Cell phones should not be allowed in schools Essay

A student with a cell phone is an uninterested student, one with a short attention span who cares more about socializing than education. When I was teaching, all too often I turned around from writing something on the blackboard to find students text-messaging or otherwise playing with their phones. Come the end of the term, a handful of students would fail the class and far too many would drop out of school. The onus for failure should be placed on distractions in the classroom, specifically cell phones. Parents think of cell phones as a connection to their children in an emergency. But I wonder what the last situation was that genuinely called for an immediate phone call to a child. In most cases, contacting the hospital or the police would seem more urgent. And parents can always call the school’s main office to reach their children. Cell phones are status symbols for teenagers because when their phone rings while the teacher is talking, everyone laughs. Because playing vid eo games on their cell makes them look cool. Because text messaging their friend in the next room is more fun than learning about topic sentences. So is listening to the new Three 6 Mafia song they just downloaded onto their cell. And saying students can store their phones in the locker is a joke. If they have cell phones, they’re going to bring them to class. —Jesse Scaccia Former English teacher, Franklin D. Roosevelt High School, Brooklyn, N.Y. NO Schools make rules to facilitate a quality education in a respectful and safe environment. Cell phones are a distraction in classrooms and have no place there. I support rules banning their use—by students and staff—in the classroom. But cell phones should not be banned from students’ possession entirely, because that is, in effect, not allowing students to have cell phones while traveling to and from school. My children’s time before school and after should not be under the school’s control. Making sure my children have cell phones and can contact me during those times is my right as a parent. It’s not just about safety or reassurance. Yes, I want my kids to call each morning when they arrive at school and each afternoon when they leave, and there are so few pay phones anymore on which to do that. But my children’s lives are also enriched by the freedom to travel to a variety of extracurricular activities or social engagements without an adult chaperone. That is only possible because an adult is just a phone call away. If my  children are not allowed to keep their cell phones during the school day—off and in their backpacks or lockers—the school system is governing my parenting and my children’s behavior during non-school time. The school has no such right. Besides, teachers should be teaching, not spending precious time tagging and bagging confiscated electronics. I trust my kids to make responsible and respectful choices, and I trust their teachers and administrators to do the same. —Elizabeth Lorris Ritter Parent, Bronx High School of Science, New York Allowing cellphones to school would be equivalent to giving an open invitation to distraction. This is because with so many activities in a single gadget, students are bound to be tempted to indulge in them, hence deviating from the main objective of coming to school. Their concentration towards studies would deteriorate as they would be busy fiddling with their cellphones. Teachers would also get distracted, as it is likely that the cellphones will ring during class, destroying the tempo of the entire class. Not only this, with a cellphone in everyone’s hands, there would naturally be unhealthy competition to see who has got the latest model and the hottest brand. This would only increase the worries and expenditure of parents as every student would pester their parents to buy them new cellphones. Also it would make students with not so latest cellphones be a victim of inferiority complex. Worse still, it may also create a barrier or ‘cellphone-fuelled class differenceà ¢â‚¬â„¢ between students as cellphones models and brands are now considered a status symbol. Bringing cellphones to school would also pave way for theft. With expensive cellphones in every other person’s bag, anyone could steal a cellphone, disrupting discipline and making school a very unsafe place. Many people argue that a cellphone allows parents to stay in touch with their children and remain informed about their whereabouts and anything that they need to. This, however, is also possible without a cellphone, as schools have phones and any important information can be conveyed through it. Cellphones can be seen as a means employed by students for cheating during examinations. They can simply text anyone and ask for assistance. Not only this, it can give rise to after school gang activities and be misused in many ways, like making prank calls just for fun. This can  lead to serious consequences and cause unnecessary panic as well as waste time. The aforementioned points clearly establish the fact that the reasons for not allowing cellphones in schools are based on clear reservations and not on flimsy grounds, hence cellphones should not be allowed at schools. In recent times, the number of people owning mobile phones has increased dramatically. Now mobile phones are not just for calling, but you can now text, take and send pictures, record videos, access the internet, play games and much more. The variety of functions has increased dramatically. They have also become a lot cheaper. Thus more and more young people now own a mobile. So should they be allowed to bring them to school? Mobile phones can cause a distraction in education. They can disturb teachers and students. For example, if you were working hard on a piece of work, concentrating hard, and a person’s phone rings, it disrupts the whole class. You may become side-tracked or the teacher may be interrupted during speaking to the class. Thus teaching would be constantly disrupted if this kept happening. Thus education standards would deteriorate. Looking then at long term effects, if this was happening every day, you would be wasting five minutes a day, so nearly half an hour a week, and so that would be over ten hours a year of disruption. Also, mobile phones provide a large temptation to cheat in tests. They can communicate to almost anywhere and anyone in the world. Because they are small, students can quietly and discreetly send a text and it can go unnoticed. You got to school to learn, not to waste time playing games or cheating in tests. Research has proven that frequent use of a mobile phone can put the owner at risk of long term health damage. Mobile phones have radiation in them which they send out which can destroy or damage cells. Thus a student who uses a mobile phone regularly is at risk of health damage. With the increase in ownership of mobiles, there is increased usage and so the students are putting themselves at risk more and more of health damage. Also younger students may not be properly educated on phone usage. Most phones nowadays have internet access on them.

