...Slavery in the Chocolate Factory 1. What are the systemic, corporate, and individual ethical issues raised by this case? First of all, this article was interesting to read because it pertains to ethical issues on several levels as we can see throughout and I personally never knew about slavery in the chocolate industry. From a systemic approach, ethical issues arise from the producer or farmers of the cocoa beans to the manufacturer of chocolate and ultimately the end consumer of the goods. As the media and formal documentaries have pointed out, the reason for child slavery in this industry is because farmers need to keep their costs down in order to meet the demand of the world’s chocolate consumption. This world consumption is the driving force that continues to sustain child slavery in areas like the Ivory Coast. We can see that some governmental action has tried to disrupt the systemic ethical issues that arise, but the problem continues today because the corporate level has a lot of political weight that adds to the problem. The corporate figures of our world including Hersey Foods Corp. and M&M Mars, Inc. continue to add to the problem of child slavery in the Ivory Coast. With self-interests in mind, these chocolate producing powerhouses unethically know that they are toying with legislation to give Americans the impression that they are actually attempting to solve the issues at hand. We can see from their lack of effort and extended deadlines to complete their...
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...Case Study - Slavery in Chocolate Case Study - Slavery in Chocolate 1. What are the systemic, corporate, and individual ethical issues raised by this case? • Local and Global Laws are not enforced due to lack of resources or the desire to enforce the laws. • The number of farmers (1M) and the system makes it difficult to identify the source of the cocoa beans harvested using slavery. • Global decline in cocoa bean prices drove farmers to use slavery to lower labor cost. • Corporations are unable or unwilling to take action to improve the situation in harvesting the cocoa bean. • The fundamental demands of shareholder profits drives corporation to turn a blind eye to how cocoa is harvested. • Chocolate Consumers are kept so far removed from the Cocoa source that they are unaware or choose to be ignorant of the cost involved to create chocolate. 2) In your view is the kind of child slavery discussed in this case absolutely wrong no matter what or is it only relatively wrong i.e. if one happens to live in a society like ours that disapproves of Slavery. I believe that Slavery is wrong. Kidnapping is wrong. Forced labor for children is wrong. I would like to believe Slavery is absolutely wrong but this is coming from a Western perspective where we hold personal freedom as a right. We also don’t see the populations of poverty that some third world countries face. In countries where there is a high infant/child death rate due to poverty, and starvation, living...
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...Case Study - Slavery in Chocolate 1. What are the systemic, corporate, and individual ethical issues raised by this case? • Local and Global Laws are not enforced due to lack of resources or the desire to enforce the laws. • The number of farmers (1M) and the system makes it difficult to identify the source of the cocoa beans harvested using slavery. • Global decline in cocoa bean prices drove farmers to use slavery to lower labor cost. • Corporations are unable or unwilling to take action to improve the situation in harvesting the cocoa bean. • The fundamental demands of shareholder profits drives corporation to turn a blind eye to how cocoa is harvested. • Chocolate Consumers are kept so far removed from the Cocoa source that they are unaware or choose to be ignorant of the cost involved to create chocolate. 2) In your view is the kind of child slavery discussed in this case absolutely wrong no matter what or is it only relatively wrong i.e. if one happens to live in a society like ours that disapproves of Slavery. I believe that Slavery is wrong. Kidnapping is wrong. Forced labor for children is wrong. I would like to believe Slavery is absolutely wrong but this is coming from a Western perspective where we hold personal freedom as a right. We also don’t see the populations of poverty that some third world countries face. In countries where there is a high infant/child death rate due to poverty, and starvation, living as a slave could be seen as a preferable...
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...Case Study - Slavery in Chocolate 1. What are the systemic, corporate, and individual ethical issues raised by this case? • Local and Global Laws are not enforced due to lack of resources or the desire to enforce the laws. • The number of farmers (1M) and the system makes it difficult to identify the source of the cocoa beans harvested using slavery. • Global decline in cocoa bean prices drove farmers to use slavery to lower labor cost. • Corporations are unable or unwilling to take action to improve the situation in harvesting the cocoa bean. • The fundamental demands of shareholder profits drives corporation to turn a blind eye to how cocoa is harvested. • Chocolate Consumers are kept so far removed from the Cocoa source that they are unaware or choose to be ignorant of the cost involved to create chocolate. 2) In your view is the kind of child slavery discussed in this case absolutely wrong no matter what or is it only relatively wrong i.e. if one happens to live in a society like ours that disapproves of Slavery. I believe that Slavery is wrong. Kidnapping is wrong. Forced labor for children is wrong. I would like to believe Slavery is absolutely wrong but this is coming from a Western perspective where we hold personal freedom as a right. We also don’t see the populations of poverty that some third world countries face. In countries where there is a high infant/child death rate due to poverty, and starvation, living as a slave could be seen as a preferable...
