Task 1 Essay Example for Free

Task 1 Essay Second it will discuss the definition of Constructive Discharge and its relevance to this claim. Third it will provide the specific areas under the Title VII of the Civil Rights Act of 1964. Fourth it will offer recommendations and supporting legal references. Fifth it will recommend proactive steps to avoid future legal issues in relationship to the Title VII of the Civil Rights Act of 1964. And finally any references used in this research will be provided. A. Definition of Constructive DischargeSummary of Claim and history:In January 1, 2013 a new policy was implemented to support exponential company growth. This policy impacted all production employees. The impacted employees were notified of the changes two months in advance of the January 2013 implementation to allow for assimilation and training on the new shifts schedules and there impacts. Production employee schedules were shifted from a Monday through Friday schedule, 8 hour shift to a Monday through Sunday schedule, 12 hour shift, four working days can occur any day of the week. This schedule requires all production employees to work on holy days regardless of religious affiliation as the production now runs seven days a week. Office staff members were not impacted by this policy change. AA23 quit on January 2, 2013 after new policy was in effect. There was no reason given in the resignation as to why AA23 was resigning or that it was related to having to work on holy days. AA23 filed a Claim #1-2013 with the Equal Employment Opportunity Commission (EEOC) on February 3, 2013. Toy Company was notified via our legal department on March 10, 2013. Constructive discharge is when an employee resigns from their job because the employer makes conditions so bad or lets bad conditions continue; that a reasonable employee would also have resigned in the same conditions. If proven it is treated as an unlawful firing. There are rules that an employee must follow in order to make a claim of constrictive discharge. First they must provide written notification of the cause of their resignation. The employer than has 15 days to provide a written response to the allegations. This type of claim is very difficult to prove; especially in Washington state which is an â€Å"At Will† state. â€Å"At Will† means that the either the employee or the employer is free to sever a working relationship for any reason; as long as the separation was not due to discrimination. Or there was a contract in place that overrides the â€Å"At Will† mandate. There are two main considerations when working with a constructive discharge claim. The first is regarding whether other production employees felt compelled to resign. The second is whether Toy Company’s intent was to force AA23’s resignation with the new production work schedule (Finnegan, 2013). The following assumptions are being made at this time: 1) there haven’t been any other resignations reported that are related to this issue. 2) The documented intent of the schedule change was created to address increased demand not to create religious discrimination. ) The claimant filed the claim with EEOC. 4) The claimant didn’t follow the company procedures to report and resolve issues. B. Title VII of the Civil Rights Act of 1964 (relevant areas)Title VII of the Civil Rights Act of 1964 was created to address the civil rights conflicts that were occurring during this 1960†™s. It is considered one of the most important pieces of legislation related to Civil Rights. This act was setup to address discrimination of protected classes (e. g. African Americans, Asian, Americans, Latinos, Native Americans, and women). The part of Title VII of the Civil Rights Act of 1964 that applies to employment decisions; mandates that employment decisions not be based on race, color, religion, sex, or national origin (Gmoez-Mejia amp; Cardy, 2013). † Discrimination is about the making of distinctions; in the context of human resources, it is about the making of distinctions among people. There are two type of discrimination. Disparate treatment is when an employee is treated differently because of his protected status. Adverse impact is when the same standard is applied across the board; however it impacts a protected class more (Gmoez-Mejia amp; Cardy, 2013). In the case of #1-2013 adverse impact could apply to the shift changes that were implemented in January 2013. As the shift changes applied to all production employees. This could be construed as unintentional discrimination. However we haven’t had any other complaints to date. The company must reasonably accommodate religious beliefs or practices; unless it creates undue hardship (e. g. costly, compromises workplace safety, decreases workplace efficiency, infringes on the rights of other employees, or requires other employees to do more than their share of potentially hazardous or burdensome work). There are several ways to make accommodations (e. g. flexible scheduling, voluntary shift substitutions or swaps, job reassignments, and modifications to workplace policies or practices) (Religious Discrimination, 2013). C. Recommendations for Toy Company response. The facts before us are that Toy Company provided information on the new schedule