A University Education Provides Professional, Spiritual and Social skil

Both John Henry Newman and Jon Spayde argue the true meaning of a University education in their works titled â€Å"The Idea of a University† and â€Å"Learning in the Key of Life.† Newman defines a truly effective education as a liberal one. He believes that â€Å"The University’s art is the art of social life, and its end is fitness for the world† (47). Similar to Newman’s belief that a well-rounded education is necessary, Spayde also agrees that â€Å"Humanities are the foundation for getting along in the world, for thinking and for learning to reflect on the world instead of just simply reacting to current events† (60). It is certain, therefore, that a university education cannot be solely based on an academic concentration, but also has to offer the skills needed to produce well-rounded and diverse individuals in society. Hence a university education is essential to provide people with not only the professional, but also the spirit ual, and social skills needed to live a successful life. Any person who wants to be successful in life has to have a strong academic background, consisting of a certain specialization. A university is an institution that allows people to make such choices and develop their skills towards careers involving such majors. The advantage of this type of specialized system is the unique skill in that particular field a person learns and develops. Such refined qualities needed to be comfortable in a career allow one to be much more productive than someone who is not educated within a university. In addition, these skills boost one’s status on finding a highly paying professional job. Therefore a University education provides an individual with the knowledge and professional skills needed to find a better job ... ...social skills of an individual is supplying that person with the capability to be very successful in life. Finally, a university education, in order to be effective, is not one that offers only the specialized skills to succeed in one branch of knowledge. A true edification consists of not only the facts, but also the spiritual attachment to them, and the ability to interact and work around them. Therefore a well-educated individual holds not only the professional but also the spiritual and social skills needed in life. Works Cited Newman, Henry. â€Å"The Idea of a University.† The Presence of Others. 3rd ed. Ed. Andrea A. Lunsford and John J. Ruszkiewicz. New York: St. Martin’s, 2000. 46-49. Spayde, Jon. â€Å"Learning in the Key of Life.† The Presence of Others. 3rd ed. Ed. Andrea A. Lunsford and John J. Ruszkiewicz. New York: St. Martin’s, 2000. 58-63.

Post-Colonial Themes in David Maloufs Remembering Babylon Essay exampl

Post-Colonial Themes in David Malouf's Remembering Babylon It is interesting to note that, although in the context of this MA course we are studying Malouf's novel in terms of a post-colonial response, the author himself has expressed the opinion that it is not, strictly speaking, a post-colonial text. Most would agree with Malouf in that it is certainly not an example of resistance or response from a member of a colonised community in the same vein as, for example, Chinua Achebe or some Native Canadian authors. Rather, it can be seen as an examination of the colonial project by a descendant of the original colonisers. Nevertheless, there are several themes running through the novel which constitute elements of post-colonial discourse, and this page intends to briefly examine some of them. There is a pervasive sense of colonial guilt throughout Remembering Babylon, an awareness of the suspect morality of the colonial process. Like Great Expectations, Babylon recognises Australia as a potential utopia for the industrious European immigrant - unlike Dickens, however, Malouf asserts that the success of the project rests not on merely exploiting the resources available (while ignoring or displacing the indigenous people), but on reaching a kind of harmony and exchange with the landscape and with the colonised. This hybrid culture represents, for Malouf, the ideal ultimate outcome of the colonial process. The potential for this utopia is personalised in the crude shape of Gemmy Fairley, an English castaway who lives among aborigines for 16 years before crossing back into European civilisation, where his identity is immediately called into question. Gemmy is an 'in-between creature'(p.28), occupying an uncertain cultural spa... ...piphany, a realisation of harmony with nature which is very aboriginal in character. Viewed from a post-colonial perspective, Remembering Babylon is a pessimistic assessment of the colonial project, a lament for the missed opportunities which a meeting of disparate cultures could provide for humanity. Yes, there is a hopeful hint that the utopia is still somehow attainable, in the self-knowledge gained by Jock, Janet, Lachlan and Frazer. However Malouf, writing as he is in the last decade of the twentieth century, is aware that the colonial project has failed on these terms, and this realisation must inform any reading of the novel. NOTE: Much of the material used on this page is taken from a conversation with David Malouf in Dublin, 19 April 1997. NOTE: The page numbers referred to on this page are taken from the 1994 Vintage edition of Remembering Babylon.

