The Charities Bill 2005 - Free Essay Example

Sample details Pages: 7 Words: 2025 Downloads: 6 Date added: 2017/06/26 Category Law Essay Did you like this example? According to the Charities Bill 2005, s1, which was introduced into the House of Lords on 18 May 2005, the definition of a charity is ‘an institution which is established for charitable purposes only and falls to be subject to the control of the High Court in the exercise of its jurisdiction with respect to charities.’ It goes on to list the a charitable purpose as being for the prevention or relief of poverty, the advancement of education, religion, health or the saving of lives, citizenship or community development, the arts, culture, heritage or science, amateur sport, human rights, conflict resolution or reconciliation or the promotion of religious or racial harmony, environmental protection and improvement, the advancement of animal welfare or the relief of those in need (Charities Bill 2004, s2(1)). A charity, then, is something which seeks to afford some level of aid or assistance to those in need of it through financial means or through action . Despite the long and varied history of the charity, it certainly remains a valid legal concept for the years ahead, all the more so as a result of the clarifying and improving legislation which is going through Parliament currently. Don’t waste time! Our writers will create an original "The Charities Bill 2005" essay for you Create order The new Charities Bill is the culmination of a rather protracted process of review and consideration of the existing law relating to charities and other not-for-profit organisations. It began in July 2001 when Tony Blair asked his Strategy Unit to carry out a review of the law and regulation of such groups. In September 2002 the SU produced its report which was titled Private Action, Public Benefit. This summarised the current state of the law in relation to such bodies, and made over sixty suggestions to the Government about how the law could be improved. The fact that such a review was seen as being necessary to begin with, and the fact that it identified so many issues requiring attention and change reflects how outmoded the law relating to charities was, and that while charity certainly was still a valid legal concept, with practical ramifications for those institutions granted the title as well as strong public support, large scale review and reform was needed to bring the la w relating to charities up to date. The publication of Private Action, Public Benefit, was followed by a period of public consultation in which a range of interest groups were consulted, for example the Catholic Education Service. This led to the publication, in July 2003, of the Government’s Charities and Not-For-Profits: a Legal Framework. This was a response to the comments of those suggestions and responses the Government had received, as well as an acknowledgement of the fact that they had accepted almost all of the proposals made in Private Action, Public Benefit. It was then that the Government started the process of producing the draft Charities Bill which would later be presented to Parliament. It seems fair to state that the idea of charity is now, perhaps more than ever, a valid legal concept, given new impetus and freedom by the forthcoming legislative changes which will be introduced by the Charities Bill when it becomes law. Charities will be retain many o f the advantages of their charitable status, without the often burdensome aspects of over-regulation. Even a cursory glance at the provisions of the Bill itself, and certainly a more in-depth consideration of the responses of interested parties to the Bill, reveal that the legislation will certainly be adequate in bringing the law of charity into the 21st century. There is nothing new in the concept of charity. Matthews explains that the concept of charity ‘derived from the ecclesiastical jurisdiction, not that of the Chancery.’ He goes on to explain that in order for charity to operate, there is no need for trusts. ‘And many legal systems have well developed laws of charity without recourse to, indeed without any knowledge of, trusts.’[1] Charitable purposes were the subject of statute as long ago as the early seventeenth century. The Charitable Uses Act 1601 listed certain charitable uses, most of which are identifiable in the current definition of cha ritable purposes, or at least are analogous to them. This was adapted by Lord MacNaghten in his four-fold characterisation of what is charitable: ‘Charity in its legal sense comprises four principal divisions: trusts for the relief of poverty; trusts for the advancement of education; trusts for the advancement of religion; and trusts for other purposes beneficial to the community, not falling under any of the preceding heads’ (Income Tax Special Purposes Comrs v Pemsel). This was further amended in 1968, in the case of Scottish Burial Reform and Cremation Society Ltd v Glasgow Corpn, in which Lord Reid stated that the ‘benefit must be of a kind within the spirit and intendment of the [Charitable Uses Act 1601] †¦ Then they [the courts] appear to have gone further, and to have been satisfied if they could find an analogy between an object already held to be charitable and the new object claimed to be charitable.’ This has been, then, an expansion of ‘charity’ by way of analogy. Finally, in the Charity Commissioners Annual Report (1987), the Charity Commissioners state that although bound to follow the route of precedent and analogy, they try to do so constructively and imaginatively’.[2] An earlier attempt to clarify the law relating to charities occurred in 1958 in the Recreational Charities Act. This states that ‘it shall be and be deemed always to have been charitable to provide, or assist in the provision of, facilities for recreation or other leisure time occupation, if the facilities are provided in the interest of social welfare.’ Martin describes charitable trusts as being ‘trusts for purposes which benefit the public’, and ‘which on the authority of statute and common law are ‘charitable’.’[3] There are also certain fiscal benefits associated with an institution achieving charitable status. The most significant of these are in relation to tax ation; charities are usually exempt from income tax, capital gains tax, corporation tax, inheritance tax and stamp duty, and can claim an 80% rebate on council tax paid on land they own. The question of whether charity remains a valid legal concept in 2006 turns on the effect of the Charities Bill, which seeks to bring the strands of the development of charities and charitable purposes together. This is a timely piece of legislation, as the development of the charity has been so protracted and piecemeal (the key developments having been highlighted above). Prior to this, the dominant piece of legislation with regard to charities was the Charities Act 1993. While this was a significant piece of legislation, it is the Charities Bill 2005 which will ensure that charity remains a valid legal concept in the years ahead. A significant aspect of the Charities Bill 2005 is that it carries a statement of compliance with the Human Rights Act 1998, made on behalf of Baroness Scotland of Ast hal. This is, of course, mandatory since the passing of the latter Act which gave effect to the European Convention on Human Rights. Another major effect of this Bill is the attention it pays to smaller charities. According to the Directory of Social Change, their principal concern, and something which was addressed in the Bill, was that ‘the legislation should encourage rather than discourage the establishment and success of [smaller] charities.’[4] This is reflected in the fact that prior to this, the Charities Commission over-regulated charities, with the effect that many smaller ones were unable to operate efficiently because of these hindrances. The DSC state give the example of the rule which states that every charity must have an investment policy, even if it has no investments. The new Bill seeks to reduce this inappropriate level of regulation, and will hopefully make smaller charities (of which there are many) easier to operate. The Government, in the new B ill, commissions ‘an independent review of the burden of regulation that grant-making charities face more generally, to ensure that regulation is fair and proportionate.‘ This concern has also been expressed by the Association of Charitable Foundations, the umbrella group responsible for independent grant making charitable trusts and foundations in the UK. In their response to the Standard Information Return Consultation, the group ‘expressed concern about the possible danger of inappropriate over-regulation of grant-making charities.’[5] They go on to register concern that the Charities Commission should ‘act in a way which takes due account of the diversity of the charitable sector, in particular the special position of grant-making charities and small charities.’ in seeking to address these concerns, the new legislation updates the law relating to charities in such a way as to reflect the current state of charitable institutions; that is to s ay, it makes it a less onerous job to establish and run a smaller charity. The Bill is based on the premise that the Commissioner of Charities will have increased powers and responsibilities. It also introduces a new public benefit test for assessing whether an institution is actually a charity. The most significant application of this test will be in relation to independent schools, which have, until now, enjoyed charitable status. In essence, the Bill removes the assumption of public benefit (in particular in relation to independent schools) so that public benefit law will in future be applied to all charities. This is very much a modern addition to the law of charities, and both reflects that charity continues to be a valid legal concept, and that the law relating to charities has been brought into the twenty first century. No longer are people willing to assume that the providers of expensive, exclusive education are deserving of charitable status. According to the Catholi c Education Service, the purpose of the Bill is ‘to provide a more open and accountable regime for all charities and to redefine charities by reference to a more stringent public-benefit test.’ This is confirmed by the Government’s response to the report from the Joint Committee on the Draft Charities Bill. This identifies the Government’s aims for the Charities Bill as being ‘to provide a legal and regulatory framework that will enable all charities †¦ to realise their potential as a force for good in society, to encourage a vibrant and diverse sector, independent of Government, and to sustain high levels of public confidence in charities through effective regulation.’ The aims of the Bill, then, can be seen as a direct response to the concerns of various organisations linked to charities, and as such, the legislation is certainly a positive step in bringing charity legislation up to date. A further development which has been introduc ed in the new Bill is that it recognises, for the first time, the difference between grant-making charities, and other charities that provide services. It also amends the public confidence objective ‘to increase public trust and confidence in charities and to stimulate philanthropy’, a change which the ACF welcomes.[6] The introduction in May 2005 of the new Charities Bill is, then, the culmination of a lengthy review undertaken by this Government of the often confused and inefficient existing law relating to charities and other not-for-profit organisations. The Bill has met with, generally, a good response, and certainly seems to draw together and consolidate the various independent developments of the law in this area. Charities have had an important place in the English legal framework for centuries, and the effect of this new legislation will be to ensure their continued importance and improvement. BIBLIOGRAPHY Statutes Charities Act 1993 Charities Bi ll 2004 Charitable Uses Act 1601 Recreational Charities Act 1958 Cases Income Tax Special Purposes Comrs v Pemsel [1891] AC 531 Scottish Burial Reform and Cremation Society Ltd v Glasgow Corpn [1968] AC 138 Secondary sources Association of Charitable Foundations website Catholic Education Service website Directory of Social Change website Penner, J.E., The Law of Trusts (LexisNexis, 2003) Martin, J.E., Modern Equity (Oxford, 2004) Matthews, P., ‘The New Trust: Obligations Without Rights’, in Oakley (1996) Oakley, A.J., Trends in Contemporary Trust Law (Oxford, 1996) Strategy Unit, Private Action, Public Benefit (2002) Footnotes [1] Matthews, P., ‘The New Trust: Obligations Without Rights’, in Oakley, A.J. (Ed), Trends in Contemporary Trust Law (Oxford, 1996), p1 [2] Quoted in Martin, J.E., The Law of Trusts (LexisNexis, 2003), p495 [3] Martin, p492 [4] DSC website, news archives [5] See Association of Charitable Foundations website [6] See ACF website

Excellent Education - Free Essay Example

Sample details Pages: 4 Words: 1326 Downloads: 9 Date added: 2019/06/24 Category Education Essay Level High school Tags: Philosophy Of Education Essay Did you like this example? Abstract Excellent education is the eye opener to different opportunities in our societies; also it assists us to be able to understand everything around us. Philosophy is regarded as the passion an individual has to reflect as well as uncover the underlying of a particular activity. Philosophy is essential for any teacher because it pushes them to continue searching for the truths as well as not to get satisfied with the answers they have. Don’t waste time! Our writers will create an original "Excellent Education" essay for you Create order Philosophy is categorized into three branches; the metaphysics, the epistemology as well as the axiology. Metaphysics is responsible for dealing with natures ultimate reality question, while epistemology is a branch which is responsible for dealing with questions which are related to nature of understanding as well as how we know different things. Lastly, the axiology is a branch which is responsible for dealing the questions regarding the nature of values. In this paper, I will focus on how the philosophy has assisted me to be able to better understand why education is essential and how it positively impacts my life. Education plays a significant role in our lives because it assists us to be able to expand our knowledge, assimilate facts, as well as attain capabilities. Several factors come into play to enable a student to be able to effectively study for an exam. The factors include, motivation, intrigue, practicality, interest, individual value as well as the connection which are the core elements of education. Attaining knowledge may sound logic as well as the ability of an individual to reason, in which case it is preferable to the teacher or not, it impacts the students wellbeing. In most situations a teacher may opt to enroll in a particular field of education due to his or her love for the subject, but to be able to effectively teach one has to understand, satisfy as well as embrace the affective needs of the student to be able to succeed in their careers. The elements of essentialism, perennialism, idealism as well as pragmatism have contributed to my development of the educational philos ophy. My take for education philosophy is that excellent education is the eye opener to different opportunities in our societies; also it assists us to be able to evaluate particular issues which are related to our lifestyle, culture, as well as conduct. Philosophy of School and Learning For excellent education to be experienced the educator is required to develop a curriculum which will be able to guide him or her to attain his or her goals which are providing knowledge to their students. School environments are essential to contributing to the students education because they provide the student with a place to be able to interact with different kinds of people which enables him ,or her to