Losing Liberty How Obama Put America On the Road to Nowhere

Everyday. Everyday we see articles, blogs, and videos of citizens having their rights violated; values demoralized; and beliefs taunted. Each report by media outlets is filled with bias, whether it be natural or driven by a â€Å"secret agenda† as so many claim. Within the Constitution is a set of rights or principles that were granted to each individual by our founding fathers. To this day, every American holds true to these principles; it is these principles that make us different, make us unique, it is these principles that make us free. But what happens when these rights are violated, when our values are destroyed? What happens when our way of life is suspended to make way for a greater or safer good? When we as citizens no longer have†¦show more content†¦Pericles, in the funeral oration after Peloponnesian War, proudly asserted: â€Å"Rather we are more a model to others, than an imitation of anyone else. Our constitution is called democracy because power is i n the hands not of a minority but of the whole people. When it’s a question of putting one person before another in positions of public responsibility, what counts is not membership of a particular class, but the actual ability which the man possesses.† (Tsan) Examples of society’s lost values can be found on every street corner, in every elevator, and throughout the workplace. Violence in our society is not spread by the social disease of guns, movies, or mental illness that it has been made out to be. Violence in our society is the result of our lost values that define our society. It’s about us. â€Å"We seem to resign ourselves to the growing violence as â€Å"new normal.† â€Å"While we show initial outrage at the senseless mass killings are more frequent, we quickly move on and do nothing. As Americans, we are losing our moral compass, and that may be the greatest danger our nation faces.† (Florez) The most corrosive to our values is t hat we do nothing. We do nothing yet hide under the rock that is individual freedom. â€Å"Go about your business† â€Å"It’s not your burden to carry† etc. is something we’ve all been told. History has shown time and time again that societies perish when its people fail to adhere to a set of common values. AlthoughShow MoreRelatedGp Essay Mainpoints24643 Words   |  99 PagesForeign Aid a. How effective is Foreign Aid? 9. Migration a. Is migration/having foreigners good? 10. Subjects a. Literature b. History c. Mathematics d. Universal language 11. Businesses a. Business morality b. Charities as businesses 12. Democracy a. Good vs. Bad 13. Social Issues (only stats provided) a. Gender b. Family c. Equality 14. Governance a. World Governance 15. Others a. Cooperation b. Education c. Crime d. Liberty or Security Read MoreBhopal Gas Disaster84210 Words   |  337 PagesEast Asia. Hindu / Delhi 06/04/06 Bhopal victims step up agitation NEW DELHI: Over 400 survivors of the Bhopal gas disaster and their sympathisers who on Monday organised a huge die in here, covering themselves in white shrouds and lying on the road while symbolic figures of death danced through the corpses. The gas victims and their sympathisers, who have been demonstrating here for the last fifteen days, announced that six persons (three survivors and three sympathisers) would go on an indefiniteRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesreproduced, with permission, in this textbook appear on the appropriate page within text. Copyright  © 2013, 2011, 2009, 2007, 2005 by Pearson Education, Inc., publishing as Prentice Hall. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying

Juvenile Delinquency And Urban Areas - 1557 Words

In 1942, Clifford Shaw and Henry D. McKay produced Juvenile Delinquency and Urban Areas, which aimed to explain crime in urban communities using social disorganization theory. Elliot and Merrill (1934) define social disorganization as â€Å"a breakdown in the equilibrium of forces, a decay in the social structure, so that old habits and forms of social control no longer function effectively† (p.20). Using this definition and the ecological approach, Shaw and McKay argue that low economic status, ethnic heterogeneity, and residential mobility led to the disruption of community social organization (Shaw and McKay 1942). This disruption is what essentially leads to delinquency and further crime. Numerous empirical studies and tests were conducted in order to determine the validity of the theory. Studies done in the United States and in other countries have also shown support for the theory. In addition, the theory has been extended and revised by multiple scholars and applied to nonmetropolitan areas. The numerous studies and tests of social disorganization theory will prove whether the theory is applicable to other metropolitan and nonmetropolitan areas and whether the theory is still applicable to