several months before it was implemented. AA23 or any other employee didn’t inform Toy Company of any issues with the new schedule before the implementation at the beginning of 2013. When AA23 resigned AA23 did not document the reason for the resignation as due to scheduling impacts impacting religious beliefs either in writing or in person to the appropriate Human Resources personnel. Since this schedule change impacted all production employees it clearly was not created to personally force AA23 to resign. The EEOC will likely find in favor of the company and not send the case to trial. However it is in our best interest to work with AA23 and try to resolve this case through conciliation. This will require us to enter mediation with the EEOC, AA23, and company representatives. C1. Three legal references that support recommendations 1. In Liebermann V. Genesis Health Care – Franklin Woods Center (2012), Grace Liebermann worked at Genesis Health Care. Ms. Liebermann started working there in August of 2010. Ms. Liebermann constantly stated that she Jewish and needed to leave early on Fridays. Genesis agreed with the understanding that she would work a full 40 hours a week. Almost immediately her schedule became an issue. She repeatedly emailed her supervisor to leave earlier and earlier on each Friday. Each time attributing to her daycare’s adherence to the Sabbath. The court ruled in favor of the defendant; due to the fact that her issue was due to daycare requirements not religious requirements. This supports our claim because AA23 has not previously stated any issues due to religious observances. 2. In Pennsylvania State Police V. Suders (2004), a formal complaint was filed by Suders citing that she was subjective to sexual harassment by her supervisors. Suders’ hostile work environment claim was untenableas a matter of law, the District Court stated, because she â€Å"unreasonably failed to avail herself of the PSP’s internal procedures for reporting any harassment. †¦Resigning just two days after she first mentioned anything about harassment to Equal Employment Opportunity Officer Smith-Elliott, the court noted, Suders had â€Å"never given [the PSP] the opportunity to respond to [her] complaints. † Ibid (Pennsylvania State Police V. Suders, 2004). As with our claim Suders never notified the State Police of the se xual harassment issues by utilizing the available internal grievance procedure provided by her employer. This supports our claim because AA23 has not previously stated any issues due to religious observances. It also supports our position that this is not a constructive discharge case because As with Suder and the PSP, Toy story didn’t specifically single out AA23 with the new schedule policy to force her to quit and no other employees have complained let alone quit. 1. In Johnson V. Lancaster-Lebanon Intermediate Unit 13 (2012), Barbara Johnson brought charges of disability discrimination and hostile work environment. Johnson had epilepsy and was asked to provide additional information from her neurologist to ensure that she would be able to manage volatile situations in here classroom. After she was not able to provide that information an additional meeting was setup to discuss the schools concerns over this issue. The plaintiff choose to resign and treat it as a constructive discharge. The defendant requested a summary judgment which was granted due to insufficient support for her claims with the court determining that just because she was uncomfortable and was being asked to provide more information than other employees it did not mean she was constructively discharged. AA23 may have felt uncomfortable with the new schedule and may have even felt harassed; but AA23 didn’t follow internal procedures to report her concerns. A reasonable person would not have expected that a change in the work schedule for the whole production area was created to force AA23’s or anyone’s resignation. C2. Recommend steps to avoid future legal issues around Title VII of the Civil Rights Act of 1964 1. Review internal grievance policies and procedures. i. Ensure that all complaints are put into writing ii. Ensure that all complaints are responded to with 48 hours. Either to start an investigation or to provide a response. iii. Provide anonymous reporting phone number 2. Train all managers and supervisors on internal grievance polies and procedures. 3. Post grievance polies and procedures all general work areas and online on Toy Company internal employee site. 4. When considering schedule or other changes include make sure decisions are informed through the lens of the Title VII of the Civil Rights Act and other appropriate acts. Include HR personal in these discussions to ensure compliance with laws. D. ReferencesFinnegan, S. 2013). Constructive Dishcarge Under Tittl VII and the ADEA. The University of Chicago Law Review, 561-562. Grace Liebermann V. Genesis Health Care Franklin Woods Center, CCB-11-2770 (District Court of Maryland 2013). Johnson V. Lacaster-Lebabib Intermediate Unit 13, 11-cv-01598 (District Court for the Eastren District of Pennsyvania 2012). Pennsylvania State Police V. Suders, 542 US 129 (Supreme Court 2004). Religious Di scrimination. (2013, 03 24). Retrieved from U. S. Equal EMployment Opportunity Commision: http://www. eeoc. gov/laws/types/religion. cfm | | |

