Napoleon Bonaparte Essays - French Emperors, House Of Bonaparte

Napoleon Bonaparte Napoleon Bonaparte was possibly Frances greatest military mind ever. He was promoted through the ranks by hard work, dedication and his ability to think quickly. He eventually worked his way up to become the Emperor of France. Napoleon was born on August 15, in the year of 1769. He was born at Ajaccio, Corsica. This was a small island off the coast of North Africa. Napoleon's parents Letizia and Carlo Bonaparte reserved Napoleon a spot at a French military school, and when Napoleon became old enough his parents sent him away to the school which was in Brienne France. Napoleon was not well excepted by the other students at the school. They felt he was a foreigner and Napoleon became a loner devoting all of his time to his studies. After Napoleon's graduation he continued his military schooling by going on to attend the Cole Military Academy in Paris. Napoleon spent one year there before he was assigned to an infantry unit as a second lieutenant. His unit did not see much action in its fist few years, but Napoleon still managed to show his leadership qualities. In 1789 the French Revolution began. Napoleon look forward to the revolution, and supported it. In 1793 at the siege of Toulon, loyalist leaders and British troops clashed in fearsome battle. Napoleon fought heroically and the British were driven out. As Napoleon's reward he was given a promotion to general and his own infantry unit. Ufortunitly Napoleon ran into some bad luck, the leader of the French Revolution Maximilien Robespierre became power hungry and lost control. His own men mutinized against him and executed him. Bonapart was also captured and briefly imprisoned because he was a member of Robspierre's faction. Napoleon was freed just two months later. In 1795 a revolt began in Paris over a new constitution that was presented by the National Convention, the National Convention was name the of the new government that had taken power in France. Napoleon received orders from Frances military leader to defend the convention, and control the situation. Upon his arrival Napoleon realized that the crowd had turned into an ugly mob. Napoleon was able to take control of the situation, disperse the mob and restore peace. Paul Barras who was in control of the French military was so impressed with Napoleon he promoted him to commander. Napoleons next duty was to carry out a series of operations in Italy that would ideally divide and conquer the Sardinian and Austrian armies in Italy. Napoleons plan was to divide the opposing force into two parts. He would then throw his force at one half before the other half had time to rejoin them. Using this tactic Napoleon destroyed the Sardinian armies. Napoleon could not be stopped. The King of Sardinia started talking of peace but Napoleon did not listen, he continued his path of terror and completely wiped out the Sardinians. Now Napoleon was determined to defeat the Austrians. Napoleon first attacked a large Austrian army in Mantua. The Austrian's sent four separate brigades of reinforcements to help hold off Napoleons army but it wasn't enough. Napoleon's army still defeated the Austrians at Mantua. Napoleon continued to forge his way through the country. In 1797 when he came with in eighty miles of Vienna, the Austrians knew they were defeated and surrendered.. After the surrender Napoleon negotiated the treaty with the Austrians, which obviously greatly favored France. Napoleon in total had won 14 pitched battles and 70 combats. Also whenever Napoleon took over a rich lands he used those lands to feed and pay his army, and then the rest would be sent back to France. This greatly helped their poor economy. When Napoleon returned to France he received a heroes welcome. Napoleon was overwhelmed with the support he got from the people. He knew that this would be the perfect time to pursue an office in politics. Napoleon had dreams of being the next Alexander the great. He asked the government if he could take a large army to Egypt. Napoleon thought that if he conquered Egypt he could attack the English by surprise and cut off their trading routes. Napoleon brought 35,000 troops with him to Egypt. He won