the modern era. In their 1942 study, Shaw and McKay utilized maps, some that outlined neighborhood characteristics such as where demolished buildings were located, population fluctuations, the percentage of families on welfare, percent foreign born or Negro, and where male delinquentsShow MoreRelated Juvenile Crime and Socio Economic Factors Essay1610 Words   |  7 Pagescurbed at any cost. Crime at a juvenile age is on one hand a crime against property and life, and on the other a crime against humanity. It is a much graver social danger that holds the seed of an evident social disaster implanted into it. Criminologists hold different views regarding the root of juvenile crime and that often leads into quite the argument. Irrespective of those theoretical head on collisions, the presence of socio economic factors behind each juvenile crime committed is almost acceptedRead MoreThe Police, Their Policies, And Responses Of Juvenile Delinquency940 Words   |  4 Pages1. Discuss the police, their po licies, and responses to juvenile delinquency. Early policing originated in an early English society. This focused on the pledge system and eventually grew later into the watch system model. These policies differed in contrast due to the size of the environments. As times grew the watch model allowed for larger urban areas to have protection. This eventually led to delegated roles such as the integration of the constable who was tasked with serious crimes. In 1829 SirRead MoreThe Social Of Crime And Criminal Behavior882 Words   |  4 Pagesand cultures, or ethnic diversity. Shaw and McKay determined that that juvenile delinquency was not caused by the individual but instead by the normal response by normal individuals to abnormal conditions. Social disorganization theory is still used today as a reliable predictor of juvenile violence and crime. In the Social disorganization theory there are four main assumptions which serve as explanations for a rise in delinquency. It assumes that the lack of community-based controls, the increaseRead MoreFactors Contributing For Criminal Activity Among African Americans1587 Words   |  7 Pagesexperience between the two cities, Ernest W. Burgess, was one of the scholars selected to investigate what was taking place in Chicago communities. Early on, Burgess investigated the seven wards of Chicago where he found that there were high levels of delinquency in the fourth ward which had poor home conditions, poverty, and bad influence on the city’s youth (Gabbidon,2015). As stated in, Criminological Perspectives on Race and Crime by Shaun L Gabbidon, Social Disorganization is the breakdown in equilibriumRead MoreJuvenile Delinquency : Factors That Lead Youth1458 Words   |  6 PagesJuvenile Delinquency: Factors that lead youth to delinquency It has long been a problem why some children steal, damage properties and not others. Many researches have been done to know the main factor that lead youth to delinquency, and it has been learned that there is no single path to delinquency. Although much of the research on factors that youth face has focused on predicting serious and violent offenses. Many people wonder about the factors that lead youth to commit delinquency. There areRead MoreThe Effects Of Juvenile Delinquency On Teens864 Words   |  4 Pagesoccurred in rural or urban areas. Increase of population in urban shows poverty, unstable, underdevelopment, deficiency and lack of housing areas. Theses can also affect teens that increase-doing crimes in which it called juvenile delinquency. There are two terms that define juvenile delinquency, 1: conduct by a juvenile characterized by antisocial behavior that is a beyond parental control and therefore subject to legal action; 2: a violation of law committed by a juvenile and not punishable byRead MoreThe 19th Century : The Nineteenth Century1333 Words   |  6 Pages had children as young as fifteen married and having children of their own (Hacker D. J., 2003). The age distinction we place on juveniles today would not have been applied at that time, subsequently juveniles who broke the law were tried in the same courts as adults. Some youths as young as fourteen years old were executed for their crimes until 1899 when the Juvenile Court of Law was established in Chicago, Illinois (Jensen, G. Shoemaker, D., 2007). It is painful to consider that youth who foughtRead MoreIs There A Strong Relationship Between Poverty And Juvenile Delinquency?1655 Words   |  7 PagesStrong Relationship Between Poverty and Juvenile Delinquency? There is a lot of research in the world on whether or not poverty and juvenile delinquency are correlated. Of what I’ve seen, the studies suggest that there is, in fact, a relationship between them. Poverty is a serious issue, and it not only affects the people living in poverty, but it also affects the people around poverty-ridden neighborhoods. This study will