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...Slavery in the Chocolate Industry Forty-five percent of the chocolate we consume in the United States and in the rest of the world is made from cocoa beans grown and harvested on farms in the Ivory Coast, a small nation on the western coast of Africa. Few realize that a portion of the Ivory Coast cocoa beans that goes into the chocolate we eat was grown and harvested by slave children. The slaves are boys between 12 and 16—but sometimes as young as 9—who are kidnapped from villages in surrounding nations and sold to the cocoa farmers by traffickers. The farmers whip, beat, and starve the boys to force them to do the hot, difficult work of clearing the fields, harvesting the beans, and drying them in the sun. The boys work from sunrise to sunset. Some are locked in at night in windowless rooms where they sleep on bare wooden planks. Far from home, unsure of their location, unable to speak the language, isolated in rural areas, and threatened with harsh beatings if they try to get away, the boys rarely attempt to escape their nightmare situation. Those who do try are usually caught, severely beaten as an example to others, and then locked in solitary confinement. Every year unknown numbers of these boys die or are killed on the cocoa farms that supply our chocolate. The plight of the enslaved children was first widely publicized at the turn of the twenty-first century when True Vision, a British television company, took videos of slave boys working on Ivory Coast farms and made...
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...Chapter 1 SIGMUND FREUD AN INTRODUCTION Sigmund Freud, pioneer of Psychoanalysis, was born on 6th May 1856 in Freiberg to a middle class family. He was born as the eldest child to his father’s second wife. When Freud was four years old, his family shifted and settled in Vienna. Although Freud’s ambition from childhood was a career in law, he decided to enter the field of medicine. In 1873, at the age of seventeen, Freud enrolled in the university as a medical student. During his days in the university, he did his research on the Central Nervous System under the guidance of German physician `Ernst Wilhelm Von Brucke’. Freud received his medical degree in 1881and later in 1883 he began to work in Vienna General Hospital. Freud spent three years working in various departments of the hospital and in 1885 he left his post at the hospital to join the University of Vienna as a lecturer in Neuropathology. Following his appointment as a lecturer, he got the opportunity to work under French neurologist Jean Charcot at Salpetriere, the famous Paris hospital for nervous diseases. So far Freud’s work had been entirely concentrated on physical sciences but Charcot’s work, at that time, concentrated more on hysteria and hypnotism. Freud’s studies under Charcot, which centered largely on hysteria, influenced him greatly in channelising his interests to psychopathology. In 1886, Freud established his private practice in Vienna specializing in nervous diseases...
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...dilute the biblical concept of worship in a way that is grossly irresponsible. It reduces the richness of biblical worship to one of its components. Yet when many Christians today commonly speak about worship, they mean nothing more than ‘singing’. |When you think or speak of worship, do you automatically associate it with ‘singing worship songs’? Is this the common usage| |in your church? If so, how do you think this fault crept into your vocabulary? | | | There are probably many ways this misconception has crept into our language and our thought. One key factor is that we have tended to label Christian music as ‘worship’, and we often call the person who leads the singing in our churches ‘the worship leader’. Unfortunately, this has caused us to equate worship with singing. A second misconception is that ‘worship is something we do on special occasions’. Worship is what we do when we gather with God’s people. The activities that make up our Sunday services, such as the preaching, singing, offering, and communion are worship. This too is a serious misconception. Although it adds a few extra activities to singing, it is an inadequate understanding of worship. The biblical view of worship cannot be reduced to a set of activities we do at certain times and places. 1.2. Biblical terms The Bible...
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...WESTERN WASHINGTON UNIVERSITY Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2009, 2005, 2002, 1999, by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 9 8 ISBN: 978-0-07-340737-1 MHID: 0-07-340737-2 Editor in Chief: Michael Ryan Editorial Director: Beth Mejia Sponsoring Editor: Mark Georgiev Marketing Manager: Pamela Cooper Editorial Coordinator: Briana Porco Production Editors: Melissa Williams/Melanie Field, Strawberry Field Publishing Cover Designer: Ashley Bedell Cover Photo: © Dan Trist/Corbis Media Project Manager: Thomas Brierly Production Supervisor: Louis Swaim Composition: This text was set in 10.5/12.5 Goudy by Aptara, Inc. Printing: Printed on 45# New Era Matte by R.R. Donnelley & Sons, Inc. Credits: The credits section for this book is on page 647, following the Answer Key in the back of the book, and is considered an extension of the copyright page. Library of Congress Cataloging-in-Publication Data Howard-Snyder, Frances The power of logic—/Frances Howard-Snyder, Daniel Howard-Snyder...