develop his or her social ability (Schunk, 2015). Basically, my educational philosophy is related to behaviorism. I strongly believe that every student learns from his or her surrounding as well as their individual behavior is often based on the environment which they grow in. Also, students behavior motivated by the surrounding reinforcement around them. For example, if a student is provided with positive reinforcement his or her behavior will be positive. But, if a student is provided with negative reinforcement his or her behavior will be negatively impacted hence causing him t o behave in a hasty way. As an educator, I will focus on creating an environment which reflects positive reinforcement to the students, to be able to positively impact their conduct. I believe that schools and other related learning institutions should foster a positive learning environment for the students to enable them to be able to imitate positive behavior both in their learning experience and in the social experience. Positive behavior also positively impacts the society to grow both politically and economically. Instructional Practice Education institutes foster learning motivation in their students by providing them with exams which determines what they have learned for an entire semester. The educators set the target score that the students need to attain for them to pass. All these methods are developed to create a competitive learning environment which will allow the student to learn. Also, other motivation techniques are rewarding the students for scoring excellently on the tests (Koschmann, 2011). Through, providing rewards as well as tests that the students can understand the importance of education and this pushes him to want to learn more to attain a better understanding of the people and objects around him or her. Teacher-Learner Relationships For effective learning to take place there should be a core factor that pushes a teacher to want to teach as well as the student, or the learner to want to attain knowledge. A student is an individual to who seeks to attain particular knowledge regarding a particular field to assist him, or her to better understand the field (Lamb, 2008). The teacher is the party is responsible for providing the knowledge in a systematic way for the student to understand and is able to implement the knowledge in his or her life. Both of these parties need to have a relationship which supports their individual goals. As a teacher, I will foster the relationship with my students through providing them with room to speak on what they feel, this will allow the students and myself to be able to understand and relate to each other in a good way. Diversity Diversity is a crucial aspect of education because it provides the teachers as well as the student with different ways of approaching different learning issues. There are several issues related to diversity which a teacher should focus upon to ensure that they are providing all of their students with effective learning. They also should include cultural background, believes, ethnicity, race among other related factors. A teacher needs to focus on these factors to ensure he or she does not violate any of these aspects and this leads to the development of a diversity approach to learning (Marples, 2012). My education philosophy has impacted my response to diversity by enabling me to be able to have an open mind regarding diversity and how it may impact education and provision of instructions. Parent Role in Education and The Relationship with the Teacher Every parent looks forward to his or her child excelling in education and becomes an important person in the society. As a teacher, I believe that the parents are responsible for providing his or her children with the best education. It is their responsibility to motivate their children to perform well. The parents and the teacher also need to have an excellent relationship for them to be able to assist each other in ensuring the student is provided with the needed materials for his or her education. Therefore, a good relationship between the parents and the teacher is an added advantage to the students success. This is because the teacher and the parents will be working together towards ensuring an excellent education for the student. Conclusion In conclusion, I agree that education plays a significant role in our lives as well as societies. Through education an individual is taught to behave in an appropriate manner. The student is allowed to speak based on facts. The student can also learn skills that will allow him or her to resolve a conflict which may arise in the workplace, school or community. As a future Special Education teacher, I believe that education should not be focused at an individual age level but more at the developmental level. Learning and teaching should be regarded as a basic need due to its ability to contribute to the growth of the students and what their futures will and can hold. References Koschmann, T. (2011). Theories of Learning and Studies of Instructional Practice. NewYork: Springer Shop. Lamb, T. (2008). Learner and Teacher Autonomy: Concepts, Realities, and Responses. Amsterdam: John Benjamins Publishing. Marples, R. (2012). The Aims of Education. London: Routledge. Schunk, D. H. (2015). Learning Theories: An Educational Perspective. Greensboro: Pearson Education.