address the issue of poverty on juveniles. Moreover, it will unveil the problemRead MoreData Collected from the Article Juvenile Gun Ownership in the USA: Current Knowledge and Future Directions579 Words   |  3 PagesThe article that I selected is called Juvenile gun ownership in the USA: Current knowledge and future directions. In this article they are looking at published research and some existing data to look at the present state of empirical knowledge on juvenile gun ownership and see which areas need to be improved in the future. The Data was collected from the National Survey of Weapon-Related Experiences, Behaviors, and Concerns of High School Youth in the United States, 1996 (ICPSR 2580). In the originalRead MoreThe Problem Of Juvenile Delinquency894 Words   |  4 Pagesmost are just beginning puberty, these young boys and girls are becoming juvenile delinquents because they chose the wrong path or the wrong path was laid out for them. THEORIES AND CAUSE OF JUVENILE DELIQUENCY There are many theories and causes to why some juveniles end up being juvenile delinquents. The first is that peer groups can play a major role in one’s life between the ages of twelve and eighteen, pressuring juveniles to abandon their home life and join street gangs. Society can play a

The Positivism in Mexico Free Essays

â€Å"Positivism in Mexico was primarily and educational philosophy. It tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress. † Evaluate this assessment of positivism in Mexico. We will write a custom essay sample on The Positivism in Mexico or any similar topic only for you Order Now How accurate is it? What does it mean by facing â€Å"the truths of science†? What kind of educational innovations did it argue for? The Positive (and Negative) Truth about Mexican Positivism as a 19th Century Mexican Educational Reform Philosophy The assertion that: â€Å"Positivism in Mexico was primarily an educational philosophy. It tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress† (no source) is an accurate one. Further, according to â€Å"Comparative Social Movements: Mexico and the United States†: The Mexican Positivists were a group of elite intellectuals and social scientists that provided guidance and advice to Porfirio Diaz, the dictator that controlled Mexico from 1878 through the eve of the Mexican Revolution in 1910. The cientificos [sic] emphasized the incorporation of Mexico into the modern world system. This was to be accomplished through suppression of the indigenous and mestizo [sic] aspects of he culture and promotion of Mexico’s â€Å"European† heritage. The combination of economic liberalization and political authoritarianism was the hallmark of Mexican Positivism. (December 16, 2002) Philosophies of the founder of sociology, Auguste Compte (â€Å"Sociological Positivism†; Auguste Compte), as applied to 19th century Mexican society, i. e. , Mexican Positivism, offered (or imposed, depending on one’s viewpoint) educational and other innovations in the later 19th century and earliest years of the 20th (â€Å"The Porfiriato, 1876-1910†). To those nationals who supported Mexican Positivism (and there were many), â€Å"The positivism of Auguste Comte promised progress, discipline, and morality, together with freedom from the tyranny of theology† (Hutto). Further, Mexican Positivism, derived as it was from Compte, emphasized the encouragement of, and a focus upon, scientific inquiry into ways of achieving national social progress measures, while still maintaining the established social order, e. g. , a cornerstone Comptean ideal (Marti, â€Å"Positivism and Human Values: The Quest for a Social Ideal†, March 26, 1994). Mexican Positivism also espoused empirical, as opposed to abstract, definitions of and goals for social progress; as well as systematic strategies and methods for (as we would call it today) the continual improvement of society, or â€Å"Total Quality Management (TQM)† (â€Å"Social Positivism†; â€Å"August Compte†; â€Å"Sociology†). Mexican-born social philosophers like Jose Vasconcelos and Antonio Caso, however, were comparatively abstract, non-scientific thinkers by comparison. They were, in that sense, both relatively non-Mexican Positivists; that is, each favored a more holistic, less systematic integration of philosophy, science, art, education into already inherent (instead of externally-imposed, European-based) social values (Salmeron; Marti; â€Å"Jose Vasconcelos†; â€Å"Antonio Caso†; â€Å"Auguste Compte†). Vasconcelos, for example, was â€Å"in favour [sic] of the education of the masses and oriented the nation’s education efforts along secular, civic, and pan-American (americanista) lines† (Wikipedia). Vasconcelos’s ideals included, according to Salmeron (p. 267), the concept of: a living experimentalism in which concur, each one in its own function, the data of the senses, the rules of reason, the projects of the will, all in