Gospel :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Gospel   Ã‚  Ã‚  Ã‚  Ã‚  Gospel is defined as the good news. In the New Testament times, gospel did not attribute to a book or manuscript, but to a proclamation or message. It was normally referred to as a proclamation of the good news. The good news usually consisted of a victory in battle or other news for the Romans. It also had an effect on the Hebrews by proclaiming the good news to them, especially of Israel’s victory over God’s victory. More broadly, it can proclaim all of God’s glorious acts over Israel.   Ã‚  Ã‚  Ã‚  Ã‚  Jesus’ followers used â€Å"gospel† to describe the good news to the people, with extra effort that the good news involved what God did in Jesus. However, some are not sure whether Jesus used gospels to spread his proclamation. Paul described the center of his gospel as Jesus’ suffering, death, and resurrection.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Marks gospel opens with, â€Å"The beginning of the gospel of Jesus Christ.† He writes that all the good news through God will be put through Jesus Christ for all the nations to hear. His good word is put through human encounter for the real life to interact with and learn. It also involves that God is the almighty who makes Jesus the king over the real world. Matt and Luke do not begin their gospels the same way that Mark does, but they all share the same ideas. Matt shows Jesus proclaiming the kingdom’s gospel and Luke describes activity through verbal use. The use of messages separates the gospel according to John from the others.   Ã‚  Ã‚  Ã‚  Ã‚  The life of gospels beyond the canonical is a puzzling question. Very few uncanonical works are called gospels. However, gospel has been used to refer to uncanonical works independently of their self-identification. It may be better to keep two different categories because of the complications. One should be â€Å"Jesus material† and the other should be called â€Å"gospels†. This would make the distinctions much easier because makes the material easier to categorize.   Ã‚  Ã‚  Ã‚  Ã‚  The origin of a gospel genre arises from many early Christian writings both inside and outside of the standard known as the canon. Gospel is not used in the idea of the New Testament, and Matthew, Mark, Luke, and John did not put together part of the original writings. The idea of writings being referred as gospels probably came about in the 2d century and was established by the 4th century.   Ã‚  Ã‚  Ã‚  Ã‚  Most of the writings outside of the canon were called gospels. Gospel :: essays research papers fc   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Gospel   Ã‚  Ã‚  Ã‚  Ã‚  Gospel is defined as the good news. In the New Testament times, gospel did not attribute to a book or manuscript, but to a proclamation or message. It was normally referred to as a proclamation of the good news. The good news usually consisted of a victory in battle or other news for the Romans. It also had an effect on the Hebrews by proclaiming the good news to them, especially of Israel’s victory over God’s victory. More broadly, it can proclaim all of God’s glorious acts over Israel.   Ã‚  Ã‚  Ã‚  Ã‚  Jesus’ followers used â€Å"gospel† to describe the good news to the people, with extra effort that the good news involved what God did in Jesus. However, some are not sure whether Jesus used gospels to spread his proclamation. Paul described the center of his gospel as Jesus’ suffering, death, and resurrection.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Marks gospel opens with, â€Å"The beginning of the gospel of Jesus Christ.† He writes that all the good news through God will be put through Jesus Christ for all the nations to hear. His good word is put through human encounter for the real life to interact with and learn. It also involves that God is the almighty who makes Jesus the king over the real world. Matt and Luke do not begin their gospels the same way that Mark does, but they all share the same ideas. Matt shows Jesus proclaiming the kingdom’s gospel and Luke describes activity through verbal use. The use of messages separates the gospel according to John from the others.   Ã‚  Ã‚  Ã‚  Ã‚  The life of gospels beyond the canonical is a puzzling question. Very few uncanonical works are called gospels. However, gospel has been used to refer to uncanonical works independently of their self-identification. It may be better to keep two different categories because of the complications. One should be â€Å"Jesus material† and the other should be called â€Å"gospels†. This would make the distinctions much easier because makes the material easier to categorize.   Ã‚  Ã‚  Ã‚  Ã‚  The origin of a gospel genre arises from many early Christian writings both inside and outside of the standard known as the canon. Gospel is not used in the idea of the New Testament, and Matthew, Mark, Luke, and John did not put together part of the original writings. The idea of writings being referred as gospels probably came about in the 2d century and was established by the 4th century.   Ã‚  Ã‚  Ã‚  Ã‚  Most of the writings outside of the canon were called gospels.