Diploma of management

â€Å"Smart† Goals Kebab's R Us is a company always striving to improve and gain a higher and greater market share. With our dedicated staff we were able to achieve all our major goals that were set out last year. These goals were to increase the number of kebabs sold throughout all caravans, to update 20% of caravans by replacing it with a new caravan and brand new catering equipment that was more efficient, to reduce our greenhouse gas emissions, to create a ‘mini sub kebab' that could be catered for functions, to improve profits from $1 1. Million to $12 million in the financial year ending 2014, to place leadership programs in place to help employees to be trained to become caravan managers and to stay injury free. Results over the last year have been quite positive, meeting all target goals have been a credit to all staff. Hard work and dedication had paid off once the yearly report came in which backed it up with evident numbers. Falling Just short of the profit ma rgin at $1 1. 9 million is still a satisfactory result. These achieved goals are a credit to all staff and also to the senior management team for applying the S. M. A.R. T goals principle to reach each. The teeters of SMART each represent a meaning these are; S- Specific M- Measurable A- Accountable R- Realistic T- Time Bound Major goals for next year will be similar in terms of growth and profit. Important objectives of not losing any customers, providing kebabs of the highest quality possible, to reach those customers or to cater for a wider community. To update a further 20% of caravans by replacing it with a new caravan and brand new equipment that will be more efficient lowering greenhouse gas emissions. Improving turnover to $40 million from last year's $38. Million whilst also improving profits to $13 million. To introduce a commission scheme of selling a min of 250 kebabs a day to caravan operators which would result in bonuses and to promote those already trained personal i nto the 20 caravans that's planned to hit the roads. Further improvement training to all personal of customer service which is federal government funded. Hiring 40 new staff to fill into the new caravan positions that are going to be opening, surveying customers to help us improve our service and also to yet again remaining injury free.Having similar target goals from last year ensures a greater chance to achieve these goals through the usage of SMART. Major goal NO. I Specific – Update a further 20% of vehicles including company cars and caravans from the start of the new financial year in 1/7/14-30/6/15. To achieve this goal Kebab's R Us will use clearly defined processes and guidelines that were also used from the previous year to achieve the same goal. Location of vehicles that are being upgraded is the Queensland region. Requirements of this goal are enforced by government legislation and also to have a better looking image.Measurable- This goal is measurable as we need to have 20 vehicles updated in one year. Every quarter the aim is to have 5 vehicles upgraded. A project manager with a team is in hare of this changeover and upgrade in which they closely monitor it. Every quarterly the project manager attends a senior management meeting to discuss progress. Accountable- Everyone working in the changeover and management team is all liable to work in conjunction with each to achieve this goal. Realistic- The same goal was set out last year and it was achieved so it makes it a realistic proposition this year.Time Bound- The time frame for this goal will start from the 1/7/14-30/6/15, in this timeshare 20 vehicles must be updated to accomplish this goal. Major goal NO. 2 Specific- Improving turnover to $40 million from last year's $38. Million in the financial year starting on 1/7/14 till the end of that financial year in 30/6/15. To achieve this goal Kebab's R Us will use clearly defined processes and guidelines which will set the foundation to hit t he ground running with changes in certain areas which will help the growth of the company.Located nationwide this goal is every employees aim. Requirement for this goal is to improve our market share and our share prices. Measurable- This goal is measurable as the company needs to grow by only $1. 9 million in the next financial year. The lowly some is still good considering a few years back of poor results. The finance team along with senior management is responsible to monitor and innovate new ways of increasing funds. Every month a meeting will be held to monitor and discuss changes to this goal.Accountable- The recruiting team regional managers which is led by the HRS officer. Realistic- This goal is realistic as new caravans rolling out every quarter new positions will open up therefore creating the chance to hire 10 new casuals every quarter to achieve this goal. Time Bound-The time frame for this goal will start from the 117/14-30/6115. The first intake of 10 new employees is expected on the 1/10/14 followed by the next quarter at 1/111 5 in conjunction of the new caravans becoming available.