Academic Strategies

This is a five-part assignment. You should have already accessed the assignment in Canvas and completed the previous four steps: 1 . Watch the Academic Strategies video. 2. Practice annotating Plat's Allegory of the Cave using the concepts taught In the video. 3. Watch the video lecture on the Allegory of the Cave and practice taking notes during the lecture. 4. Take the practice quiz In Canvas to see how well you were able to anticipate the questions. The fifth and final part of the assignment Is to save and submit this file, along with a copy of your annotated allegory and lecture notes.Note: there are scanner is each of the 1 1 open-access computer labs on campus. Assignment Assess how effective your notes and annotations were. Before scanning your notes and annotation, clearly identify by quiz number where relevant information is present. For example, if question one was answered in your annotation marks, put a number one next to that part in your annotation. Complete the two gri ds and questions below before saving and submitting in Canvas along with your two other scanned files. Quiz Question Did you miss the question? Is the answer to the question In your text annotation or lecture notes?Text Annotation Lecture Notes Match each part of the allegory with the best possible interpretation. Partly This information I found in my notes. I think I Just got confused about how I had written it and how I interpreted it. Based on the lecture, which of the following Is NOT true of Socrates? No Both Which of the following fictional works was given In lecture as an example of an allegory. No The prisoners chained at the base of the cave are like . Yes Again, I think I Just misinterpreted my notes and what I thought was the idea. What does the sun outside the cave represent?No Which of the following is not true in the Banking Model of Education? Yes I didn't read the â€Å"not true† part of the question and instead answered what I thought was true. What is the si gnificance of the activity of â€Å"naming? † Liberal Arts Education is the process of becoming a free person liberated from intellectual vices such as apathy, lack of curiosity, and ignorance. Using the metaphors and symbols of the cave, why does the university require students to engage in the process of Liberal Arts Education? No Both. Could have connected it better to the story.Even the best students often encounter challenges with their study skills throughout their college career. In fact, it is not uncommon for students who earned As in high school to seek out additional study strategies once they experience the variety of coursework in college. Identify a couple of challenges that you may expect to encounter with regard to your own study skills, and then discuss the resources available and your action plan to overcome those challenges. Challenges Resources Action Plan Example: Inability to fully concentrate and take notes during a long lecture. US Academic Resource Ce nter online information and workshops, I. . Information about active listening during lectures. Read the information on the ARC website about listening during lectures. Practice habits of an effective listener listed on the website. Take a quick nap before class, put phone and laptop away, and practice concentrating during history class. Visit ARC workshop if that doesn't work. 1. I am worried I will be a procrastinator, and not work as hard as I should on my studying. I can go use the US Academic Resource Center and watch helpful videos. I can also offer to some of the videos that have been used on the US 1010 Canvas course.Start making study schedules. I need to start doing my homework when it is handed out and fresh in my mind. I need to do homework when it is first available for me to do it. I can also make calendars and plan out my weeks. 2. I will also struggle to keep up with the rest of the class. I am a slow learner, and I am worried I will fall behind. I can use the resour ces my professor gives me, like Supplemental groups and use the opportunity to study with my peers. I need to start going to Supplemental Instruction Courses and make time to learn more when I am not aught up.I need to make sure I put in extra time to study and stay caught up. Did you use your annotation and notes while taking the quiz? If so, would you have done as well if this was a closed-note quiz? I did use my notes and annotation, but I think I would have probably done Just as well as I did without them. What did you learn while doing this assignment? It is important to do well on note-taking and annotating. Even if you are not able to use those on a test or quiz, you retain more information by writing it down and going through the material repeatedly afterwards.