The Use of Song to Improve Students Pronunciation at the Seventh Grade.

A. Background : There are many factors that cause unsatisfied result of learning English, but there are also many things to overcome the problem. As result students are able to developed communication skill and make them a costumed to interpreting as well as expressing. To learn English means to learn about the language it self and to learn how to use it in oral communication spoken language begin with sounds. The most important in learning process, the teacher has been called the facilitator or mediator should has some certain skills in teaching learning English. To express the language, it should has stimulus which was given.For giving the interesting learning process, the teacher can use media or method which is suitable, for example film, movie, picture, or music. In English language teaching attention should be paid to the teaching pronunciation, its’ seems to have an important of language teaching because we will know the quality of the speaking using pronunciation skill . We can teach pronunciation by song. Its’ give the students entertain to interest the teaching learning process. Many students have also proven that song are very helpful for learners in learning a new language. B. Research Question : 1.What extent are the songs able to improve the students pronunciation? 2. What are the problems faced by students? C. The purpose of the research 1. To find out what extent the song to able to improve the students pronunciation ? 2. To find out what the problems faced by the students. D. Underlying The Theories Kelly Affir in that â€Å"misic contains large section pronunciation and it has detail matter like vowel quality, syllabic length, and intonation pattern† (1996:99) One the study entitled â€Å" the use of children songs to improve students pronunciation a case of the fourth grade kabupaten pemalang† by febri Wira atmojo ( 2010:39) E.Research method The method of this research will use experimental quantitative research th ere are two activities they are pre test and post test. The techniques the researcher used to collect the data before and after test. The observation was used to gather information dealing with the students’ progress during the teaching and learning process. Besides, the oral test was done to know the students’ improvement in pronunciation before and after the technique was implemented.F. Reference †¢Harmer, Jeremy. 1991. The Practice of English Language Teaching. London: Longman. †¢Bums, Anne. 1999. Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press. †¢Halliwell, Susan. 1992. Teaching English in the Primary Classroom. London: Longman. †¢Wira, febri . 2010 . the use of children song to improve students pronunciation. †¢http// linguistic. byu. edu/faculty herrichsen / research method / RM 2. 06 htm.

