Ethical Perspectives On Social Responsibility - 1478 Words

Ethical Perspectives on Social Responsibility Corporations are encouraged to conduct their activities in an ethically responsible manner, however neither the corporate world nor academia has produced a single – all encompassing definition of corporate social responsibility (CSR). The basic problem is that there are too many self-serving definitions that often lean toward the specific interests of the entities involved (Van Marrewijk, 2003). There has even been a quantitative study conducted on the many definitions of the term (Dahlsrud, 2006). Today’s culture in the United States political and business environment is one of hyper political correctness. Though philosophers have wrestled with human behavior for centuries, social†¦show more content†¦In (Cohen, 2008), the author quotes (Drucker, 1946) in noting that â€Å"Every organization must assume full responsibility for its impact on its employees, the environment, customers, and whomever and whatever it touches†. According to (Cohen, 2008; Drucker, 1946), that is the very definition of social responsibility. There are many ambiguities surrounding the concept of social responsibility; everything from definition to terminology, even what actions constitute responsible behavior is unsettled (Vogel, 2005). For purposes of this paper we will use the term corporate social responsibility (CSR). William Cohen was a student of Peter Drucker and subscribed to many of Drucker’s teachings on business social responsibility, even though many who wrote on the topic disagreed with Drucker. Drucker’s writings regarding CSR and his belief that managers shared those responsibilities for the greater good of society was not only unpopular, but dismissed out of hand by his contemporaries. The idea that a company was responsible for solving societal ills was unheard of at that time (Cohen, 2008). If there was an entity responsible for solving society’s problems, it was widely thought to be the government. However, Drucker would lament in his autobiography, Adventures of a Bystander, that organizations can not exist in a sick society and that it was incumbent upon the ‘professionals’ that run those

Movie Review Boys Don t Cry Essay - 1230 Words

Ryan Miller 12/8/16 American Identities Short Paper #3: Film Review Boys Don’t Cry Boys don’t cry is a movie based on real events that focuses on the incredibly contradicted issues of transgender, ultimately displaying a goal of being yourself. The film is based around Brandon Teena, who is a young female-to-male transgender who flees his hometown because his biological identity had been revealed. He relocates to a small town in Nebraska, where he has the opportunity to start over. He becomes very popular very fast. Brandon meets tons of new people in his new town, and loves to go out drinking with the guys, and is an immediate charm to women, as they are only used to the inconsiderate, wild men that make up a great deal of the town. Brandon quickly becomes â€Å"one of the guys† and falls in love with Lana; a beautiful, well-known hometown girl. Brandon does not reveal to her that he was born a girl, named Teena Brandon. His new best friends soon discover this information about Brandon, and things immediately begin to fall apart for him. Once a very well-liked person in this small town, Brandon quickly becomes very hated by his friends. They treat him absolutely terribly, and do unspeakable things to him as they discover his biological identity. He is forced to accept the identity the men say he is, and things get very out of control, eventually leading to the murder of Brandon. Today, gender is a widely discussed issue and we have come a long way as a whole in acceptingShow MoreRelatedMovie Review : Boys Don t Cry1273 Words   |  6 PagesThe movie Boys Don’t Cry is a touching film about a tragic true story. It is a story about the struggles a transgender man named â€Å"Teena Brandon† or â€Å"Brandon† for short faced during his life. Brandon was born in Lincoln, Nebraska in 1972 and lived there for the majority of his life. As he was growing up he felt different than the people around him. 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Robert Frost Desert Places and Stopping by Woods on a Snowy Evening Essay Example For Students

