The current world economy is increasingly becoming integrated and interdependent; as a result, the relationship between business and society is becoming more complex. In this assignment, you will be researching TJX a Fortune 500 company and examining how the company responds to corporate stakeholders and social concerns.
Write a 2 3-page paper in which you:
Summarize the company’s primary products and or services.
Suggest three ways in which a corporate stakeholder can influence the organization’s financial performance. Provide support for your response.
Assess the company’s biggest success or missed opportunity to respond to a recent or current social issue and its impact on company performance.
-Integrate at least two supporting resources, one from the textbook and other reputable sources.
-Lawrence, Anne, and James Weber. Business and Society. Available from: Strayer University Bookshelf, (17th Edition). McGraw-Hill Higher Education (US), 2022
The specific course learning outcome associated with this assignment is:
Evaluate the relationship between a business and society based on stakeholders and corporate social responsibility issues.
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
Addressing Disciplinary Actions for Charlie: A Special Education Perspective
Charlie, a fifth grader with a learning disability, finds himself facing serious disciplinary actions due to an incident involving theft and subsequent threatening behavior toward his teacher. Given the complexities of his situation, particularly regarding his special education needs under the Individuals with Disabilities Education Act (IDEA), there are several critical steps and considerations for the special education teacher, school administration, and stakeholders involved in Charlie’s educational journey.
Addressing Charlie’s Suspension
Following Charlie’s 13-day suspension, the special education teacher must take immediate action to ensure compliance with IDEA provisions. According to IDEA regulations, any student with a disability who is suspended for more than ten school days must have their Individualized Education Program (IEP) reviewed to determine if the behavior that led to the suspension was a manifestation of their disability (20 U.S.C. § 1415(k)(1)(E)). In this case, the special education teacher will need to collaborate with the IEP team to facilitate this review and assess whether Charlie’s behavior was related to his learning disability.
Communication with Stakeholders
The next step involves contacting several key stakeholders regarding Charlie’s suspension. This includes:
1. Charlie’s Parents: They must be informed of the suspension and the school’s actions. Parents have a right to participate in discussions concerning their child’s education, particularly when disciplinary measures are involved (20 U.S.C. § 1415(b)(1)).
2. IEP Team Members: This includes general education teachers, special education teachers, school psychologists, and any other professionals who are part of Charlie’s IEP team. Their input will be vital in determining the appropriateness of current supports and interventions.
3. School Administration: The assistant principal and principal should be involved in any discussions regarding changes to Charlie’s IEP or additional support services during the suspension period.
Interim Alternative Educational Setting (IAES)
During the suspension, if Charlie is removed to an interim alternative educational setting (IAES), the school must ensure that he continues to receive educational services. IDEA mandates that students with disabilities must have access to a Free Appropriate Public Education (FAPE) even during disciplinary removals (20 U.S.C. § 1412(a)(1)). The IEP team should determine how services will be delivered in the IAES setting, which may involve providing modified instruction that aligns with his IEP goals.
Stakeholders involved in this discussion will include:
– The special education teacher, who can provide insights into Charlie’s learning needs.
– The school administrator overseeing the IAES.
– Charlie’s parents, who should be informed and involved in decision-making.
Manifestation Determination Review
Assuming a manifestation determination review is held and it is concluded that Charlie’s behavior was not a manifestation of his disability, several disciplinary actions become permissible. Under IDEA, if a student’s behavior is not a result of their disability, schools can impose the same disciplinary measures as they would for students without disabilities (20 U.S.C. § 1415(k)(1)(C)). This means that Charlie could face further consequences up to and including expulsion, depending on the severity of the offense.
However, it is essential to note that while disciplinary actions may be enforced, schools are still required to provide educational services to ensure FAPE is maintained during the duration of any disciplinary action (20 U.S.C. § 1412(a)(1)). This could involve continued access to educational materials and instruction tailored to his IEP goals.
Appeals Process
If Charlie’s parents choose to appeal the manifestation determination, they have the right to request a due process hearing under IDEA (20 U.S.C. § 1415(f)). During this process, they can challenge whether the behavior was indeed not a manifestation of Charlie’s disability. The outcome of such hearings can lead to reinstatement of services or modifications in how his educational needs are addressed moving forward. It is crucial for parents to understand that they retain the right to participate actively in all proceedings affecting their child’s education.
Conclusion
Charlie’s situation underscores the importance of adhering to IDEA regulations when addressing behavioral issues involving students with disabilities. The special education teacher plays a vital role in ensuring compliance with legal requirements while advocating for Charlie’s educational rights. By involving all relevant stakeholders and implementing appropriate supports during disciplinary actions, schools can help mitigate adverse effects on students like Charlie and promote a more positive educational experience.
References
– Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 et seq.
– U.S. Department of Education. (2004). A Guide to the Individualized Education Program.
– Yell, M. L., & Drasgow, E. (2005). The Law and Special Education. Pearson.
This structured approach ensures that all legal requirements are met while prioritizing Charlie’s educational needs and rights under IDEA.