Climate Change Awareness Begins with Me

â€Å"Climate Change Awareness Begins With Me† TGTAI CONCEPT PAPER Goal: To encourage youth to engage in interactive learning on Global Warming & Climate Change which may be translated into education outreach in their specific communities and/or organizations. Objectives: 1. To encourage youth from youth organizations, schools and communities to learn/learn more about global warming and Climate Change concepts (Think Green) and engage in simple Green Solutions at the individual/community level. 2. To assist young people in understanding the Commonwealth initiative as it pertains to Education for Sustainable Development. 3. To provide opportunities for experiential learning on the environment through nature appreciation, work group activities and other interactive knowledge elements. 4. To assist youth in developing their critical thinking skills. Problem Statement The long-term alteration in global weather patterns, especially increases in temperature and storm activity, and the potential of sea-level rise, will have a detrimental impact on Small Island Developing States (SIDS). Like all countries of the world, Trinidad and Tobago will need to play its part in decreasing its carbon emissions and encouraging its population to: â€Å"Think Green, Then Act to Impact (TGTAI). † Additionally, there is an urgent need to address the gap between information-on-the- street and knowledge leading to action at the micro-levels in communities. In a preliminary baseline survey conducted by TGTAI’s volunteers, on conceptual knowledge of Global Warming & Climate Change, 77% of the persons surveyed either did not know what was global warming this included mistaking the circumstance of ozone layer depletion for global warming. Among this group, the youth also had difficulty expressing these concepts. Presently there is no collective ESD initiative which provides opportunities for youth to learn through a learning environment that is more natural, to learn basic concepts associated with global warming and climate change, while enabling them with opportunities to engage at individual level, simple energy-saving and conservation activities within their home/school units. Additionally very little exposure has been provided for youth to engage in understanding the role of the Commonwealth in supporting ESD initiatives among local youth. Project Description â€Å"Climate Change Awareness Begins With Me† is a One-Day highly interactive ESD Collaboration which seeks to jointly engage youth in exposure to (and in some instances), concretizing their Global Warming/Climate Change knowledge. Youth will be engaged in four (3) ESD learning areas/modules: ? Nature and Ecosystem Appreciation ? Global Warming & Climate Change Commonwealth & ESD Initiatives ? Green Solutions 1. Nature and Ecosystem Appreciation Participants will learn about overall environmental awareness by encouraging learning in a natural setting with opportunities provided to interact and learn from nature, a trail experience and interaction with wildlife elements. This preliminary intervention will hopefully help the young people to gain a deeper appreciation of the importance of existi ng ecosystems and to see themselves also playing a responsible role in their conservation/protection. . Global Warming & Climate Change Participants will learn basic global warming and climate change concepts and will be able to demonstrate linkages between anthropogenic (man-made) activities and their emerging/existing impact on human well-being and the natural environment. 3. Commonwealth & ESD Initiatives Participants will learn the structure of the Commonwealth, to determine its benefits and to understand the existing/emerging role of the Commonwealth for ESD Initiatives. 4. Green Solutions Participants will develop and be exposed to simple Green Solutions that they can individually carry out in their homes while transmitting knowledge in various ways for others in the home/school/community to do same. Project Methodology: The Lead Youth Agencies who will engage in Pre-implementation work/activities: ? Commonwealth RYC Trinidad and Tobago. ? Junior Environmentalists of Trinidad and Tobago (JETT) and its TGTAI Volunteers. Key Project Elements: ? Use of Interactive Think Green Workshops in a Natural Setting. Use of Visual Stimulation through Trail/Nature Experiences To Encourage Nature Appreciation. ? Provision of Problem-Solving Opportunities for Participants to Engage in Critical-thinking and Real-life Application. ? Encouraging by Facilitators of Youth Capacity to Create and Adopt a Green Charter. These elements will be achieved by the following strategic partnerships: Asa Wright Nature Centre: Nature/Eco-system Appreciation Youth Facilitators: ? Junior Environmentalis ts of Trinidad and Tobago (Environmental Advocacy and Green Solutions) ? Commonwealth Youth Programme (Commonwealth RYC, ESD Initiative) Environmental State Agencies: ? Environmental Management Authority (PowerPoint Presentation on Global Warming & Climate Change: Concepts and Social Impacts) ? Forestry Division (Environmental/Wildlife Conservation Issues Related to Climate Change and Human Impacts) ? Institute of Marine Affairs (Marine Ecosystem Challenges Related to Climate Change) ? WITT (Water Challenges Related to Climate Change) Recommended Venue which meets all project requirements: ? Asa Wright Nature Centre (East Trinidad) Alternate Locations: ? Pointe-a-Pierre Wildfowl Trust, ? La Vega Estate (Central Trinidad) ? Emperor Valley Zoo/Botanical Gardens Target Group: 30 youth (aged 14-24), from the East-West Corridor (20 students;10 youth from youth organizations); Project Timeline: Project Start date: March 18th (pre-implementation activities) and End Date: April 10th 2008 (One-Day Interactive ESD Learning Experience). Expected Outcomes: . 