Social Media On The Work Place - 1529 Words

SOCIAL MEDIA IN THE WORK PLACE ABSTRACT: Social media is the most common technical tool which is being used by the complete society in recent days. In addition, it plays a paramount role in the business world to maintain a continuous and flexible contact with the company employees. Further, there are two types of social media sites which are enterprise social media site and the consumer social media site. Enterprise social media network is for private use and the consumer social media is available to everyone in the society. Moreover, using this social media in the work place is accompanied with some benefits as well as some privacy difficulties. This paper explains the organisational use of social media, advantages as well as the†¦show more content†¦This paper further explains the ethical challenges caused by the social media at the work place. ETHICAL CHALLENGES: There are various types of ethical issues that the organisations face: Integrity risk: An IBE survey conducted by the large companies has been identified that the main ethical challenge associated with the social media is integrity risk. For example, if an employee of a most developed company uses the social networking site in an irresponsible way that leads the company into the ethical issues. Advertising and marketing practices: Social media is an effective way to the companies to advertise their products and services. They can contact the customers in an easier way through the social media than any other media despite, it causes some ethical challenges. For instance, when a company ask the consumer a review regarding their product, they might give them a positive one or else the negative one which is available to see everyone. As a result, that gives the impact on that company market because, most of the people have a look at the online reviews before they purchase that product. Therefore, it is one of the ethical challenge. Recruitment practices: Online recruitment process is very obvious in recent years, which causes one of the ethical challenges. This sort of practice may give a positive or a negative result, for example, when a company checking for an

A History Of The World - 1811 Words

Jonathan Lund Mr. O’Donnell Period 3 16 December 2014 A History of the World in Six Glasses BEER 1. The discovery of beer is linked to the first civilizations because it led to the domestication of cereal grains, the development of farming, early migrations, and the development of river valley societies in Egypt and Mesopotamia. 2. The history of beer in the ancient world tells us that the early civilizations used beer from when they were born to when they died. Beer used to be a currency and a religious offering; in early civilizations they incorporated it into everyday life. 3. The sources the author uses include Egypt and Mesopotamia. He tells how beer helped Egypt in a multitude of ways as well as Mesopotamia. 4. The use for beer was†¦show more content†¦It was also much more expensive 2. The Greeks used wine in parties, and as a drink that was safer than water. They also used it medicinally, to clean wounds. 3. Wine developed a status symbol because only high social classed could attain it. Wine was very scarce, but eventually it spread among Greece and became more available. However, a lot of money was required for wine. 4. Wine was consumed to show power, it was done at parties and high class arrangements. Most people drank beer, but wine showed a sense of authority, as it was much harder to get than beer. 5. Wine differed in Rome from ancient Greece in many ways. Rome started to grow wine grapes instead of the Greeks grain. Also, the brand of the wine being consumed began to matter in Rome. 6. Wine had a lot to do with empire, medicine, and religion. Wine was associated with the rise and fall of empires. Wine lived on with Christianity after the fall of the Roman Empire. Wine also spread religion. Medicine advanced because they found out that wine helped to clean wounds, killing the bacteria in them. SPIRITS 1. The origin of distilled spirits was in Cordoba, by the Arabs. They wanted the miracle medicine of wine travel better. 2. Spirits and colonization are connected in many ways. One of them being that spirits led to the distilling in New England. As well spirits became very popular in colonies and united people together. 3. The production of spirits is connected to

Social Responsible Of International Business - Myassignmenthelp.Com

Question: Discuss about the Social Responsible Of International Business. Answer: Introduction In the current business scenario, business organizations should also look after the social welfare also apart from their core business objective of profit maximization. This is due to the reason that, the current business scenario is much more competitive in nature with the presence of number of players in the same sectors. Thus, in order to maintain and enhance the goodwill and reputation and to stray ahead in the competition, it is important for the business organizations to initiate the process of corporate social responsibility (Blomqvist, 2014). This refers to the process of allocation of corporate fund for the wellbeing of the society. In the recent times, more contemporary business organizations are initiating activities related to the corporate social responsibilities (Zellweger et al., 2013). Tata is one of the leading conglomerates in the world with their operational facilities present in different locations around the world. They are based in India and have their