Robert Frost Desert Places and Stopping by Woods on a Snowy Evening Essay Robert Frost successfully taken reader’s imagination on a journey through the wintertime with his poems â€Å"Desert Places† and â€Å"Stopping by Woods on a Snowy Evening. † Frost’s New England background in these two poems reflect the beautiful scenery that is present in our part of the country. Even though these poems both have winter settings they contain completely different tones. One poem has a feeling of a depressing loneliness, and the other of feeling welcome. The poems show how the same setting can have totally different impacts on an individual depending on their mind set at the moment. These poems are both made up of simple stanzas and diction, but they are not simple poems, and could be easily misunderstood. In the poem â€Å"Desert Places† the male speaker is traveling through the countryside on a beautiful winter evening and is completely surrounded with the feeling of loneliness. The narrator views the snow-covered field as a desert place. â€Å"A blanker whiteness of benighted snow/ With no expression, nothing to express. † Whiteness and blankness are two key ideas in this poem. The white symbolizes open and empty spaces, the snow is a white blanket that covers up everything living. The blankness symbolizes the emptiness that the speaker feels. To him there is nothing around except for the snow and his lonesome thoughts. The speaker in this poem shows jealousy towards the woods. â€Å"The woods around it have it? it is theirs. † The woods symbolize people and society. They have something that belongs to them that they can feel a part of. The speaker is so alone inside that he feels that he is not a part of anything. Nature has a way of bringing everything together to act as one, even animals are a part of the winter. All animals are smothered in their lairs, / I am too absent spirited to count. † The snow makes everything around it white, and to him it is a feeling of numbness. â€Å"The loneliness includes me unawares. † The speaker has seemingly lost his zest for life. He is unable to express his feelings easily because of this numbness, also he is in denial about feeling alone. He does not care anything about too much â€Å"They cannot scare me with their empty space. † He is saying that no one cares how I feels, and that he does not need anyone else. I have in me so much nearer home/ To scare myself with my own desert places. † The speaker to realizes that he had shut himself off from the world. He recognizes that the winter place is like his life, because he let depression and loneliness be in his life and take over like the snow had sneak up on the plains and covered it. If he continues to let these dominate his life eventually everything would be exactly like what the snow does to nature. â€Å"Stopping by Woods on a Snowy Evening† is a much happier and more upbeat poem than â€Å"Desert Places,† and the titles alone proves this. This poem is about stopping to enjoy life. â€Å"But I have promises to keep, / and miles to go before I sleep. † The speaker in this poem was a very busy man who never had time for anything. Readers can sense a regret now. The man would like to stay and enjoy the woods, â€Å"The woods are lovely, dark and deep. † The speaker seems concerned about what people would think about him just stopping in the middle of nowhere for no apparent reason. His horse represents society. â€Å"My little horse must think it queer/ To stop without a farmhouse near. † He admits that just stopping does seem odd. .uddead2645d9ebd9fce06c67761dbe8eb , .uddead2645d9ebd9fce06c67761dbe8eb .postImageUrl , .uddead2645d9ebd9fce06c67761dbe8eb .centered-text-area { min-height: 80px; position: relative; } .uddead2645d9ebd9fce06c67761dbe8eb , .uddead2645d9ebd9fce06c67761dbe8eb:hover , .uddead2645d9ebd9fce06c67761dbe8eb:visited , .uddead2645d9ebd9fce06c67761dbe8eb:active { border:0!important; } .uddead2645d9ebd9fce06c67761dbe8eb .clearfix:after { content: ""; display: table; clear: both; } .uddead2645d9ebd9fce06c67761dbe8eb { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uddead2645d9ebd9fce06c67761dbe8eb:active , .uddead2645d9ebd9fce06c67761dbe8eb:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uddead2645d9ebd9fce06c67761dbe8eb .centered-text-area { width: 100%; position: relative ; } .uddead2645d9ebd9fce06c67761dbe8eb .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uddead2645d9ebd9fce06c67761dbe8eb .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uddead2645d9ebd9fce06c67761dbe8eb .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uddead2645d9ebd9fce06c67761dbe8eb:hover .ctaButton { background-color: #34495E!important; } .uddead2645d9ebd9fce06c67761dbe8eb .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uddead2645d9ebd9fce06c67761dbe8eb .uddead2645d9ebd9fce06c67761dbe8eb-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uddead2645d9ebd9fce06c67761dbe8eb:after { content: ""; display: block; clear: both; } READ: The intense sunlight shimmed through EssayHe is also concerned about the owner of the woods, he feels guilty for admiring the owners woods. â€Å"He will not see me stopping here/ To watch his woods fill up with snow. † The speaker’s life should be enhanced since he ? stopped to smell the roses. ’ The trip to the woods was indeed a learning experience for him. â€Å"Stopping by Woods on a Snowy Evening† is the opposite of â€Å"Desert Places. † The settings may be the same, i. e both being calm, dark, wintry evenings, but they express different feelings. â€Å"Desert Places† is a depressing poem with a dull tone. The other is very happy one that lifts the spirit. Though these poems are different they are also similar is some ways. They show two extremes of the same emotion that being alone can be positive or negative it just depends on your mind frame. Loneliness can be depressing, or it can be a time to see your thoughts and feelings without the pressures. Robert Frost successfully created two winter scenes with different outcomes. The first, â€Å"Desert Places† is a sad poem about loneliness and loss of enthusiasm and â€Å"Stopping by Woods on a Snowy Evening† is an uplifting poem about enjoying the simple things in life.