30 Youth from the East-West Corridor exposed to Global Warming & Climate Change Concepts and Related Issues. 2. 30 Youth exposed to information on the Commonwealth and its role in emerging/existing ESD initiatives for their benefit. 3. 30 Youth exposed to critical thinking skills, through experiential learning and interactivity with and among a healthy, thriving ecosystem. 4. 3000 Youth Exposed to Green Solutions. 5. Creation of a Youth-oriented Green Declaration for furt her ratification among youth. Project Sustainability: Each Participant will also receive 100 Green Solutions which they will be encouraged to disseminate among their peers, families and communities. Participants will also have the opportunity to create and adopt a Green Declaration, which symbolizes their commitment to educate and act on in their own spheres of influence, their peers, families and communities on Global Warming & Climate Change towards a low carbon emission. This will include acquiring a goal of 5,000 signatures for the Green Declaration, an indication of the young individual’s willingness to support through daily commitments, Environmental Education and environmentally-friendly activities as laid out in the Green Declaration. Evaluation & Monitoring 1. Feedback from Participants (an evaluation questionnaire). 2. Evaluation Meetings by Project Team. Bibliography: JETT TRAINING MANUAL, 2004. TGTAI BASELINE SURVEY, 2008

Capital Punishment Essays (1010 words) - Ancient Greek Philosophers

Capital Punishment Essays (1010 words) - Ancient Greek Philosophers Capital Punishment During the Greek Golden Age, art and philosophy expressed hellenic weltanschauung, their unique outlook on the world and way of life. Through the works of artists, playwrights, and philosophers, one can see both sides of the conflicted systems of the world, such as; good vs. evil, order vs. chaos, stability vs. flux, relativism vs. absolutism and balance and harmony. The Greeks were materialists. They adopted the philosophical doctrine which says that physical matter is the only reality in the universe; everything else, including thought, feeling, mind and will can be explained in terms of physical laws. Their materialism was expressed in an excessive regard for worldly, beautiful material things and concerns. They used their art to show the glories of humanity and man. The sculptors of the Golden Age aimed to create graceful, strong and perfectly formed figures. Their art showed natural positions and thoughtful expressions rather than abstract art forms. Their standards of order and balance became standards for classical art in western civilization. The Greeks were proud of their temples and other architecture, made to honor the gods and beautify the polis (city-state). Their famous architectural styles were the heavy Doric columns and the slender scrolled Ionian columns. The Parthenon, the Greek temple for the goddess Athena, is a impeccable example of symmetry and proportion. The sides of the Parthenon give an optical illusion of perfect balance on all sides. Their desire for balance in art and architecture represents the balance of the world; order and moderation are expressed in the simplicity of lines and shapes. The resulting overall structure works together to achieve harmony. In ancient Greece, public drama was more than entertainment. It was a form of public education. It dealt with issues of importance to the people, such as; the authority of the leaders, the power of the people, questions of justice, morality, wars, peace, the duties of the gods, family life and city living. Aeschylus wrote about the furies and how they punished man for wrongdoings. This shows that he believed that chaos would be punished because order (and law) is the ideal state. Sophocles is best known for his plays of Oedipus. Those plays dealt with family and civic loyalty. The Greeks emphasized, particularly in their plays, the importance of loyalty as a goal to strive for. We learn a lot about Greek views through their philosophy, which literally means the love of knowledge. The Greeks educated through a series of questions and answers, in order to better teach about life and the universe. The first philosopher was Thales. He believed in absolutism and eternal matter. He said that water was the original matter and that without it, there would be no life. Parmenides stated that stability