presence in automobile sector, FMCG sector, fashion sector and steel industries (Tatamotors.com, 2018). This essay will only discuss about the automobile division of Tata or Tata motors. They are known for their preference for humane approach over commercial approach. In accordance to that, Tata motors follow extensive approach of corporate social responsibilities (Tatamotors.com, 2018). This essay will critically analyze the theories of social responsibility from the perspective of Tata motors. Moreover, different management theories will also be discussed for the critical analysis. Corporate social responsibility of the Tata motors Activities related to corporate social responsibility of Tata motors covers different areas ranging from health, education and skill development to environment welfare and community development. One of the key social activities in the health sector is setting up of community hospital in Jamshedpur, India along with activities in different locations. However, there are various implications on their business operation due to these activities. One of the key aspects that should be considered is the stakeholder analysis (Costa Menichini, 2013). This is due to the reason that, an organization will have different stakeholders with different interest and they will have diverse perception in view to the corporate social responsibilities. The interest between the customer and management of the organization will be conflicting due to the reason that, the objective of the customers will be to have more value creation from the organization. On the other hand, the objective of the upper level ma nagement will be to maximize profit by reducing the unwanted cost. Thus, with the initiation of the social activities, the reputation of the organization will get enhanced in the market. Customers will have more satisfaction by consuming their products. On the other hand, initiation of the corporate social responsibility will reduce the profit maximization for the upper level management. This is due to the reason that, corporate social responsibility will incur cost from the corporate fund without having any short term or materialistic profit (ORiordan Fairbrass, 2014). Thus, it is being considered as an extra cost for the organization by the upper level management. This led to the generation of conflict between the key stakeholders including the customers and the management. Theories of social responsibility There are various theories being stated by different authors regarding the social responsibility. However, two are the most important theories being used in the mainstream business scenario. Classical view of the social responsibility is one of them (Frynas Stephens, 2015). This theory is being stated by Milton Friedman. According to this theory, the first priority for any business organizations should be the profit and business maximization rather than concentrating on welfare of the society. He also stated that, initiation of the corporate social responsibility lead to the unwanted cost for the company along with taking extra responsibility. This theory states that, the responsibility of community development is with the government and not with the business organizations (Crane Matten Spence, 2013). Thus, in the case of Tata motors, initiation of different initiatives in different sectors causing more cost for them. As of 2016, Tata motors have spent more than 205.70 INR for the activities related to corporate social responsibility. In addition, this cost is not having any benefits for them in terms of increase in profit or revenue. This is due to the reason that, social activities are mainly being promoted for the bottom of the pyramid society and they are not the target customers for Tata motors. Thus, according to this theory, Tata motors should concentrate more on their core business activities over their existing social activities. The second theory is the socioeconomic view of social responsibility. According to this theory, social wellbeing initiatives by the organizations are as important as their core business objective for profit maximization (Huang et al., 2014). This is due to the reason that, this theory states contemporary business organizations are not only seen as economic establishment, rather than they are being considered as an institution, which will have influence in the surroundings and in the society. Thus, this theory promotes that the contemporary business organizations should initiate different social activities. In the case of the Tata motors, this theory is can get more effectively aligned due to the reason that, the business approach of the Tata motors matches with the socioeconomic theory of social responsibility. Due to the extensive social activities being practiced by Tata motors, the social image of them is being enhanced along with their brand identity effectively penetrated in the market. in the South Asian region, the brand of Tata motors is being considered as reliable and authentic. This is being made possible with the social activities that they maintain. Moreover, according to the socioeconomic theory, business organizations are not only for economic benefits, rather they should also engage in social welfare (Kolk, 2016). In accordance to that, Tata motors allocate a portion of their revenue for the social welfare. This helps them to have positive brand image in the market, which eventually helps them to push their products in the market effectively. Critical analysis through ethical theories According to the theory of Kantianism, the principles behind the