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...animal Books by Elliot Aronson Theories of Cognitive Consistency (with R. Abelson et al.), 1968 Voices of Modern Psychology, 1969 The Social Animal, 1972, 1976, 1980, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Readings About the Social Animal, 1973, 1977, 1981, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Social Psychology (with R. Helmreich), 1973 Research Methods in Social Psychology (with J. M. Carlsmith & P. Ellsworth), 1976 The Jigsaw Classroom (with C. Stephan et al.), 1978 Burnout: From Tedium to Personal Growth (with A. Pines & D. Kafry), 1981 Energy Use: The Human Dimension (with P. C. Stern), 1984 The Handbook of Social Psychology (with G. Lindzey), 3rd ed., 1985 Career Burnout (with A. Pines), 1988 Methods of Research in Social Psychology (with P. Ellsworth, J. M. Carlsmith, & M. H. Gonzales), 1990 Age of Propaganda (with A. R. Pratkanis), 1992, 2000 Social Psychology, Vols. 1–3 (with A. R. Pratkanis), 1992 Social Psychology: The Heart and the Mind (with T. D. Wilson & R. M. Akert), 1994 Cooperation in the Classroom: The Jigsaw Method (with S. Patnoe), 1997 Nobody Left to Hate: Teaching Compassion After Columbine, 2000 Social Psychology: An Introduction (with T. D. Wilson & R. M. Akert), 2002, 2005, 2007 The Adventures of Ruthie and a Little Boy Named Grandpa (with R. Aronson), 2006 Mistakes Were Made (But Not By Me) (with C. Tavris), 2007 Books by Joshua Aronson Improving Academic Achievement, 2002 The Social Animal To...
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...3 Sources of Moral Obligation by Josephson Institute on February 14, 2011 A duty is an obligation to act in a certain way. When the obligation is based on moral and ethical considerations, it is a moral duty. Often we think about moral duties in terms of rules that restrain us, the “don’ts,” as in don’t lie, cheat, or steal. Such rules comprise the so-called negative dimension of moral duty because they tell us what not to do. Since ethics is concerned with the way we ought to be, however, it also includes an affirmative dimension consisting of things we should do — keep promises, judge others fairly, treat people with respect, kindness and compassion. Sources of Moral Obligation Moral obligations can arise from three sources. The first, strangely enough, is law. 1. Law-Based Moral Obligations. Good citizens have a moral as well as a legal obligation to abide by laws; it is part of the assumed social contract of a civilized society. If a law is unjust, however, (such as those that mandated ethnic and religious persecution during the Nazi regime and those that discriminated against a person on the basis of race in South Africa and elsewhere) there may be a moral obligation to disobey it under the specific and demanding doctrine of civil disobedience. Many, but by no means all, of these moral standards of conduct are so fundamental to healthy social relations that they have been codified into laws. For example, most aspects of the moral duty to not endanger or harm others...
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...ПРАКТИЧЕСКИЙ КУРС АНГЛИЙСКОГО ЯЗЫКА 4 курс Под редакцией В.Д. АРАКИНА Издание четвертое, переработанное и дополненное Допущено Министерством образования Российской Федерации в качестве учебника для студентов педагогических вузов по специальности «Иностранные языки» Сканирование, распознавание, редактирование Июнь 2007 Москва гуманитарный издательский центр ВЛАДОС 2000 Практический курс английского языка. 4 курс под ред. В.Д. Аракина ББК 81.2Англ-923 П69 В.Д. Аракин, И.А. Новикова, Г.В. Аксенова-Пашковская, С.Н. Бронникова, Ю.Ф. Гурьева, Е.М. Дианова, Л.Т. Костина, И.Н. Верещагина, М.С. Страшникова, С.И. Петрушин Рецензент кафедра английского языка Астраханского государственного педагогического института им. С.М. Кирова (зав. кафедрой канд. филол. наук Е.М. Стпомпель) Практический курс английского языка. 4 курс: П69 Учеб. для педвузов по спец. «Иностр. яз.» / Под ред. В.Д. Аракина. - 4-е изд., перераб. и доп. - М.: Гуманит, изд. центр ВЛАДОС, 2000. 336 с.: ил. ISBN 5-691-00222-8. Серия учебников предполагает преемственность в изучении английского языка с I по V курс. Цель учебника - обучение устной речи на основе развития необходимых автоматизированных речевых навыков, развитие техники чтения, а также навыков письменной речи. Учебник предназначен для студентов педагогических вузов. ББК 81.2Англ-923 2 Практический курс английского языка. 4 курс под ред. В.Д. Аракина ПРЕДИСЛОВИЕ Настоящая книга является четвертой частью серии комплексных учебников...