Marcus Garvey and Embracing African Heritage

Marcus Garvey and Embracing African Heritage No Marcus Garvey biography  would be complete without defining the radical views that made him a threat to the status quo. The life story of the Jamaican-born activist starts well before he came to the United States following World War I when Harlem was an exciting place for African-American culture. Poets like Langston Hughes and Countee Cullen, as well as novelists like Nella Larsen and Zora Neale Hurston, created a vibrant literature that captured the black experience. Musicians such as Duke Ellington and Billie Holiday, playing and singing in Harlem nightclubs, invented what has been called Americas classical music- jazz. In the midst of this renaissance of African-American culture in New York (known as the Harlem Renaissance), Garvey seized the attention of both white and black Americans with his powerful oratory and ideas about separatism. During the 1920s, the UNIA, the foundation of Garveys movement, became what historian Lawrence Levine has called the broadest mass movement in African-American history. Early Life Garvey was born in Jamaica in 1887, which was then part of the British West Indies. As a teenager, Garvey moved from his small coastal village to Kingston, where political speakers and preachers entranced him with their public speaking skills. He began studying oratory and practicing on his own. Entrance into Politics Garvey became a foreman for a large printing business, but a strike in 1907 during which he sided with the workers instead of management, derailed his career. The realization that politics was his true passion prompted Garvey to begin organizing and writing on behalf of workers. He traveled to Central and South America, where he spoke out on behalf of West Indian expatriate workers. The UNIA Garvey went to London in 1912 where he met a group of black intellectuals who gathered to discuss ideas like anti-colonialism and African unity. Returning to Jamaica in 1914, Garvey founded the Universal Negro Improvement Association or UNIA. Among the UNIAs goals were the founding of colleges for general and vocational education, the promotion of business ownership and the encouragement of a sense of brotherhood among the African diaspora. Garveys Trip to America Garvey encountered difficulties organizing Jamaicans; the more affluent tended to oppose his teachings as a threat to their position. In 1916, Garvey decided to travel to the United States to learn more about Americas black population. He discovered the time was ripe for the UNIA in the United States. As African-American soldiers began serving in World War I, there was widespread belief that being loyal and performing their duty for the United States would result in white Americans addressing the terrible racial inequalities that existed in the nation. In reality, African-American soldiers, after having experienced a more tolerant culture in France, returned home after the war to find racism as deeply entrenched as ever. Garveys teachings spoke to those who had been so disappointed to discover the status quo still in place after the war. Garveys Teachings Garvey established a branch of the UNIA in New York City, where he held meetings, putting into practice the oratorical style he had honed in Jamaica. He preached racial pride, for instance, encouraging parents to give their daughters black dolls to play with. He told African-Americans they had the same opportunities and potential as any other group of people in the world. Up, you mighty race, he exhorted the attendees. Garvey aimed his message at all African-Americans. To that end, he not only established the newspaper Negro World but also held parades in which he marched, wearing a lively dark suit with gold stripes and sporting a white hat with a plume. Relationship with W.E.B. Du Bois Garvey clashed with prominent African-American leaders of the day, including W.E.B. Du Bois. Among his criticisms, Du Bois denounced Garvey for meeting with Ku Klux Klan (KKK) members in Atlanta. At this meeting, Garvey told the KKK that their goals were compatible. Like the KKK, Garvey said, he rejected miscegenation and the idea of social equality. Blacks in America needed to forge their own destiny, according to Garvey. Ideas like these horrified Du Bois, who called Garvey the most dangerous enemy of the Negro Race in America and in the world in a May 1924 issue of The Crisis. Back to Africa Garvey is sometimes said to have headed a back-to-Africa movement. He did not call for a widespread exodus of blacks out of the Americas and into Africa but did see the continent as a source of heritage, culture, and pride. Garvey believed in founding a nation to serve as a central homeland, as Palestine was for Jews. In 1919, Garvey and the UNIA established the Black Star Line for the dual purposes of carrying blacks to Africa and promoting the idea of black enterprise. The Black Star Line The Black Star Line was poorly managed and fell victim to unscrupulous businessmen who sold damaged ships to the shipping line. Garvey also chose poor associates to go into business with, some of whom apparently stole money from the business. Garvey and the UNIA sold stock in the business by mail, and the inability of the company to deliver on its promises resulted in the federal government prosecuting Garvey and four others for mail fraud. Exile Though Garvey was only guilty of inexperience and bad choices, he was convicted in 1923. He spent two years in jail;  President Calvin Coolidge  ended his sentence early, but Garvey was deported in 1927. He continued to work for the UNIAs goals after his exile from the United States, but he was never able to return. The UNIA struggled on but never reached the heights it had under Garvey. Sources Levine, Lawrence W. Marcus Garvey and the Politics of Revitalization. In  The Unpredictable Past: Explorations in American Cultural History. New York: Oxford University Press, 1993. Lewis, David L.  W.E.B. Du Bois: The Fight for Equality and the American Century, 1919-1963. New York: Macmillan, 2001.