Penetrating and Blunt Abdominal Trauma Essay Example | Topics and Well Written Essays - 1000 words

Penetrating and Blunt Abdominal Trauma - Essay Example The author discussed, in detail, the various medical interventions done on the patients and their possible complications that arose during the duration of their hospitalization. As for the health assessment procedure rationales mentioned in this journal, Eckert discussed a flow of the procedures. Observation as to the patient's appearance upon encounter is to be done first. Presence and location of wounds as well as the depth and entrance and exits sites for penetrating wounds should be noted. Next, the author noted that auscultation is to be done prior to palpation as to prevent alteration of bowel sounds due to manipulation (p.53). Presence or absence of bowel sounds should be done comprehensively, covering all 4 quadrants. Nurses should check the quality, frequency and any abnormality in the bowel sounds. Auscultation over major blood vessels not only in the abdominal area but also in near regions that may be affected such as the femoral vessels should be checked. Palpation will e licit the presence of abdominal tenderness, rebound tenderness, guarding, texture of abdomen and any irregularities. Several organ injury scales were discussed by Eckert. Among the scales mentioned that were being used in the nursing practice were the 6-level Liver Injury Scale, the 5-level Splenic Injury Scale, 5-level Kidney Injury Scale, and 5-level Pancreatic Injury Scale. The Penetrating and Blunt 3 population discussed in this journal is the patients with abdominal trauma. Most, if not all of the cases in this journal were emergency or acute cases. I think that among the strengths of this journal is the comprehensiveness and practicality of this journal to nursing practice. Its use of case studies gives the reader a picture of what is to be encountered in the emergency rooms or intensive care units in the hospital setting. It was very thorough in explaining the different procedures done on the patient and each of its rationale. The journal introduces to the reader some information on the anatomy and physiology of some of the vital abdominal organs which are commonly affected in abdominal trauma. This is most helpful to nursing students who are still beginners in the field for them to have an idea of the interplay between these organs. This journal also gives information on the ancillary procedures usually done on the patients, highlighting the most pertinent or practical for each case or organ. For example, the author stated that the CT scan is the most sensitive diagnostic tool for most abdominal trauma injuries and between th e FAST scan and the diagnostic peritoneal lavage (DPL), the FAST scan is more utilized in most emergency cases because it is non-invasive and inexpensive compared to DPL. Also to be commended is the use of some visuals such as pictures of the different interventions. It also made use of some flow charts or concepts maps in nursing assessment in specific situations and included the indications for surgery and admittance to the ICU. This article was able to capture my interest because it is easy to understand and very thorough in explaining the various assessments, procedures and treatments involved in patients with

Career & Personal Development Essay Example | Topics and Well Written Essays - 1250 words