Electricity – A Secondary Energy Source

A Secondary Source The Science of Electricity How Electricity is Generated/Made The Transformer – Moving Electricity Measuring Electricity energy calculator links page recent statistics A SECONDARY SOURCE Electricity is the flow of electrical power or charge. It is a secondary energy source which means that we get it from the conversion of other sources of energy, like coal, natural gas, oil, nuclear power and other natural sources, which are called primary sources. The energy sources we use to make electricity can be renewable or non-renewable, but electricity itself is neither renewable or non-renewable. Electricity is a basic part of nature and it is one of our most widely used forms of energy. Many cities and towns were built alongside waterfalls (a primary source of mechanical energy) that turned water wheels to perform work. Before electricity generation began over 100 years ago, houses were lit with kerosene lamps, food was cooled in iceboxes, and rooms were warmed by wood-burning or coal-burning stoves. Beginning with Benjamin Franklin's experiment with a kite one stormy night in Philadelphia, the principles of electricity gradually became understood. Thomas Edison helped change everyone's life — he perfected his invention — the electric light bulb. Prior to 1879, direct current (DC) electricity had been used in arc lights for outdoor lighting. In the late-1800s, Nikola Tesla pioneered the generation, transmission, and use of alternating current (AC) electricity, which can be transmitted over much greater distances than direct current. Tesla's inventions used electricity to bring indoor lighting to our homes and to power industrial machines. Despite its great importance in our daily lives, most of us rarely stop to think what life would be like without electricity. Yet like air and water, we tend to take electricity for granted. Everyday, we use electricity to do many jobs for us — from lighting and heating/cooling our homes, to powering our televisions and computers. Electricity is a controllable and convenient form of energy used in the applications of heat, light and power. THE SCIENCE OF ELECTRICITY developed by the National Energy Education Development Project In order to understand how electric charge moves from one atom to another, we need to know something about atoms. Everything in the universe is made of atoms—every star, every tree, every animal. The human body is made of atoms. Air and water are, too. Atoms are the building blocks of the universe. Atoms are so small that millions of them would fit on the head of a pin. Atoms are made of even smaller particles. The center of an atom is called the nucleus. It is made of particles called protons and neutrons. The protons and neutrons are very small, but electrons are much, much smaller. Electrons spin around the nucleus in shells a great distance from the nucleus. If the nucleus were the size of a tennis ball, the atom would be the size of the Empire State Building. Atoms are mostly empty space. If you could see an atom, it would look a little like a tiny center of balls surrounded by giant invisible bubbles (or shells). The electrons would be on the surface of the bubbles, constantly spinning and moving to stay as far away from each other as possible. Electrons are held in their shells by an electrical force. The protons and electrons of an atom are attracted to each other. They both carry an electrical charge. An electrical charge is a force within the particle. Protons have a positive charge (+) and electrons have a negative charge (-). The positive charge of the protons is equal to the negative charge of the electrons. Opposite charges attract each other. When an atom is in balance, it has an equal number of protons and electrons. The neutrons carry no charge and their number can vary. The number of protons in an atom determines the kind of atom, or element, it is. An element is a substance in which all of the atoms are identical (the Periodic Table shows all the known elements). Every atom of hydrogen, for example, has one proton and one electron, with no neutrons. Every atom of carbon has six protons, six electrons, and six neutrons. The number of protons determines which element it is. Electrons usually remain a constant distance from the nucleus in precise shells. The shell closest to the nucleus can hold two electrons. The next shell can hold up to eight. The outer shells cans hold even more. Some atoms with many protons can have as many as seven shells with electrons in them. The electrons in the shells closest to the nucleus have a strong force of attraction to the protons. Sometimes, the electrons in the outermost shells do not. These electrons can be pushed out of their orbits. Applying a force can make them move from one atom to another. These moving electrons are electricity. STATIC ELECTRICITY Electricity has been moving in the world forever. Lightning is a form of electricity. It is electrons moving from one cloud to another or jumping from a cloud to the ground. Have you ever felt a shock when you touched an object after walking across a carpet? A stream of electrons jumped to you from that object. This is called static electricity. Have you ever made your hair stand straight up by rubbing a balloon on it? If so, you rubbed some electrons off the balloon. The electrons moved into your hair from the balloon. They tried to get far away from each other by moving to the ends of your hair. They pushed against each other and made your hair move—they repelled each other. Just as opposite charges attract each other, like charges repel each other. MAGNETS AND ELECTRICITY The spinning of the electrons around the nucleus of an atom creates a tiny magnetic field. Most objects are not magnetic because the atoms are arranged so that the electrons spin in different, random directions, and cancel out each other. Magnets are different; the molecules in magnets are arranged so that the electrons spin in the same direction. This arrangement of atoms creates two poles in a magnet, a Northseeking pole and a South-seeking pole. Bar Magnet A magnet is labeled with North (N) and South (S) poles. The magnetic force in a magnet flows from the North pole to the South pole. This creates a magnetic field around a magnet. Have you ever held two magnets close to each other? They don’t act like most objects. If you try to push the South poles together, they repel each other. Two North poles also repel each other. Turn one magnet around and the North (N) and the South (S) poles are attracted to each other. The magnets come together with a strong force. Just like protons and electrons, opposites attract. These special properties of magnets can be used to make electricity. Moving magnetic fields can pull and push electrons. Some metals, like copper have electrons that are loosely held. They can be pushed from their shells by moving magnets. Magnets and wire are used together in electric generators. BATTERIES PRODUCE ELECTRICITY A battery produces electricity using two different metals in a chemical solution. A chemical reaction between the metals and the chemicals frees more electrons in one metal than in the other. One end of the battery is attached to one of the metals; the other end is attached to the other metal. The end that frees more electrons develops a positive charge and the other end develops a negative charge. If a wire is attached from one end of the battery to the other, electrons flow through the wire to balance the electrical charge. A load is a device that does work or performs a job. If a load––such as a lightbulb––is placed along the wire, the electricity can do work as it flows through the wire. In the picture above, electrons flow from the negative end of the battery through the wire to the lightbulb. The electricity flows through the wire in the lightbulb and back to the battery. ELECTRICITY TRAVELS IN CIRCUITS Electricity travels in closed loops, or circuits (from the word circle). It must have a complete path before the electrons can move. If a circuit is open, the electrons cannot flow. When we flip on a light switch, we close a circuit. The electricity flows from the electric wire through the light and back into