discipline problem was solved. Competition is highly stimulating and motivates students to achieve their best. When competition focuses on the means, or process, the results are rewarding and high levels of learning can be achieved. Teamwork is a positive experience. Winning is important as playing. In my practice, the process of playing always was stressed above the final score. I often used games without score that supplemented the more competitive activities. Cooperative learning or working in groups is very important as well. Students work together in small groups in the classroom.

Answering The Call: Inspiration For Teachers

Where does the inspiration to teach well come from? How and why do we teachers keep going at a time in Ontario when we are so often depicted as public enemy number one? What is the motivation when funding for kids is considered such low priority, and testing them such a high one? The answer is quite simple. We know we make a difference. We know we are called to make a difference. Sure, the academics are important, but in the years after the children leave our classrooms, they won t remember the Cs or the Bs. What they'll remember is whether they felt loved in our classroom, whether they felt safe, and whether they felt God.Teacher Cadet Essay And that can make all the difference in the world. In 1986, I was 22 years old, immortal, and out to discover the world. I had just completed the first year of a two-year volunteer contract to teach mathematics in Africa. I was posted to an impoverished boarding school in Malawi, a sliver of a country in central Africa, with another Canadian teacher for a roommate. Unlike my roommate Janet, I was a novice teacher, still feeling my way through lessons, spending long hot nights planning and grading, while I listened to distant drums and nearby crickets. My job was fulfilling despite the overcrowded classrooms and 1920s British textbooks and by the end of the first year I was beginning to realize that job satisfaction was dependant on a lot more than my student s academic successes. Besides the new experiences in my community, the opportunities to travel were fantastic. It was near the end of one particular trip that I learned how important one teacher s influence can be. On this occasion Janet and I had been visiting the fabled Victoria Falls that Livingstone had so loved. We had been lucky enough to hook up at the end of our trip with some young American missionaries who were driving their new pick-up truck back from South Africa to their Malawian mission. They were in a hurry to get back as one of their number had just come down with malaria, and they were eager to have as big a company as possible. I was worried about accepting a lift in a vehicle with South African license plates. This was, after all, still the apartheid years, and Zambia had been bombed by the South African air force less than six months before our trip. I was afraid that the soldiers that manned the many roadblocks on our route might not. give us the chance to explain that none of us were actually from South Africa before they reacted. But there were going to be risks whether we accepted the lift or rode along the twisting pot-holed road in one the Zambian buses whose undercarriage was held together by chicken wire. Janet and I had already decided that avoiding adventure was neither possible nor always desirable. Nevertheless I tensed every time we came to one of the many military roadblocks that lined our route. At first all went well at the various stops. In the heat of an African afternoon, the soldiers were happy to do no more than a quick check of our apers and vehicle before retiring to the shade. We were actually beginning to enjoy the breathtaking views of the distant mountains, and close to the road, the sight of brilliant scarlet-leaved trees announcing a rainy season soon to come. Janet and I sat in the back of the pick-up for the entire journey and the breeze kept us cool as we covered our heads in the local cloth, or chitenge to prevent sunstroke. It wasn†t until we approached the last roadblock that the aggression I feared began to seem a reality. Right away we could tell things would be different. Even before we had completely stopped at the gate, a row of soldiers had risen and were facing us, rifles very much in evidence. As soon as we had braked completely, an officer walked angrily to the driver s side and ordered the three Americans out. Other soldiers gathered around, rifles in hand. Janet and I were frozen in the back unsure of what we should do. The Americans tried to explain that one of their company was too sick to stand, but the soldiers had no time for what they took to be excuses. The missionaries were pulled stumbling from the cab. Sitting in the back I could feel the adrenaline rushing as I recalled every orror story I had heard about travelers in Africa. The seven Germans who had disappeared on the Bulawayo-Victoria Falls road. The Canadian mother who had been strip-searched along with her two daughters by Zambian soldiers. I did not of course at this time remember that the anger Africans feel against foreigners is justified by decades of aggression and rule by outsiders. All I felt was panic as the yelling went on at the front, as one of the missionaries began to cry, as the soldiers voices became angrier, and as we waited, and waited, interminably in the back of that truck. One of the soldiers finally came around to Janet and me. We had taken out our passports and were nervously waiting. He demanded that we hand them over, then, as his gaze fell on their deep blue covers, his whole face changed. Canada? You re from Canada? he asked excitedly. We hardly knew what to answer. Do you know Father Leclerc? he went on. He taught me French in high school. He was such a good teacher. Is he a White Father? I asked tentatively, trying to control the shaking in my voice. Yes he is! answered our guard, delighted. Do you speak French? I told him I did, and, in what I was beginning to feel was some kind of wilight zone we exchanged a few words in French.. 