How to Pick a Title for Your Research Paper

How to Pick a Title for Your Research Paper How to Pick a Title for Your Research Paper It sounds strange, but for many people choosing a topic of a research paper is the most difficult task. Well, thats often true and it can happen to you in any situation when you have to choose something. If you are not given a choice, you can simply accept it. On the other hand, the more options you have, the more difficult it may be to make a wise choice. So, if your teacher has given you a topic to work on, you are the lucky one. But sometimes you have to pick a title for your research paper by yourself. There is one thing to think of before choosing a title. So, ask yourself what you are interested in at this stage of your life. Wouldnt it be great to write about something you like and are good at? However, keep in mind that you write your paper not only for yourself. It will be read by your teachers, and your goal is to write about what you like to make other people interested in it. You have to keep it simple. Write in such a way, that even a child could understand you. Making simple things more complicated is a complete waste of time. Nobody would like to read that. In addition, have a look at the latest news, listen to what people or your friends talk about, try to remember things that you was impressed by recently. This may inspire you to choose the right topic. You can surely choose the title you like, however dont try to be too creative. What seems to be fine for you, may look absurd for the others. Or perhaps you cannot come up with an original idea. In such a case, there are lots of topics students use all the time. Some of them may look trite, but it is just a matter of your writing style, how you express your thoughts, your ability to look at a typical problem from another perspective, your willingness to make usual things unique. Thousands of papers were written about environmental pollution, greenhouse effect, deforestation etc. Nobody has suggested a way out that really works and differs from what the humanity attempted to do with this problem. Who knows, maybe you can write something that can surprise your teacher, and you will get a good grade. As children, we all liked to find out something new in everything that surrounds us. When we grow older, we become less curious for some reasons. Of course, writing a research paper about something you like is a great opportunity to find out something new, share your ideas and enthusiasm with other people. However, if you dont have much time for that, our academic writing service is always ready to help you with your writing task. If you need professional research paper title assistance from experts welcome to our research paper service !

Anne Moody, Coming of Age in Mississippi Essay Example | Topics and Well Written Essays - 1750 words