the wire. When we flip the switch off, we open the circuit. No electricity flows to the light. When we turn a light switch on, electricity flows through a tiny wire in the bulb. The wire gets very hot. It makes the gas in the bulb glow. When the bulb burns out, the tiny wire has broken. The path through the bulb is gone. When we turn on the TV, electricity flows through wires inside the set, producing pictures and sound. Sometimes electricity runs motors—in washers or mixers. Electricity does a lot of work for us. We use it many times each day. HOW ELECTRICITY IS GENERATED A generator is a device that converts mechanical energy into electrical energy. The process is based on the relationship between magnetism and electricity. In 1831, Faraday discovered that when a magnet is moved inside a coil of wire, electrical current flows in the wire. A typical generator at a power plant uses an electromagnet—a magnet produced by electricity—not a traditional magnet. The generator has a series of insulated coils of wire that form a stationary cylinder. This cylinder surrounds a rotary electromagnetic shaft. When the electromagnetic shaft rotates, it induces a small electric current in each section of the wire coil. Each section of the wire becomes a small, separate electric conductor. The small currents of individual sections are added together to form one large current. This current is the electric power that is transmitted from the power company to the consumer. An electric utility power station uses either a turbine, engine, water wheel, or other similar machine to drive an electric generator or a device that converts mechanical or chemical energy to generate electricity. Steam turbines, internalcombustion engines, gas combustion turbines, water turbines, and wind turbines are the most common methods to generate electricity. Most power plants are about 35 percent efficient. That means that for every 100 units of energy that go into a plant, only 35 units are converted to usable electrical energy. Most of the electricity in the United States is produced in steam turbines. A turbine converts the kinetic energy of a moving fluid (liquid or gas) to mechanical energy. Steam turbines have a series of blades mounted on a shaft against which steam is forced, thus rotating the shaft connected to the generator. In a fossil-fueled steam turbine, the fuel is burned in a furnace to heat water in a boiler to produce steam. Coal, petroleum (oil), and natural gas are burned in large furnaces to heat water to make steam that in turn pushes on the blades of a turbine. Did you know that most electricity generated in the United State comes from burning coal? In 2007, nearly half (48. 5%) of the country's 4. 1 trillion kilowatthours of electricity used coal as its source of energy. Natural gas, in addition to being burned to heat water for steam, can also be burned to produce hot combustion gases that pass directly through a turbine, spinning the blades of the turbine to generate electricity. Gas turbines are commonly used when electricity utility usage is in high demand. In 2007, 21. 6% of the nation's electricity was fueled by natural gas. Petroleum can also be used to make steam to turn a turbine. Residual fuel oil, a product refined from crude oil, is often the petroleum product used in electric plants that use petroleum to make steam. Petroleum was used to generate about two percent (2%) of all electricity generated in U. S. electricity plants in 2007. Nuclear power is a method in which steam is produced by heating water through a process called nuclear fission. In a nuclear power plant, a reactor contains a core of nuclear fuel, primarily enriched uranium. When atoms of uranium fuel are hit by neutrons they fission (split), releasing heat and more neutrons. Under controlled conditions, these other neutrons can strike more uranium atoms, splitting more atoms, and so on. Thereby, continuous fission can take place, forming a chain reaction releasing heat. The heat is used to turn water into steam, that, in turn, spins a turbine that generates electricity. Nuclear power was used to generate 19. 4% of all the country's electricity in 2007. Hydropower, the source for 5. % of U. S. electricity generation in 2007, is a process in which flowing water is used to spin a turbine connected to a generator. There are two basic types of hydroelectric systems that produce electricity. In the first system, flowing water accumulates in reservoirs created by the use of dams. The water falls through a pipe called a penstock and applies pressure against the turb ine blades to drive the generator to produce electricity. In the second system, called run-of-river, the force of the river current (rather than falling water) applies pressure to the turbine blades to produce electricity. Geothermal power comes from heat energy buried beneath the surface of the earth. In some areas of the country, enough heat rises close to the surface of the earth to heat underground water into steam, which can be tapped for use at steam-turbine plants. This energy source generated less than 1% of the electricity in the country in 2007. Solar power is derived from the energy of the sun. However, the sun's energy is not available full-time and it is widely scattered. The processes used to produce electricity using the sun's energy have historically been more expensive than using conventional fossil fuels. Photovoltaic conversion generates electric power directly from the light of the sun in a photovoltaic (solar) cell. Solar-thermal electric generators use the radiant energy from the sun to produce steam to drive turbines. In 2007, less than 1% of the nation's electricity was based on solar power. Wind power is derived from the conversion of the energy contained in wind into electricity. Wind power, less than 1% of the nation's electricity in 2007, is a rapidly growing source of electricity. A wind turbine is similar to a typical wind mill. Biomass includes wood, municipal solid waste (garbage), and agricultural waste, such as corn cobs and wheat straw. These are some other energy sources for producing electricity. These sources replace fossil fuels in the boiler. The combustion of wood and waste creates steam that is typically used in conventional steam-electric plants. Biomass accounts for about 1% of the electricity generated in the United States. THE TRANSFORMER – MOVING ELECTRICITY To solve the problem of sending electricity over long distances, William Stanley developed a device called a transformer. The transformer allowed electricity to be efficiently transmitted over long distances. This made it possible to supply electricity to homes and businesses located far from the electric generating plant. The electricity produced by a generator travels along cables to a transformer, which changes electricity from low voltage to high voltage. Electricity can be moved long distances more efficiently using high voltage. Transmission lines are used to carry the electricity to a substation. Substations have transformers that change the high voltage electricity into lower voltage electricity. From the substation, distribution lines carry the electricity to homes, offices and factories, which require low voltage electricity. MEASURING ELECTRICITY Electricity is measured in units of power called watts. It was named to honor James Watt, the inventor of the steam engine. One watt is a very small amount of power. It would require nearly 750 watts to equal one horsepower. A kilowatt represents 1,000 watts. A kilowatthour (kWh) is equal to the energy of 1,000 watts working for one hour. The amount of electricity a power plant generates or a customer uses over a period of time is measured in kilowatthours (kWh). Kilowatthours are determined by multiplying the number of kW's required by the number of hours of use. For example, if you use a 40-watt light bulb 5 hours a day, you have used 200 watthours, or 0. 2 kilowatthours, of electrical energy. See our Energy Calculator section to learn more about converting units. Last Revised: May 2009 Sources: Energy Information Administration, Annual Energy Review 2007, August 2008 . The National Energy Education Development Project, Intermediate Energy Infobook, 2007.