a harmony which engenders love. The ambition to bring into concert all the resources by which consciousness disposes to relate itself to the world and to penetrate more profoundly its own depths [emphasis added]. As for Caso, who was in many ways (although in a more purely academic sense) (Salmoneda), echoed Vasconcelos’s ideological viewpoint: â€Å"Caso’s thought is a reaction against positivism, an affirmation of liberty, of Christian roots, based on the conviction that man is a spiritual reality which constitutes the culmination of nature. † (Salmoneda, p. 267) In comparison to Vasconcelos and Caso, Compte, the â€Å"Grandfather† (â€Å"Sociology†) of positivism as an integrated social philosophy (â€Å"Auguste Compte†) might have instead espoused the importance of a quantifiable â€Å"blueprint† for Mexican social progress and educational innovation. That, then, could then be empirically tested, and its results quantified and studied, e. g. , a â€Å"science of society† (â€Å"Auguste Compte†). This would represent a systematic approach to measuring all areas of societal progress (or the lack of it), including education. (Salmoneda; â€Å"Auguste Compte†; â€Å"Sociology†). Such an approach, Compte no doubt would argue, would help Mexico, a â€Å"backward† (i. e. non-European) nation, to now be able to â€Å"face the truths of science, order and progress† [whatever those were. They were most likely European truths, which Mexico and Mexicans, being â€Å"backward†, simply had not â€Å"caught on† to yet]. Mexican Positivism had an especially strong, active, and influential supporter in Gabino Barreda. Barreda clearly regarded Mexican Positivism much more favorably than did either Vasconcelos or Caso. Perhaps this was due to his own (Paris-acquired) scientific and medical training, as well as his privileged social background (â€Å"The Porfiriato, 1876-1910†³; Hutto; Marti. Positivism and Human Values: The Quest for a Social Ideal†, March 26, 1994). Barreda was an intellectual, with a predilection for outcomes based on logic; his major concern was the establishment of the sciences and logic as the basal philosophy of education. . . He considered positivist principles necessary in order to educate â€Å"a new elite to guide Mexico in the positive era† (Hale, 1989). Curriculum was defined as â€Å"the encyclopedic learning of the sciences in an ordered hierarchy† hat would establish an intellectual order capable of preventing anarchy in all its forms, and thereby lead to the moral regeneration of society (Hale, 1989). Mexican positivism, embodied in the slogan â€Å"order and progress,† was the backbone of the modernization scheme supported by the cientificos, intellectual followers of Barreda. Led by Jose Ives Limantour, who served as adviser to Diaz, the cientificos developed a plan for economic recovery that was to be carried out through the next twenty-seven years of the Porfiriato. (â€Å"The Porfiriato, 1876-1910†) Mexican Positivism, then, indeed â€Å"tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress† (no source). Since the impetus for it came from a European movement, though, rather than from one that sprang from within the movement itself, the efforts of Mexican Positivism were met with mixed enthusiasm within Mexico itself, and also with mixed results. How to cite The Positivism in Mexico, Papers The Positivism in Mexico Free Essays â€Å"Positivism in Mexico was primarily and educational philosophy. It tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress. † Evaluate this assessment of positivism in Mexico. We will write a custom essay sample on The Positivism in Mexico or any similar topic only for you Order Now How accurate is it? What does it mean by facing â€Å"the truths of science†? What kind of educational innovations did it argue for? The Positive (and Negative) Truth about Mexican Positivism as a 19th Century Mexican Educational Reform Philosophy The assertion that: â€Å"Positivism in Mexico was primarily an educational philosophy. It tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress† (no source) is an accurate one. Further, according to â€Å"Comparative Social Movements: Mexico and the United States†: The Mexican Positivists were a group of elite intellectuals and social scientists that provided guidance and advice to Porfirio Diaz, the dictator that controlled Mexico from 1878 through the eve of the Mexican Revolution in 1910. The cientificos [sic] emphasized the incorporation of Mexico into the modern world system. This was to be accomplished through suppression of the indigenous and mestizo [sic] aspects of he culture and promotion of Mexico’s â€Å"European† heritage. The combination of economic liberalization and political authoritarianism was the hallmark of Mexican Positivism. (December 16, 2002) Philosophies of the founder of sociology, Auguste Compte (â€Å"Sociological Positivism†; Auguste Compte), as applied to 19th century