Anne Moody, Coming of Age in Mississippi - Essay Example Anne’s life was devoid of the full-time love of her parents as they left for plantation work, early in the morning and returned late in the evening. They remained anxious about the safety and welfare of their children. In the absence of parental care and love, the children lived on day to day basis, worrying what calamity awaited them each day, as their caretaker was a rude individual. He often inflicted physical injuries on Anne particularly. Her father did love Anne but distress due to hard economic circumstances made him lose the temper and he punished her without rhyme or reason. She did not receive love to which a child was entitled to and craved for. The rounds of punishment by the caretaker bordered cruelty, and he indulged in it just for the heck of it. About the consequences of one such punishment Anne wrote, (2004, p.10) â€Å"I tried to sit down once. It was impossible. It was hurting so bad even standing was painful. An hour or so later, it was so knotty and swoll en I looked as if I had been stung by a hive of bees.† Race relations: Anne’s writings graphically revealed the history of African-Americans of the 1950s and 60s and details about the harsh realities of the black children growing up. Going by the provisions of the Constitution, all the citizens were equal. But the whites were unwilling to change. The habitation of the plantation laborers was of sub-human standard, whereas the plantation owner lived in a palatial building. The Christian principles of love thy neighbor did not work. The differences in the living standards of the plantation owners and plantation laborers were described by Anne poignantly. She wrote, â€Å"Most evenings, after Negroes had come from the fields, washed and eaten, they would sit on their porches, to look up toward Mr. Carter’s house and talk. Sometimes as we sat on our porch, Mama told me stories about what was going on in that big house.†(p.5) Next to parental love at home, the place where one could expect the growth of personality of children and get some affection was the school environment. The teachers played a decisive role in influencing the mindset of children. Anne and black children like her, did not carry the luck in that area also. Their teacher was harsh, inclined to give severe punishments that the children preferred to spend the time hiding in the toilets. The teaching style also made the students disinterested in the lessons. Anne described one such incident of her teacher rebuking her, and his tone was like the villain in stunt movies. She wrote about him, â€Å"One day he (teacher) caught me. ‘Moody, gal! If you don’t stop lookin’ out that window, I’ll make you go out in that graveyard and sit on the biggest tombstone out there all the day.’ Nobody laughed because they were all as scared of him as I was.†(p.15)The whites took the earliest opportunity to punish the Negroes. About one such grave incid ent Moody wrote, â€Å"Next thing we heard in the Negro community was that they had caught and nearly beaten to death a boy who, they said, had made the call to the white operator. All the Negroes went around saying, â€Å"Yall know that boy didn’t do that†¦.† ((p.139) Economic and educational options: Her childhood experiences shaped the bent of her mind like that of a trade-unionist. Fighting for her rights and that

Commentary Essay Example | Topics and Well Written Essays - 250 words - 3

Commentary - Essay Example Both Habermas and Friedman have lucidly discussed how society has developed over the years, and how the public sphere has been influenced by changes in the modern world. Habermas has shown remarkable grasp over what he knows about public sphere, and has conveyed his message through classified expertise and extraordinary proficiency. He believes that the public sphere has developed through a plethora of historical phases. Public sphere has become a clouded amalgamation in the bourgeois society that is socially and industrially advanced in all aspects. The reader feels connected to the content, and is able to link the history of public sphere to its present form. Friedman has also shown great expertise over his subject matter, and the reader is able to delve deeper into how the society has become void of pure human relations due to increase in marketization and advertising. He has numbered a myriad of examples in a diction that is easier for a layman to understand. All the examples and facts are interesting to read and understand. In short, both the texts are unique in their own styles, while the internal theme − which is about the influence of historical developments that the society is under − is the