Gun safety Essay Example | Topics and Well Written Essays - 500 words

Gun safety - Essay Example Top scoring shooters who are likewise nationals of the USA can work their path to the top, and on the off chance that they meet the prerequisites of International Olympic Committee (IOC), the International Shooting Sports Foundation (ISSF), and the United States Olympic Committee (USOC), they could be selected for the US Shooting Team (USST). There are two essential sorts of compressed air firearm ammo; pellets and Bbs. Pellets weigh significantly short of what gun shots, which make the striking vitality considerably less. They are formed from delicate lead and most are hour-glass molded which provides for them expanded soundness in flight. They are intended for each compressed air firearm and arrive in a mixture of head shapes. Pellets may be shot in either smoothbore or rifled barrels, not at all like Bbs which ought to be discharged just through smoothbore barrels. Pellet quality is second in imperativeness just to the general nature of the compressed air firearm itself. In rivalry, the .177 gauge is viewed as standard. This is accurate in different sorts of rivalry, from the BB firearm through the Olympic-evaluation air rifles and guns. There are four fundamental sorts of pellets: woodcutter, utilized for paper target rivalry; pointed, intended for field use, generating more dynamic vitality for entrance; empty point, utilized for shape rivalry and field utilize; and round nose, acknowledged for any use requiring thump down force. The round BB is the most well known compressed air firearm ammo and is created out of either steel or lead. Firearm safety is essential for any holder or client of a BB weapon or pellet firearm. Adolescent shooters must be managed by an educated grown-up at whatever point utilizing the weapon. Grown-ups and kids ought to deliberately read and see all guidelines that accompany their compressed air firearm, and comprehend the correct safe