Womens Education in Confucian Cultures

Modern historians and sociologists focus on the education of women in Confucian cultures. According to a popular stereotype, it was only supposed to reinforce the strict gender roles of these societies, especially the subservient position of women in families and communities.Advertising We will write a custom term paper sample on Women’s Education in Confucian Cultures specifically for you for only $16.05 $11/page Learn More Nevertheless, this assumption does not take into account the complexities of Asian societies that can differ from one another in terms of political, social or economic relations. Secondly, this view overlooks the possibility that women could resist some principles of Confucianism. They could be aware of their disadvantaged position in the community. This paper is aimed at showing that Confucian education could indeed reify the dominant power structure or the idea that men should play the main role in family, government or orga nizations; however, at the same time, it enabled women to challenge popular perceptions of gender roles. This is the main issue that should be examined in more detail. Scholars are very cautious when using the term Confucian education because it is very ambiguous. This concept can be defined as a set ethical and political principles formulated by Confucius and his followers (Ko, Haboush, Piggott, 2003, p. 3). However, this philosophical and ethical underwent significant changes when it was adopted in Korea or Japan (Ko, Haboush, Piggott, 2003, p. 3). So, Confucian education can take many different forms. It has to be admitted that to some degree, Confucian education can make women comply with existing social norms. For example, one can refer to the works of a prominent Chinese writer Ban Zhao. She was a prominent female educator and she argued that women had to be obedient and compliant to the will of their husbands in order to avoid conflict in the family (Zhao as cited in Wang, 2003, p. 178).Advertising Looking for term paper on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More They were not supposed to voice their opinions if they contradicted the views of their fathers or husbands (Zhao as cited in Wang, 2003, p. 178). However, at the same time, she argued that women should be knowledgeable in the classical Chinese philosophy; otherwise there would be no harmony in the family life (Zhao as cited in Wang, 2003, p. 178). In other words, the wife of a nobleman had to be an educated person. So, one can say that Confucianism does reinforce the idea the males should act as leaders and decision-makers; however, it does not deny women the right to knowledge. This is one of the main issues that should be taken into consideration when people discuss the peculiarities of Confucian education. One can refer to other examples of Confucian thought on the education of women. For example, such a scholar as Kaibara co ndemned those aristocrats who chose their wives only on the basis of their physical appearance (Kaibara as cited in Ko, Haboush, Piggott, 2003, p. 196). In his opinion, such an approach will not help people create good families. Moreover, Confucian scholars urged people to remember that women are responsible for the education of young children; this is why they must have access to good education (Ko, Haboush, Piggott, 2003, p. 197). To a great extent, this argument implies that women could take a decisive part in the development of family as well as society because they had to act as educators who shape the worldviews and values of children. This example also indicates that Confucian cultures could give women some responsibility as well as power, but their roles were more limited that those of men.Advertising We will write a custom term paper sample on Women’s Education in Confucian Cultures specifically for you for only $16.05 $11/page Learn Mor e It should be noted that education could greatly empower women who lived in Confucian societies. For instance, during the Kamakura period, literate Japanese could participate in different social activities such as lawsuits, land transactions, or writing wills (Ko, Haboush, Piggott, 2003, p. 215). In other words, their opinions and decisions had to be considered by the legal institutions of the country. The participation in these activities could hardly be possible provided that they had not had access to education. This example undermines a popular stereotype according to which Confucian education only reified the subservient position of women. It has to be acknowledged that these women did not possess the same legal or political rights, but they were not fully excluded from social relations. Apart from that, education enabled women to voice their opinion and express their views on family, love, or marital relations. For example, female-authored poems can throw light on the frus trations of women, especially their subservient role in marriage (Ko, Haboush, Piggott, 2003, p. 163). Many Japanese women wrote the so-called family novels (Ko, Haboush, Piggott, 2003, p. 294). Certainly, only very few women could create this form of literature; in most cases, they were members of rich and noble families (Ko, Haboush, Piggott, 2003, p. 294). So, education was not the only factor that determined the position of women. Special attention should be paid to their social class. More importantly, education enabled women to create histories and narratives that were inaccessible to men. Special attention should be paid to the written language called Nu Shu. It was created by Chinese women who wanted to share their ideas with one another without revealing them to men.Advertising Looking for term paper on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Their diaries were related to a variety of questions, for instance, the family status of women, the discrimination against them, and their inability to take independent decisions. The development of this written language is closely examined in the film Nu Shu: A Hidden Language of Women in China directed by Yue-Qing Yand (2009). According the movie, the very existence of Nu Shu script remained unnoticed for several centuries. It enabled women to express their ideas and views on the status within the family and society. Again, Nu Shu is a by-product of Confucian education. So, one can say that the access to knowledge could undermine the dominant power structures of the Chinese society. This discussion has several important implications. First of all, it is not permissible to argue that Confucian education was only aimed at subjugating women. As it has been said before, Chinese, Japanese or Korean scholars argued that females should have access to knowledge; otherwise they would be ab le to act as mothers or wives. In this way, these writers tacitly acknowledged women’s significance for family and society. Secondly, education enabled women to take part in social relations and helped them express their discontent. Admittedly, their learning was limited, and sometimes it could reify the dominant power structures, but women resisted this ideology in part by creating their own written narratives. By looking at Confucian education in such a way, one can better understand the complexities of modern Asian societies. Reference List Ko, D., Haboush, J. Piggott, J. (2003). Women and Confucian Cultures in  Premodern China, Korea, and Japan. Berkeley: University of California Press. Yang, Y. (Executive Producer). (1999). Nu Shu: A Hidden Language of Women in  China. Beijing: Women Make Movies. Wang, R. (2003). Images of Women in Chinese Thought and Culture: Writings from  the Pre-Qin Period Through Song Dynasty. New York: Hackett. This term paper on Women’s Education in Confucian Cultures was written and submitted by user Annabella Turner to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.