and permanence were the underlying conditions of the universe. He believed that change is only an illusion and that one's senses can only grasp superficial realities of change. Heroditus argued with Parmenides saying that change was the basic condition of reality. He further claimed that all permanence was false. Thus he saw things as naturally being in flux rather than a stable state. Democritus argued with both Parmenides and Heroditus. He insisted that there is nothing spiritual and that only matter existed. He then went on to say that everything is made of little invisible particles, hooked up in different arrangements. He was an atomist. The Greek philosophers went on to question the nature of being and the meaning of life. Pythagoras was the first metaphysicist, one who studies beyond physical existence. He believed in a separation between spirit and body, an opposition between good and evil and between discord and harmony. In the 5th century, the Greeks learned from Sophists, who believed that the views of society are standards and the sole measurement of good, truth, justice and beauty. Protagoras was a sophist. He said that, man is the measure of all things. He believed in a constant flux, and that nothing is absolutely right or wrong, but subject to change. His view is much like that held by Parmenides. The philosophers then asked a question such as; what would happen if things that were wrong were seen by society as acceptable? What, for example,

Criminal Law Assignment Example | Topics and Well Written Essays - 750 words

Criminal Law - Assignment Example Common law has fundamental roots from judicial and customs precedents and not statutes. It forms part of English law that mostly contrasts statutory law. Common law relates to English law modified and adopted differently by federal governments (Casenotes and Briefs 77). Mores describes the conventions and identifiable customs of the community. Mores relates to habits, ways of life or traditions embraced by the community. Mores defines the moral attitudes acceptable in an individual society. Stare a decisi relates to the doctrines of precedent in the creation of legal principle of determining points in a lawsuit. It defines the principles of law on which the court used to rest an erstwhile decision. Statute law, as opposed to customary or oral law, refers to written laws by legislators and legislatures. Legislators write statute laws in monarchy states. Legislative rules prescribe, declare, or commands specific requirements. Substantive Criminal law relates to written rulings that explain the duties and rights in criminal and civil law. States can enact substantive criminal law by initiative processes (Cole, Smith, and DeJong 75). It includes component items that usable to qualify and make a case as a crime. It involves breach of the constitution. They include an act involving physical action and criminal intent. Winning criminal trials involves proving that an element of necessity is absent. Bill of Attainder is a statutory act imposing punishment on an individual or a group of easily recognizable individuals. In most instances, decision on treason is executed without trial. The American constitution prohibits

The Influence of Information Literacy on Scholarship, Practice and Essay

The Influence of Information Literacy on Scholarship, Practice and Leadership - Essay Example It is evidently clear from the discussion that biased and false information are some of the components considered in determining the relevance of the information. Information literacy influences a number of fields especially the professional field for different reasons. Some of the uses of information literacy include research, determination of consumer choices, academic reasons. In addition to that, it helps in understanding the political arena. The effect of information literacy is such that over the decades, countries have introduced programs that ensure students are equipped with skills to not only operate in an information-rich society but also acquire and rightly apply that information. Different models have been designed to understand the ever-growing body of literature. A closer look at information literacy shows that it has an influence on scholarship, practice, and leadership. Scholarship refers to lifelong learning. This means that a person is constantly learning to improv e his or her skills in their area of specialty. On the other hand, practice refers to one’s behavioral patterns within their workplace. In other words, the practice not only looks at one’s technical skills but social skills in a work environment. Leadership explores one’s ability to have a positive influence in their academic, professional, and personal lives. Thus, information literacy analyzes one’s ability to recognize the need for information. This is critical for any leader as they are called upon to locate, evaluate, and apply the knowledge they have for the benefit of the society. Leadership greatly determines the success or failure of an institution. Time has proven that poor leadership only leads to an institution’s downfall.