Guidance in Early Childhood Education: The Use of Toys

Guidance in Early Childhood Education: The Use of Toys Teaching involves a fine balance between what legislature states should be provided for students and the creativity of each teacher. Today, the way which these two elements work together to serve students best will be examined along with a talk about how maths toys can assist us in our work. The curriculum guidance for the foundation stage was distributed to schools with nursery and reception classes. This guidance includes six areas of learning which form the basis of the foundation stage curriculum. These areas include personal, social and emotional development; communication, language and literacy; mathematical development; knowledge and understanding of the world; physical development; and creative development. These six areas were created so that practitioners can effectively meet the needs of a diverse student population with a variety of needs. The hope of all practitioners who follow the curriculum guide is that all individual children’s needs are met, whether it is th at a child needs increased individualized assistance or is in need of a gifted program. Principles of the curriculum guidance direct all individuals who interact with children to help facilitate learning in various environments. Doing so causes greater understanding between both school personnel and caretakers. In effect, it also allows the teacher to better understand the needs of the family, thus, reduces various forms of exclusion. For instance, if the family has another child at home with special needs who is immobile; teachers are better able to understand why parents are unable to come to every school program (Curriculum guidance for the foundation stage, p.12). The curriculum guidance format also heavily emphasizes the need for practitioners to focus on children’s individuality and emphasize what is unique and special about each child. In some instances, we as teachers become frustrated with unique personalities or the different methods some children use to understand curriculum. However, the curriculum guidance specifically says that we should embrace these idiosyncrasies. In line with this idea is another point made in the curriculum guidance documentation. It states that â€Å"no child [is] excluded or disadvantaged because of ethnicity, culture or religion, home language, family background, special educational needs, disability, gender or ability†. Instead, it goes on to say that practitioners should learn more about each child’s ethnic, faith and cultural heritage and home experiences so that they can be used to create an environment of familiarity for the child. For instance, a familiar custom can be employed with in the classroom to increase familiarity for one child while teaching multiculturalism. It is amazing how little familiar notions such as this can promote not only comfort in a new environment but can also facilitate increased self-confidence (Curriculum guidance for the foundation stage, p12-14). Every Which Way We Can: A Literacy and Social Inclusion Position Paper discusses policy, school, home and community issues relating to children’s literacy and learning. The authors discuss the many ways children can have access to literacy and education so that no child is excluded from receiving a strong education. They also discuss the importance of involvement in policymaking and how there is much work to be done in this area to advocate for inclusion (Bird and Akerman, 2005). The DfES regarding Excellence and Enjoyment is another document that specifies best practice in education with children. This article states that an effective combination for learning includes elements of both excellence in teaching and enjoyment in learning. Excellence in teaching includes challenging yet engaging teaching, while enjoyment comes from the child being given the opportunity to engage in learning in the mental and physical environment that suits him best. If a child is very playful, then play could be a useful tool in teaching him. If he learns best with visual tools, he can be given the option to pictorially draw out a solution (DfES Excellence and Enjoyment, p.6-8). Excellence and Enjoyment also charges practitioners to â€Å"take ownership of the curriculum, shaping it and making it their own†. This is encouraging to hear, especially because a curriculum is already set and a teacher sometimes feels that room for creativity is limited. However, when we hear that we can take ownership of the curriculum and mold it through a practitioner’s creative and playful eyes, it feels as though there is great possibility to generate other ideas from it. Another important aspect of effective implementation of the Curriculum guidance is of course practitioners who truly understand curriculum requirements and have