3 Suddenly our attention was called back to the front of the truck. The sick missionary had begun to collapse and one of his friends put out a hand to steady him. We heard the slap of rifles going up and the yells of fear even before we turned and saw the panicked faces of the Americans. For a moment the tableau of m issionaries and soldiers stood frozen in the shimmering heat. I felt the ball of a scream stuck in my throat, but before I lost the struggle to control it, our new friend called out sharply to the other soldiers. I couldn t understand much of what he said but two words stood out again and again. Canada. And punzitzi, the word for teacher. After a moment the rifles slowly went down, and one of the soldiers gestured to the Americans to get back in the truck. They climbed slowly back into the cab as Janet and I held our breath. It didn t seem possible that we would get away so easily. But we did. When moments later we were headed on our way, and we had all finished a long shaky prayer of gratitude I remember wondering, as I still do today, if I could ever have the same effect on my students as that unknown teaching Father obviously had on his. That s what teaching is all about. Hoping that somewhere, somehow the children you have taught will grow up to make moral decisions in situations and places you can t even envision. We were lucky that that priest was Canadian like us. But even more, we were blessed that he was good at his vocation. Wherever he is, I thank him not just for that one brief moment in Zambia, but for the inspiration he has given me ever since.

Are Emotion and Reason Equally Necessary in Justifying Moral Decisions Essay

In analyzing human behavior and human thought processes it can be said that reason and emotions are always present in each major decision. There is no human being, even the most morally upright or the most unbiased observer can make crucial moral decisions without having to have felt the power of reason and the equally powerful emotions in his mind and body. If Emotion and Reason are taken together and if the proponent of this paper will not be given the freedom to choose one from the other then the answer to the query is no. There is no need to have the combined benefit of emotion and reason to justify a moral decision. But if allowed a free hand one should insist that Reason is necessary in justifying moral decisions. This paper will look into the implications of using Emotion and Reason in matters regarding moral decisions. This will be done by finding out what is the meaning of emotions and reason in the world of epistemology. But even before that there is a need to have a review of epistemology the theories on how human beings acquire knowledge. Background Epistemology is a branch of philosophy that deals with how man attains knowledge. For many the getting of knowledge from reading, observing the external environment and by doing experiments can be taken for granted. But for philosophers it is not simply about getting data and then having the ability to describe what was observed and inferred afterwards. Philosophers are persistent that man knows the exact process and if there is none then one should suspect if there is actual learning that occurred after all. With this in mind it is time to introduce two diverging schools of thought when it comes to epistemology and how man exactly acquires knowledge. The first group of philosophers believes that human beings can get knowledge using pure reason. It is the use of the rationale mind, to think using logic to deduce and infer from what can be observed. It is easy to say â€Å"reason† but it is difficult to explain the actual processes of how man looks at the different pieces of the puzzle and then be able to see the whole picture and finds a pattern or connection. Reason is the man’s secret weapon and allows him to reign supreme in this planet. There is no other creature that can use the harness the awesome power of reason in the same way as a human being. A good example is on how man can deduce that certain plants are edible while others are lethal. It is common knowledge that man learns to distinguish between a tasty snack and a vine of poison by observing animals around him. This is probably the same technique used to discover that the seeds hidden behind the coffee pod are not only edible but also a source of one heavenly drink. Without the ability to reason it would have been impossible for man to realize that there is something in that coffee pod after observing the goat or maybe birds taking a liking for the sweet fruit. Another example of reason is in finding a pattern and consistency in natural occurrences such as typhoons, fruiting seasons, gestation period etc. Using reason man was able to build a system where he can begin to tame nature and enjoy her benefits. He can plant and expect harvest. He can build shelter and expect to be protected by an upcoming storm. Man can also reproduce his kind and even multiply his flocks knowing pretty well that there are certain laws in nature that he can rely upon and all these are possible by unleashing the power of reason. Diverging Stream Another school of thought when it comes to the acquirement of knowledge