Career & Personal Development - Essay Example One of the areas that have appeared as likely for pursuit of opportunity is human resource. The considerations for being aware of this opportunity stem from personal research through which I have noted the international dimensions of human resource and how motivating and satisfying it is. Thus, this has influenced my future career decisions as I now plan to undertake post graduate studies in peace and international law through which I will be able to take advantage of this opportunity. Decision Learning and Transition Learning Another area that is of importance to career management is decision learning, which Delgado, Phelps and Robins (2011, pp. 101-103) discuss in terms of intransitive choices and their impacts on context-dependent preferences. This is accompanied by transition learning, with the two concepts influencing my personal career ambitions/dreams, the steps I need to take towards them and the way I handle transitions in my career development. This is a continuous process, discernible in terms of transition from general education to making the decisions to specialise in law and study peace/international law in future. I realise that my decision-making and transition management skills are in need of being polished through making them more specific and strategising on how to achieve them. Analysis and Evaluation of learning undertaken The first consideration here is the knowledge I have gained about my skills, abilities, qualities and motivation about my career potential. According to Hom and Folger (2008, p. 2) analysing information about oneself is the first step of effective career management. I have learnt that I have excellent people skills from the way I have undertaken near flawless interaction with individuals during the course. This is complemented by good communication skills, both of which will play a significant role in my career advancement. I am motivated by both monetary and non-monetary factors including appreciation and recognition of efforts, job enrichment and a sense of participation alongside cordial relationships with workmates and superiors. However, commercial awareness is an area in which I was not adequately informed upon in regards to my career planning before undertaking this module. The knowledge gained from labour market input including employer, lectures and resource inputs include the importance of implementing SMART (specific, measurable, achievable, realistic and time-planned) goals and objectives. I have also gained valuable insights about strategic career planning in which planning missions is based on smart objectives which are then used to generate strategies towards meeting these objectives. Knowledge on synchronising short-term, medium and long-term goals in career planning has been indispensable, as well as use of key performance indicators (KPIs) to guide my career development (Patton and MacMahon 2001, p. 76; Coitzee and Roythorne-Jacobs 2007, p. 23). Independent research has also played a crucial part in career management learning. For instance, I was able to appreciate the importance of mentors and career champions in career development through attending fairs and visits to professional functions alongside professional discussions. I backed this knowledge through independent search in literature; for instance, gaining insight that career champions are

MAPS Essay Example | Topics and Well Written Essays - 3500 words

MAPS - Essay Example The organisation secured a substantial new contract that can create 850 new jobs in the next two years but has to live up to the avowed standard of customer service. The company specializing in management services to businesses and the general public has a turnover of 40 million and employs a staff of 1400 (fifteen years ago the company employed 3500 people) in 4 divisions in different locations in the North East of England. The special techniques and management systems the company developed made it an attractive 'outsourcing' destination for business services from a broad customer base including engineering and construction industries. Increasing operational costs and the advent of information technology altered the business scenario and dwindled contracts. In order to ward off staff lay offs, the company opened its services to the general public. The services include the contract purchase of telecommunications time, gas, electricity and oil sold at a premium. However the business remained unprofitable and the company had to continually discharge staff in spite of many re-structuring activities. 2.1 MAPS' human resource management: Human resource development according to Armstrong (2003 523) is "concerned with the provision of learning, development and training opportunities in order to improve individual, team and organisational performance." One of the axioms of huma... Training employees to develop necessary skills Evaluating, motivating and rewarding performance Resolving or avoiding conflict situations Creating an atmosphere of security (psychological contract) and equitable opportunities A properly implemented human resource management system ensures attracting and retaining the right talent, motivating the workforce, developing workforce skills and resolving or avoiding conflict situations to achieve organisational goals cost effectively. Marchington et al. describe the best HRM practices as: Employment security and internal promotion Selective hiring and sophisticated selection Extensive training, learning and development Employee involvement and voice Self-managed teams/teamworking High compensation contingent or organisational performance Reduction of status differentials/harmonisation (2003 179) 2.2 Selection and recruitment: The absence of an HRM department at MAPS is stark. The company has no rational organisational structure. It has four divisions: operations, supporting services, (which lumps together finance and accounts, estates management like maintenance, security, porters and catering, internal information technology and personnel services), information technology services and marketing and sales. These divisions are located in different parts of the country making intra-divisional co-ordination very difficult. Each division has devised its own system for recruiting, negotiating pay structures and staffing. The largest and most important of the divisions viz., 'operations' employing a staff of 950 has the most ad hoc recruitment policies. Operational managers recruit staff either from within the organisation or without, based on the exigencies of work. The