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...грамматического строя английского языка. Особое внимание уделяется специальным методам научного анализа грамматических явлений и демонстрации исследовательских приемов на конкретном текстовом материале с целью развития у студентов профессионального лингвистического мышления. Учебник написан на английском языке. ББК 81.2 Англ-9 [pic]4И (Англ) © Издательство «Высшая школа», 1983. CONTENTS Page Preface 4 Chapter I. Grammar in the Systemic Conception of Language. . 6 Chapter II. Morphemic Structure of the Word 17 Chapter III. Categorial Structure of the Word 26 Chapter IV. Grammatical Classes of Words 37 Chapter V. Noun: General 49 Chapter VI. Noun: Gender 53 Chapter VII. Noun: Number 57 Chapter VIII. Noun: Case 62 Chapter IX. Noun: Article Determination 74 Chapter X. Verb: General...
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...Printed in the United States of America on acid‑free paper 10 9 8 7 6 5 4 3 2 1 International Standard Book Number‑10: 0‑415‑97410‑0 (Softcover) 0‑415‑97409‑7 (Hardcover) International Standard Book Number‑13: 978‑0‑415‑97410‑3 (Softcover) 978‑0‑415‑97409‑7 (Hardcover) No part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging‑in‑Publication Data Tyson, Lois, 1950‑ Critical theory today : a user‑friendly guide / Lois Tyson.‑‑ 2nd ed. p. cm. Includes bibliographical references and index. ISBN 0‑415‑97409‑7 (hb) ‑‑ ISBN 0‑415‑97410‑0 (pb) 1. Criticism. I. Title. PN81.T97 2006 801’.95‑‑dc22 Visit the Taylor & Francis Web site at http://www.taylorandfrancis.com and the Routledge Web site at http://www.routledge‑ny.com 2006001722 I gratefully dedicate this book to my students and to my teachers. I hope I will always have difficulty telling you apart. Contents Preface to the second edition Preface for instructors...
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...publications which help readers to understand and apply their content, whether studying or at work. To find out more about the complete range of our publishing, please visit us on the World Wide Web at: www.pearsoned.co.uk . Researching and Writing a Dissertation: A Guidebook for Business Students Second edition Colin Fisher with John Buglear Diannah Lowry Alistair Mutch Carole Tansley . Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world Visit us on the World Wide Web at: www.pearsoned.co.uk First published 2004 Second edition 2007 © Pearson Education Limited 2004 © Pearson Education Limited 2007 The right of Colin Fisher to be identified as author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the prior written permission of the publisher or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London, EC1N 8TS. All trademarks used herein are the property of their respective owners. The use of any trademark in this text does not vest in the...
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...plans and comprehensive suggested answers. Each book also offers valuable advice as to how to approach and tackle exam questions and how to focus your revision effectively. New Aim Higher and Common Pitfalls boxes will also help you to identify how to go that little bit further in order to get the very best marks and highlight areas of confusion. And now there are further opportunities to hone and perfect your exam technique online. New editions publishing in 2011: Civil Liberties & Human Rights Commercial Law Company Law Constitutional & Administrative Law Contract Law Criminal Law Employment Law English Legal System Routledge Q&A series Equity & Trusts European Union Law Evidence Family Law Jurisprudence Land Law Medical Law Torts For a full listing, visit http://www.routledge.com/textbooks/revision R outledge Revision: Questions & Answers Jurisprudence 2011–2012 David Brooke Senior Lecturer in Law and Module Leader in Jurisprudence at Leeds Metropolitan University Fifth edition published 2011 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Simultaneously published in the U S A and Canada by Routledge 270 Madison Avenue, New York, NY 10016 Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2011. To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk. © 2009, 2011 David Brooke...
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