actions should be right and should be considered in ethical way no matter what the result will be. Thus, the principles will be considered as ethical even if the output is not effective. In the case of the Tata motors, even if the output of their corporate social activities is not positive or effective, then also their initiatives will be considered as ethical (Segal Lehrer, 2013). This is due to the reason that, the investment that Tata motors have made in different sectors will have positive impact on the community and the society. Thus, according to the theory of Kantian ethics, the corporate social responsibilities of Tata motors can be considered as ethical. Limitations of the theories of corporate social responsibilities The classical view of social responsibilities is having various limitations, which are being identified. One of the key limitations is the lack of concentration on the social cause. According to this theory, business organizations should only look after their core business activities rather than doing social welfare. However, in the current business scenario, business organizations should also keep in mind their goodwill and reputation, which are not being stated in the theory. Thus, this theory does not adhere to the contemporary business scenario (Fooks et al., 2013). Another limitation identified is the lack of any details of the ideal approach of social responsibility. This is due to the fact that, according to this theory, business organizations should not promote social responsibilities. Thus, this theory is not stating any form or approach of social responsibility for the business organizations. On the other hand, socioeconomic view of the social responsibility is also having multiple limitations being identified. One of the key limitations being identified is having no clear idea about how to recover the cost incurred in initiating the social activities. This theory stated that, business organizations should promote social activities for the welfare of the society. However, it does not state the way of earning the revenue for these activities. Another limitation being identified is the negative implication of the social initiatives of the business organizations. This is due to the reason that, there may have negative implications for the particular social activity being initiated by the organizations. However, in this theory it is not being stated about how to mitigate these implications. Conclusion Thus, from the above discussion, it can be concluded that, Tata motors follows extensive approach of corporate social responsibilities in their business operation. This essay discussed about the approach of social responsibilities being followed by Tata motors with the help of two of the most popular theories of social responsibilities. It is being concluded that, approach of social responsibility of Tata motors is more aligned with the socioeconomic view theory compared to the classical view. Thus, Tata motors follow the contemporary approach rather than the old school approach. The social activities of them are also being critically analyzed with the help of ethical theories. It is being seen that, the approach of the Tata motors in view of their social responsibilities is ethical from the view of Kantian ethics. Stakeholder analysis is also being initiated in this essay in order to identify the conflict between different stakeholders. Reference Blomqvist, K. (2014). Building sustainable organizational trust in radical changethe interplay of organizational trust and mindfulness. InMindful Change in Times of Permanent Reorganization(pp. 131-145). Springer Berlin Heidelberg. Costa, R., Menichini, T. (2013). A multidimensional approach for CSR assessment: The importance of the stakeholder perception.Expert Systems with Applications,40(1), 150-161. Crane, A., Matten, D., Spence, L. J. (2013). Corporate social responsibility in a global context. Fooks, G., Gilmore, A., Collin, J., Holden, C., Lee, K. (2013). The limits of corporate social responsibility: techniques of neutralization, stakeholder management and political CSR.Journal of Business Ethics,112(2), 283-299. Frynas, J. G., Stephens, S. (2015). Political corporate social responsibility: Reviewing theories and setting new agendas.International Journal of Management Reviews,17(4), 483-509. Huang, C. C., Yen, S. W., Liu, C. Y., Huang, P. C. (2014). The relationship among corporate social responsibility, service quality, corporate image and purchase intention.International Journal of Organizational Innovation (Online),6(3), 68. Kolk, A. (2016). The social responsibility of international business: From ethics and the environment to CSR and sustainable development.Journal of World Business,51(1), 23-34. ORiordan, L., Fairbrass, J. (2014). Managing CSR stakeholder engagement: A new conceptual framework.Journal of Business Ethics,125(1), 121-145. Segal, L., Lehrer, M. (2013). The conflict of ethos and ethics: A sociological theory of business peoples ethical values.Journal of business ethics,114(3), 513-528. Tatamotors.com. (2018).Corporate Social Responsibility | Tata Motors Limited. [online] Available at: https://www.tatamotors.com/corporate-social-responsibility/ [Accessed 6 Jan. 2018]. Tatamotors.com. (2018).Overview | Tata Motors Limited. [online] Available at: https://www.tatamotors.com/about-us/ [Accessed 6 Jan. 2018]. Zellweger, T. M., Nason, R. S., Nordqvist, M., Brush, C. G. (2013). Why do family firms strive for nonfinancial goals? An organizational identity perspective.Entrepreneurship Theory and Practice,37(2), 229-248.