Mexican society, i. e. , Mexican Positivism, offered (or imposed, depending on one’s viewpoint) educational and other innovations in the later 19th century and earliest years of the 20th (â€Å"The Porfiriato, 1876-1910†). To those nationals who supported Mexican Positivism (and there were many), â€Å"The positivism of Auguste Comte promised progress, discipline, and morality, together with freedom from the tyranny of theology† (Hutto). Further, Mexican Positivism, derived as it was from Compte, emphasized the encouragement of, and a focus upon, scientific inquiry into ways of achieving national social progress measures, while still maintaining the established social order, e. . , a cornerstone Comptean ideal (Marti, â€Å"Positivism and Human Values: The Quest for a Social Ideal†, March 26, 1994). Mexican Positivism also espoused empirical, as opposed to abstract, definitions of and goals for social progress; as well as systematic strategies and methods for (as we would call it today) the continual improvement of society, or â€Å"Total Quality Management (TQM)† (â€Å"Social Positivism†; â€Å"August Compte†; â€Å"Sociology†). Mexican-born social philosophers like Jose Vasconcelos and Antonio Caso, however, were comparatively abstract, non-scientific thinkers by comparison. They were, in that sense, both relatively non-Mexican Positivists; that is, each favored a more holistic, less systematic integration of philosophy, science, art, education into already inherent (instead of externally-imposed, European-based) social values (Salmeron; Marti; â€Å"Jose Vasconcelos†; â€Å"Antonio Caso†; â€Å"Auguste Compte†). Vasconcelos, for example, was â€Å"in favour [sic] of the education of the masses and oriented the nation’s education efforts along secular, civic, and pan-American (americanista) lines† (Wikipedia). Vasconcelos’s ideals included, according to Salmeron (p. 267), the concept of: a living experimentalism in which concur, each one in its own function, the data of the senses, the rules of reason, the projects of the will, all in a harmony which engenders love. The ambition to bring into concert all the resources by which consciousness disposes to relate itself to the world and to penetrate more profoundly its own depths [emphasis added]. As for Caso, who was in many ways (although in a more purely academic sense) (Salmoneda), echoed Vasconcelos’s ideological viewpoint: â€Å"Caso’s thought is a reaction against positivism, an affirmation of liberty, of Christian roots, based on the conviction that man is a spiritual reality which constitutes the culmination of nature. † (Salmoneda, p. 67) In comparison to Vasconcelos and Caso, Compte, the â€Å"Grandfather† (â€Å"Sociology†) of positivism as an integrated social philosophy (â€Å"Auguste Compte†) might have instead espoused the importance of a quantifiable â€Å"blueprint† for Mexican social progress and educational innovation. That, then, could then be empirically tested, and its results quantified and studied, e. g. , a â€Å"science of society† (â€Å"Auguste Compte†). This would represent a systematic approach to measuring all areas of societal progress (or the lack of it), including education. Salmoneda; â€Å"Auguste Compte†; â€Å"Sociology†). Such an approach, Compte no doubt would argue, would help Mexico, a â€Å"backward† (i. e. non-European) nation, to now be able to â€Å"face the truths of science, order and progress† [whatever those were. They were most likely European truths, which Mexico and Mexicans, being â€Å"backward†, simply had not â€Å"caught on† to yet]. Mexican Positivism had an especially strong, active, and influential supporter in Gabino Barreda. Barreda clearly regarded Mexican Positivism much more favorably than did either Vasconcelos or Caso. Perhaps this was due to his own (Paris-acquired) scientific and medical training, as well as his privileged social background (â€Å"The Porfiriato, 1876-1910†³; Hutto; Marti. Positivism and Human Values: The Quest for a Social Ideal†, March 26, 1994). Barreda was an intellectual, with a predilection for outcomes based on logic; his major concern was the establishment of the sciences and logic as the basal philosophy of education. . . He considered positivist principles necessary in order to educate â€Å"a new elite to guide Mexico in the positive era† (Hale, 1989). Curriculum was defined as â€Å"the encyclopedic learning of the sciences in an ordered hierarchy† hat would establish an intellectual order capable of preventing anarchy in all its forms, and thereby lead to the moral regeneration of society (Hale, 1989). Mexican positivism, embodied in the slogan â€Å"order and progress,† was the backbone of the modernization scheme supported by the cientificos, intellectual followers of Barreda. Led by Jose Ives Limantour, who served as adviser to Diaz, the cientificos developed a plan for economic recovery that was to be carried out through the next twenty-seven years of the Porfiriato. â€Å"The Porfiriato, 1876-1910†) Mexican Positivism, then, indeed â€Å"tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress† (no source). Since the impetus for it came from a European movement, though, rather than from one that sprang from within the movement itself, the efforts of Mexican Positivism were met with mixed enthusiasm within Mexico itself, and also with mixed results. How to cite The Positivism in Mexico, Essay examples