On student engagement and interaction in IT-based education Essay

On student engagement and interaction in IT-based education - Essay Example The notion of pedagogy is strikingly complex (Anderson, 2005). Nonetheless, such notion could generally be defined in three ways: as a process of knowledge transfer; as a structure of information transfer; and as an art of teaching The third definition of pedagogy as a theory and praxis is considerably broad. This paper, however, heavily uses the term â€Å"pedagogy† as the process of teaching in which a particular knowledge or information is transmitted from one person or group to another. On the other hand, the question of how Information and Technology, or simply IT, significantly affects classroom learning can be substantially answered through the elements characterized in IT system and their intricate processes relating to the practice of pedagogy. Wellington (1994) gives several factors in which present-day IT system is highly advantageous: (1) stores a huge amount of information; (2) performs complex operations and calculations; (3) processes and displays a set of data in many and varied formats; and (4) facilitates in communicating information. By and large, these factors are indirectly and probably directly connected to the process of classroom teaching since pedagogy involves information, calculation, processes, and communications. Needless to say, IT is only a medium used in transferring a specialized type of data (i.e., body of knowledge) from one or numerous person/s to another. Engaging and Interacting Information and Technology widely facilitate the teacher’s pedagogy in encouraging and stimulating the learner’s engagement and interaction. ... In general, IT as a tool stimulates the students to be engaged, if not engrossed, into learning experience via experimentation or technological manipulation. In the University of Minnesota’s Interactive Classroom, biology students in their freshmen year are able to create ideas or knowledge based from their group interaction using IT application. In the context of conjectural paradigm, learners from this state-of-the-art classroom are able to visually and conceptually construct models, say, of the human body (e.g., cell structure) via the given interface. The biology teacher from said University says that the IT medium is a valuable tool for transforming a textbook-based knowledge into a new and fresh idea (University of Minnesota College of Biological Sciences, 2009). Another category is called revelatory paradigm; this paradigm primarily aims to permit students in discovering ideas or hypotheses in their own way. Unlike the â€Å"anyone anyone† type of classroom pedag ogy, interactive classroom as a method of teaching allows students to explore and discover the field or knowledge of biology in the way that suits their intellectual curiosity. Problem, Solution, and Impression One of the major obstacles of classroom education with respect to IT-based learning is the so-called digital divide. Like the notion of pedagogy, digital divide as a concept is varied. Besides economic in nature, the term â€Å"digital divide† entails the inability to acquire knowledge and learning via computer application due mainly to the adult person’s being â€Å"resistant to change† (Organisation for Economic Co-operation and Development, 2000). Moreover, the

Environment Essay Example | Topics and Well Written Essays - 500 words - 1

Environment - Essay Example But much of this waste can be recycled and brought to be used again. (1) Construction work can affect the environment in a number of ways. Site excavation, clearance, construction and renovation activities, toxic chemicals, wastes including bricks, cement, concrete, plaster, insulation, metal, wood and wood products; these all play a part in causing damage to the environment in one or the other way. According to an estimate, these wastes comprise of about 15 to 30% of all the wastes disposed of in landfills. Although many governments have passed the laws to restrict the disposal of toxic construction products into the lands, and to recycle the materials used. Construction industry is now facing big challenges in order to precede their work in an environment friendly manner. Till now, deforestation in the form of ruthless cuttings of the forest trees and the clearance of vast grass lands, has led to increase the global warming effect. We all know that the trees act as the lungs of the earth. Deforestation leads to a loss of wild habitat and the native plant life. The use of heavy machinery leads to the erosion and sedimentation of the ground. Different chemicals lead to the contamination of soil, the surfaces and the ground water. (2) There is a variety of different sorts of materials used for the construction purposes including, cement, wood, bricks, paints, ceramic, marble, steel, concrete etc. Most of the environmental hazards due to the construction industry occur as a result of the improper disposal of the waste materials produced as a result of construction work. These wastes lead to the contamination of the soil as well as water in which they are disposed. Starting from the step of clearing a land for a construction purpose, a chain of harmful events begins. Deforestation and clearing of the land leads to the damage