is called empiricism. The empiricists believe that it gaining knowledge through reason alone is suspect. They argue that reason can be influenced by many factors and they conclude that biases and prejudices can interfere in the process. This is understandable because for thousands of years man has postulated about something and made predictions about the future only to be made a fool at the end. This is because reason has its limits. It is at this point that that man is advised not to jump to conclusions. Empiricists will assert that accurate knowledge is only possible if man avails of his senses. The eyes to use to see and measure; the hands used to grasp and determine shape; the ears to hear and determine sound; the nose for determining smells; and the tongue for taste. Emotions are feelings and better yet it is a reaction that a person can observe after the body and the mind – or the heart – is exposed to certain external factors. For example, a mother sees her baby crying because she had not eaten the whole day. The mother has no money to buy milk and she too begins to cry. Her emotion – can be labeled as sadness – tells her that her mind and body does not agree to the image that she saw which is her poor baby experiencing acute hunger. There is another view of emotions which can be very helpful in this study. There are those who assert that emotions are not only act as messengers that tell a person whether something good or bad has occurred but they can be feelings that propels a person to do what is right even when faced with great odds. Jaggar remarked that, â€Å"†¦it is appropriate to feel joy when we are developing or exercising our creative powers, and it is appropriate to feel anger and perhaps disgust in those situations where humans are denied their full creativity or freedom† (1996, p. 82). A good example of such an occurrence was again given by Jaggar who wrote, â€Å"Certain emotions may be both morally appropriate and epistemologically advantageous in approaching nonhuman and even the inanimate world Jane Goodall’s scientific contribution to our understanding of chimpanzee behavior seems to have been made possible only by her amazing empathy with or even love for these animals† (1996, p. 182). To those who are familiar with Goodall’s case will admire her courage and determination considering that she had to travel to Africa and be removed from the comforts and security of Western society and be immersed in a hostile environment, not with humans but with wild animals. It is a good instance of how emotions guided someone to do something heroic. It is easy to understand what emotions can do to lift ordinary humans to strive for things that exceed his grasp. Emotions can fire-up a person and allow him to go where no one has gone before. The history of the United States is replete with examples where tough moral decisions were justified with the cry for freedom and equality. But there is also a counter-argument that emotions are not needed to do justify moral decisions. Reason alone should be enough to move a person to do what is right. This is because emotions can be subjective. And there is no need to furnish volumes of scientific material to prove that point. Emotions can even be counter-productive when used to analyze tough moral decisions as evidenced from the results of a new study published in Newsweek. According to Wray Herbert – writing for Newsweek (2008): A large and growing number of psychologists now argue that a welter of prejudices are simmering just below the surface of society: prejudices against many ethnic groups, against women, gays, the elderly, and outsiders like the homeless and drug addicts. The big question is whether these unconscious animosities are potent enough to actually shape our actions, to make us do things we ourselves find shameful. A new study suggests that, unhappily, the answer is yes. Conclusion The question whether emotion and reason are equally necessary to justify moral decisions is a double-headed query that should have been simplified by separating emotion and reason; rephrasing it in two separate questions: 1) Is emotion necessary to justify moral decisions and 2) Is reason necessary to justify moral decisions. If this is possible then the proponent of this study will say no to the first and then say yes to the second question. But since the main topic used the phrase equally necessary then the answer is no meaning there is no need to bring both emotion and reason to the process of analysis of the problem and ultimately giving the justification for a moral decision. To clarify what is meant by using emotion in the decision process, one has to revisit the example of Jane Goodall and his work with endangered species, it was her strong feelings of emotions, specifically empathy that allowed her to do so much. Using this understanding of emotion the proponent still cannot endorse the use of emotion to judge a moral case because even with strong emotions one can still be mistaken. An excellent example would be the events that transpired in Germany in World War II. The residents of this nation enthusiastically embraced the idea given by Hitler that Jews deserve nothing but death and suffering. The majority agreed or at least the Nazis agreed that this is fact, even truth and they are responsible for the death of 6 million Jews. If one will go to Germany today and present the same ideas to present day Germans they will surely not react with the same fervor as they did in the time of Hitler but they will recoil in horror. This is a clear example of the subjectivity of emotions and therefore not needed to analyze tough moral issues.