Societal Changes in Women Status 30s-70s Essay Example | Topics and Well Written Essays - 750 words

Societal Changes in Women Status 30s-70s - Essay Example These changes as represented by the pendulum have political and economic influences being the major cause affecting these changes. However, individual women have impressively changed the concept of the woman as gender perception as seen by Maya Angelou who during the world second war aspired to be a street car conductor and ended up being the first African American street car conductor thanks to her relentless applications (Collins, 2003). In his intriguing and captivating book, Collins gives examples of heroines like Hannah Dustan who in 1697 escaped from her captors by slitting them and returned to her home to a jubilated welcome. The book gives a wide range of inspiring examples of women thus the other meaning of the pendulum swinging wide. There are quite a number of historical facts that paved way to the behavior of women in the 20th century particularly between the 1930s to the 1970s. For example, in 1637 the law had to be changed after Ann fowler was sentenced to 20 lashes when she verbally abused a county justice by the name of Adam Thorowgood in Virginia (Walsh, 2010). It was then stated that husbands were no longer liable for damages caused by their wives. In Pennsylvania, single impoverished women were forced to wear bras with the letter P which stood for pauper whenever they appeared in public. In world war two, there were over 1000 women pilots, but they could only fly planes that were grounded. This meant that they could not leave the ground, so they only towed the planes for either takeoff or landing for inexperienced male pilots. Despite this, over 80% of the reading public was female at the time. This had a positive impact on American scholarship history, for women were inevitably placed on the same class as the men. The book celebrates women like the Grimke sisters, Susan B. Anthony, Sojourner Truth, Jane Addams, and Dolores Huerta who have arguably influenced the behavior of women in the 1920s and beyond. It is reported that the American Government and cultural leaders sent mixed messages to women regarding their social status, work, education and family through domestic policies gender roles and design of their positions in society. The American government having been influenced by philosophical advocates under nongovernmental organizations on gender equality weakened the family by legitimizing divorce. It also had no policy that supports in any way, infertile women giving rise to promiscuity and rise of immorality. More so infertile women had a high probability of dying during pregnancy and feared to give birth leading to a lower birthrate during the 1920s, and the government still did not address this issue (Smith, 2005). The cultural leaders particularly the Catholics in the na me of ‘modernity’ reduced the number of grants for memorial masses for the dead. This in turn no longer inspired the young generation to give birth to a new generation. So population did not grow as intended, and marriage, which is the sole unit for conception was not as recognized as should have been. In his book ‘utopia against the family’ Bryce J. Christensen mentions organizations like the American home economics declaring that families have nothing to do with blood marriage legal ties or adoption, instead states that it is of two or more persons who share similar resources, responsibilities goals and virtues over a period of time. Politicians and the media have picked this mentality and spread it

A View from the Trenches Essay Example | Topics and Well Written Essays - 250 words

A View from the Trenches - Essay Example You would inquire from these individuals and find out if the senior managers usually acted that way all the time. This would help you take the next action; for example, if you were the first to be treated that way, you would report to the senior executives immediately through a letter. The other thing would be taking legal action against the senior managers immediately in case you found out that the executives ignored such messages (Collins 47). The final, but ultimate thing would be ensuring that you understand the ethical program of the company. This is because different ethical programs have differing objectives and their meanings may also be different. For example, while some ethical principles aim at differentiating right from wrong, others only describe ethical behavior (Collins 34). As managers, you would have formulated proposals to help the companies understand ethics and formulate efficient ethical programs. This is because complaining in silence did not only harm you, but it continued to harm the organizations. For example, you would propose ethical trainings that would help senior managers to understand why this field is essential and how it may be