the ability to effectively implement them. Not only is it important that practitioners understand the curriculum, but that they also understand a child’s development in midst of the curriculum. This is a very significant point and the rest of the presentation will be focused on how curriculum and child development meet to produce a fruitful and educationally creative environment for children (Curriculum guide for the foundation stage, p. 13-15). It is well-documented that children learn best when they are manipulating objects or participating vibrant discussion. Play and discussion are key factors in learning. Through play and discussion, children make great discoveries, are allowed to create hypotheses that may or may not always be correct and explore new ideas. There is a freedom and carefree attitude in play that allows creativity to flow naturally. The practitioner’s role then, is to gently guide the play and discussion without overtaking it. Play becomes vital, particularly when working with children on the curriculum guidance point, Mathematical Development. Creative and unique methods must be employed in teaching young ones. There are currently hundreds of toys available on the market that aid in learning various school subjects. Many of them are focused around mathematical concepts and learning. Various maths toys stress different functions, whether it is addition, subtraction, or even just learning the maths symbols (Perry Dockett, 2001, p. 1-3). Toys in learning become a common language between teacher and student. They are indispensable in the learning environment and can be utilized in several different ways. For maths particularly, many toys can be created right in the classroom without few or no materials. For instance, the class could sing a number song together. The class could also make shapes with pencils and glue. While applying the glue, children could count the number of pencils being used. There are many examples such as these that could facilitate mathematical development. The important part of utilizing toys is to present the toy or game as engaging and fun. This should not be a difficult task to do, being that children already have a propensity to be drawn to toys (Perry Dockett, 2001, p. 1-3). Some toys are available for free online while others could become quite expensive. Many could easily be created in the classroom or at home. Some examples of online games include Numeracy Powerpoints, Number Poem and Five Little Ducks. These games do not require payment or any materials. Most of the games available online are placed there by parents and teachers who have utilized these games and found positive results (Brooker, 2003, p. 4; Conoley et. al., 2006, p47-48). It is important to take some aspects into consideration when looking for educational maths toys. Most importantly, question whether the toy is really teaching the child about maths. Sometimes, although toys are geared toward children, they are not attractive to children. Second, make sure that the toy is suitable to the age range you are working with. Question whether it encapsulates the mix of children in your classroom. Will the child struggling most be attracted by this game? Will the advanced child be bored? Third, can the child recreate the game at home or in other environments? Every parent cannot afford some of the toys on the market. Therefore, it is important to consider whether parents can recreate it. If this is not possible and you would like to continue to use the game at school, are there other games that parents can create at home for the child that can assist in learning? In considering parents’ financial limitations, you can accommodate them in other ways and still ensure that all students are learning the same concepts (Brooker, 2003, p. 4). This type of questioning, by the way, is an example of using the inclusion framework at all times when working with students. As long as we as professionals continue to always think and play, we allow this same mind frame in our students. References Akerman, R. (2005). NRDC Policy Paper 2 – Every Child Matters: A response from the National Literacy Trust. www.literacytrust.org.uk/socialinclusion Bird, V. and Akerman, R. (2005) Every Which Way We Can: A Literacy and Social Inclusion Position Paper, London: National Literacy Trust. Brooker, L. (2003).Integrating New Technologies in UK Classrooms: Lessons for Teachers from Early Years Practitioners.Childhood Education, (79). Conoley, J., Moore, G., Croom, B., Flowers, J. (2006). A toy or a teaching tool? The use of audience response systems in the classroom. Techniques: Connecting Education and Careers, 46-48. DfES (2003). Excellence and Enjoyment. Perry, B. Dockett, S. (2001). Playing with maths. APMC, 6(2). QCA (2003). Curriculum guidance for the foundation stage. http://www.everychildmatters.gov.uk