Ethical Communication in Contemporary Business

Question: Write an essay onEthical communication in contemporary business. Answer: In the contemporary era of technologically and developed informational period, effective and ethical communication is very necessary for business organizations. Communication is effective when both the sender and the receiver understands and responds to the purpose of the communication. A business organization cannot function without effective communication among the management and the subordinates. For business organizations, which want to be socially and ethically responsible, as well as financially successful, it needs to develop an effective, ethical communication within the organization as well as with customers and stakeholders. Ethically responsible business organizations gain the competitive advantage in the market. Communication without ethics can bring miscommunication and misunderstanding within organizations. Ethics in communication can refer to the circumstances of ethical reflection in communication processes. Maintaining ethical communication for business organization balancing between what is profitable and ethical is a struggle. A further feature of ethical communication is promoting dialogues and communication that consist of thoughtful and common considerate that compliments the inimitable requirements and characteristics of individuals (Guffey Loewy 2012). The fundamental components of ethical business communication discussed below: The management of the organization should practice ethical and integrated leadership in the decision-making process. The ethical business organizations establish foundation a code of conduct that chains with the organizations mission. Maintaining integrity of the organization brings fair work environment, which leads to employee satisfaction and employee loyalty. Valuing respect for employees, customers, and vendors in the market is key characteristics of the ethically responsible organization. An ethical business has concern consumers, human resources, vendors and the society. All choice made by the organization includes the consequence on society, workforce, workers or the environment adjacent it. One of the ethical dilemmas faced by the contemporary technological market is unethical to use of smartphones to cheat in examinations. According to recent news, how high school and university students are unethically using Smartphone and other digital devices in examinations (The Conversation., 2016). It shows how effortlessly such advanced technological devices are obtainable to an individual who looks to gain an undue benefit in examinations. Using Smartphone and other technologically advanced devices use in examinations banned throughout Australian Schools and Universities. For example, Google Glass can take pictures and send the information to other devices. The handset received criticism from different institutions and organizations. As a result, Google announced recently that it will stop production but will continue to upgrade the technology (ABC News., 2016). Even though these devices are used for lawful and allowed purposes, the advertising of such gadgets to students is a matter that is tormenting the learning institutions. In the above situation, Google has practiced ethical communication, which advocated honesty, exactness, and integrity; as these promote and continue the reliability in business. If in the scenario, Google had avoided the responsibility for unethical use of Google Glass, the organization would have send miscommunication. As a result, users and consumers could have lost trust in them. Rather, by accepting ethical responsibility concerning the production of the product, Google emerged as an Ethically Responsible Organization. Reference: Students are using 'smart' spy technology to cheat in exams. (2016). The Conversation. Retrieved 17 May 2016, from https://theconversation.com/students-are-using-smart-spy-technology-to-cheat-in-exams-59241 Google Glass social media accounts shut down. (2016). ABC News. Retrieved 17 May 2016, from https://www.abc.net.au/news/2016-01-27/google-glass-social-media-accounts-shut-down/7116234 Guffey, M. E., Loewy, D. (2012).Essentials of business communication. Cengage Learning. Ulrich, P., Sarasin, C. (Eds.). (2012).Facing public interest: The ethical challenge to business policy and corporate communications(Vol. 8). Springer Science Business Media.