A Successful Approach To Reconstructing The Female free essay sample

Essay, Research Paper # 8220 ; What does a adult female demand to cognize? # 8221 ; Adrienne Rich asks. More strongly joint than any other statement in her address, Rich combines a seeking personal unity and self-identification with a passion to alter the hereafter. First spoken to the 1979 alumnuss of Smith College, I believe that Adrienne Rich s well-known words are capable of altering lives, even in 1999. The accent in her address, # 8220 ; What Does a Woman Need to Know? # 8221 ; is on the re-construction of the female s place in society. Rich successfully challenges the alumnuss of Smith and adult females everyplace to self-examine their limited cognition, their moralss, and their answerability of the power they hold, through which adult females can turn up what they need to # 8220 ; name up # 8221 ; the voices of their yesteryear and travel frontward into release. The # 8220 ; rich # 8221 ; text, fueled by her usage of inquiries, commanding manner and sentence structure, description of perso nal experience, and her connexion between the past and present, succeeds in actuating any audience into contemplating their topographic point in society. Rich opens her address by oppugning the alumnuss in order to steer the alumnuss focus and let them to recognize how much they separately need to larn. In add-on to the rubric, Rich s foremost five proceedingss are filled with inquiry after inquiry. # 8220 ; Doesn t she need a cognition of+ ? # 8221 ; Rich asks, presenting such subjects as a adult female s power, history, and abilities. Her inquiries seem to lb into you, seeking to lift out of your nucleus something that you left antecedently uninvestigated. The inquiries successfully allow you to interact with Rich s address, going alternatively of a inactive hearer, an active participant. The audience becomes cognizant and joins in, analyzing their egos by replying and reacting to Rich s inquiries. This clever usage of the question draws the audience in, gaining controls their attending, makes them participants in her address, and successfully motivates and persuades the audience to hold with Rich s sentiment about the female soci ety. Rich s address, backed by vivid prose, forces the audience to go involved in their ain introspection. Actively discoursing with the audience, Rich addresses them straight: # 8220 ; some of you, # 8221 ; # 8220 ; merely if you, # 8221 ; # 8220 ; you are, # 8221 ; etc. , demanding that the audience face her speech head-on. With these definate references to each audience member, Rich successfully affirms that there will be no shying off from the adult female s duty to re-examine her female individual. You come to recognize that you will be held accountable for what cognition you do non larn. Rich s reasoning paragraph invites the alumnuss to measure their instruction with verbs such as attempt, learn, hazard, go, and retrieve. These verbs of strength, hereafter, and hope invigorate the alumnuss into go forthing Smith with non merely their instruction, but the promise of utilizing it to derive Thursday eir privilege, their necessary limited tokenism, and the power to redefine the topographic point of adult females in society. By taking the vocabulary and words that she did, Rich leaves the audience feeling as if they should be antiphonal to her address, as if they need to travel out and hazard theirselves in order to go a better adult female. In add-on, Rich uses these words to depict the type of adult females who are function theoretical accounts, adult females who have succeeded before us. â€Å"Learn to be worthy of every adult female of every class+† Rich suggests. Once once more, she brings up that impression of â€Å"learn, † a tsk that everyone has the priveledge to win at. Rich backs her essay with personal experience, leting her to impart certificates to her claims and persuasions. # 8220 ; Everything I say to you on this topic comes hard-won from the lips of a adult female privileged by category and tegument color+ # 8221 ; Rich invites the audience into her life, her yesteryear, and her battles to get the better of the domination of a patriarchal society. She connects these personal claims and experiences with the audience, exemplifying how to link their being with hers, larning from her battle, but besides learning them that they can get the better of their ain. Rich discusses her foreigners oculus and the struggle she had with her male parent s direction, imparting an illustration of the subjugation adult females can see, hidden under the alert preparation of the male population. By linking the past subjugations of adult females and discoursing the obstructions that present adult females face, Rich is able to supply grace to what may look like a overpowering undertaking: release of the female society. The audience is able to see and live over what past adult females have gone through, giving hope by sharing in those experiences. This successfully elevates some of the weight that an audience member might experience by Rich s dashing challenges. The past helps us recognize that we are non entirely, we do non bear a load of introspection and female Reconstruction single-handedly ; it has been faced, challenged, and accepted by many adult females before us, and will be by many in the hereafter. Until every adult female is liberated, no 1 will be. The ocular images that Rich nowadayss, those of cognition, moralss, and power, combined with the perennial image of release, leave you stunned and changed. Rich causes you to re-examine your self-identity, moralss, and cognition about both adult females s past and their hereafter. You actively react to Rich s speech- which is what makes it so successful in animating others. It asks you, forces you to seek within one s ego to understand to the full what societal forces have shaped your individualism and so turn uping that ego in the universe, understanding the true nature of masculine domination. With this address, Rich, through her stylistic picks, brings females to a new duty for our actions, for the very act of populating twenty-four hours by twenty-four hours itself. 36c