Personal Ethical Development Paper Essay

Everyone has their own personal code of ethics, develop through education and experience. With the basic identified in kindergarten or even earlier. Each of us have developed personal ethical codes with inputs and guidance from numerous people including family members, friends, church leaders, mentors, teachers, community leaders and role models. My underlying ethical system primarily is a duty-base ethical system, in which I acted in a certain manner, a manner that is a clear right or wrong. As a child, my parents and family were the ones who lay the ground rules for my ethical decisions. Knowing what is right from what is wrong, to say please and thank you when asking for and receiving something, to say good morning, good afternoon and good night, and to always speak the truth, pray before bed time, and again in the morning when I wake up. School teachers taught me how to enforce strict discipline, self-control and obedient behavior while in class. Religion, also play a major role on my personal ethics, it helps me to established a set of principles and morals, to always show respect for others, to do unto others as you would like others to do unto you. There are other unique individuals that have influenced my personal ethics, such as Mahatma Ghandi, have earned my respect as a prominent leader; who once said, â€Å"Even if you are a minority of one, the truth will always be the truth.† Also Lady Theresa, another prominent figure who also said â€Å"when I am hungry, I look for someone to feed, and when I am thirsty I look for someone to give a drink of waters.† These are people with morals, value, and  principles, which set good examples for others to follow. Looking to others as well as the rules and regulations when making an ethical determination, is a very important process of ethical decision-making. Speaking openly and honestly, that my information are indeed factual, show support for my company and others, even when there are differences of opinion; to adapt to any changes, even if the initial process was done by me. Take pride in my work, whatever duties assigned to me. Try to amend any problems caused by misunderstanding of information. Address injustice, provide assistance, and so on. Entitlement-based: By showing positive emotions, such as joy and happiness towards others, will consequently make them more optimistic and more likely to live out their moral choices to help others. Moral values often conflict with other values. For example, a co-worker of mine made several mistakes while processing tax forms for the IRS. These process must be done with specific governmental guidelines (company strives on quality), she brought some forms over to my desk for verification, I came across several mistakes, using a systematic approach, I went back to her, very politely I said, â€Å"you have to be a little more careful,† there were few mistakes in you batch, knowing very well that people don’t like to told that they’ve made a mistake. She asked, what were the mistakes? I said there were four internationals included in your domestic batch, she said there were no international codes, I said agreed, but the address clearly states Canada, she rose from her seat asking for a second opinion (more like yelling), is Canada international, she asked? Everyone answered yes in uniformly. Feeling rather embarrass, she walked back to my desk and started yelling at me, saying how she don’t like my attitude and told my manager how I tried to embarrass her. My manager in turn told me to be careful how I speak to my fellow employees. My ethical standard of fairness was challenged because my boss did not review the situation in a fair manner. My manager did not address the situation between us or address the entire department of the situation; instead she listens to one side of the story. Quality is an integral part of the company’s operation, and as a senior employee and part  of the verifying team it is my duty, my responsibility to inform employees of any errors. My boss did not make a conscious effort to control the negative feeling and put everyone in a positive frame of mind. There were two other instances involving the same employee that continued to challenges my ethical standard that led me to make a final decision and asked for a transfer to anothe r department. Ethical codes vary among individuals and also corporations. History is filled with examples of the impact on society of varied ethical codes, from the organization or corporate perspectives, one can hardly picked up the newspaper anymore without reading about corporate scandal. As Allen Greenspan noted testifying before Congress in 2002, â€Å"trust and reputation can vanish overnight,† and we have seen repeated examples of such occurrences, demonstrating why good ethics is good business (Wisely,1974). There are many factors of moral reasoning and behavior that are relevant in any organizational settings. History demonstrates that trust, integrity, honesty and credibility remain very important to any organization. Organization should have a clear set of organizational goals and policies, particularly when it comes to moral and ethics, employees need to know that the organization holds itself and them to a higher standard. By being clear about what is acceptable and what is not in the work place (Wisely, 1974). This plays into setting the policies that will govern how the organization is run. Guidelines of the company must be followed. In terms of competition, whether it is with another company or between two employees, ethics and moral should always be stressed. For example, if two employees are pitted against each other in competition for a raise, the potential for immoral and unethical behavior is there. The eagerness to get ahead in any way possible can be strong. It is therefore necessary for the organization owners to stress that the integrity of this organization cannot be compromised in any way shape or form. To incorporate ethics, an organization must obey the law and the spirit of the law where ever they conduct business, values must be real, and must reflect actual behavior, especially among the organization’s leaders. To emphasize principles more that rules. (This is the best way to be more  demanding of the organization, (Schulman, 2006), to encourage all employees to be challenging and demanding in the ethical domain of everyone in the organization, including the bosses. Perception is reality. Ethical and social responsibilities are part of the same thing. Our ethical values are part of our image in the business world. At one time it did not matter much if we polluted the environment, paid below the minimum wage or used plastic bags wastefully if we could get away with it (Schulman, 2006). Rightly, as an organization in a community, which for some large organizations includes major parts of the world, investors may decide to invest, or not according to our reputation for ethical behavior in our society. References Miriam Schulman, March 22, 2006. Incorporating Ethics into the Organization Strategic Plan. Retrieve from. http://www.scu.edu William H. Wisely (1974). The American Civil Engineer. Retrieved from. http://www.acsc.org Trevino, L.K., and Nelson, K. A. (2011), Managing Business Ethics: Straight talk about how to do it right (5th Ed). Hoboken, NJ: Wiley.