The importance of Mens Rea in current criminal law Essay

The importance of Mens Rea in current criminal law - Essay Example Murder required a malicious state of mind, whereas larceny required a felonious state of mind. Mens Rea is generally used along with the words general intent, however this creates confusion since general intent is used to describe criminal liability when a defendant does not intend to bring about a particular result. On the other hand specific intent describes a particular state of mind above and beyond what is generally required. [1] To secure a conviction, the prosecution side must prove that the defendant committed the crime while in a certain state of mind. The definition is specified of every crime before a person can be convicted as a prerequisite for Mens Rea. There are three states of mind which constitute the necessary Mens Rea for a criminal offence. These are intention, recklessness and negligence and are described below. [3] Direct intent is the normal situation where the consequences of a person's actions are desired. Oblique intent comes in the situation where the consequence is known by the defendant as virtually certain, although it is not desired for its own sake, and the defendant goes ahead with his actions anyway. The law states that foresight of consequences can only be evidence of intention if the accused knew that those consequences would definitely happen. Therefore just a possibility of a particular occurrence is not sufficient. "A court or jury in determining whether a person has committed an offence, (a) shall not be bound in law to infer that he intended or foresaw a result of his actions by reason only of its being a natural and probable consequence of those actions; but (b) shall decide whether he did intend or foresee that result by reference to all the evidence drawing such inferences from the evidence as appear proper in the circumstances. Consequently, where foresight needs to be established a person is not to be taken as intending the natural and probable consequences of his act simply because they were natural and probable, although a jury may infer that from looking at all the evidence. The test is therefore subjective and a jury is to decide what the defendant's intention was from considering all the evidence." The cases where they were applied are: The relationship between foresight and intention was considered by the House of Lords in: Hyam v DPP [1975] AC 55 R v Moloney [1985] 1 All ER 1025 R v Hancock and Shankland [1986] 2 WLR 257. It is important to note that foresight of consequences is not the same as intention but only evidence of intention: R v Scalley [1995] Crim LR 504. The most recent case in this area is the decision of the House of Lords in: R v Woollin [1998] 4 All ER 103. The law says - To require proof that it was the defendant's purpose to bring about a particular consequence may involve placing a very heavy evidential burden on the prosecution (R v Moloney, 1985). Criminal law normally only requires proof of oblique intent (foresight intent) as opposed to direct intent Recklessness Recklessness is taking an unjustified risk. In most cases, there is clear subjective evidence that the accused predicted but did not desire the particular

The Balance of Freedom of Expression and Sedition Essay

The Balance of Freedom of Expression and Sedition - Essay Example The paper tells that many people have lived and died expressing what they believed was a truth. Such freedom of expression may have been enjoyed and curtailed over history.   If the truth impinged on sensitive issues such as exposing ugly truths about the government and its actions against its people, then there are ways to curtail it. The First Amendment to the first US Constitution, which was known as the Articles of Confederation, included freedom of expression in the bill of rights. Such freedom has been interpreted in a multitude of ways. Some have used it to their advantage and interpreted it as the right to discuss the government, the right to criticize the government, the right to oppose the government, the right to advocate the change of the government, etc., which puts the government in a bad light and induce fear and doubt in the citizenry. Thus, government efforts to control such acts prompted the creation of more laws to protect its own image and prevent mass hysteria. During the war, the Espionage Act was enacted into law on June 15, 1917. Title I, section 3 limited the freedom of expression during wartime by declaring it unlawful to â€Å"make false statements that interfered with the military; to attempt to cause "insubordination, disloyalty, mutiny, or refusal of duty" in the military; or to obstruct the military recruiting or enlistment services†. Relevant to the press in this act is Title XII which gives permission to the postmaster general to declare unmailable any printed material which is deemed violating the law. One way to curb press freedom was the rule for newspapers and periodicals to appear at regularly stated intervals to qualify for a second-class mailing permit, which is generally cheaper. If the postmaster general withheld just one issue from the mail, a second-class permit could be revoked indefinitely, resulting in the publication to come out irregularly. Revocation of the second-class permit makes it unprofitable to p ublish because the alternatives of first-class and third-class postal rates were much higher.

Investigating how concentration affects rate of reaction Essay Example for Free

Investigating how concentration affects rate of reaction Essay This means that you would need to use 200ml of the original 0. 01M solution with 50ml of distilled water to make 250ml of 0. 008M solution. Remember to keep all other solutions at a constant concentration throughout. Investigat  the same range of concentrations as was used for potassium bromide, to ensure that a rate equation can easily be found. Making Required Solutions 0. 01M potassium bromate(V): KBrO3: K = 1 x 39. 1 = 39. 1 Br = 1 x 79. 9 = 79. 9 O3 = 3 x 16. 0 = 48. 0 RFM = 167 grams needed = (0. 01 x 167 x 250) 1000 = 0. 4175g dissolved in enough distilled water to make 250ml of solution. 1M Sulphuric acid: H2SO4: H2 = 2 x 1. 0 = 2 S = 1 x 32. 1 = 32. 1 O4 = 4 x 16. 0 = 64. 0 = 98. 1 grams needed = (1 x 98. 1 x 250) 1000 = 24. 525g dissolved in enough distilled water to make 250ml of solution. 0. 0001M phenol: C6H5OH: C = 6 x 12. 0 = 72. 0 H = 6 x 1. 0 = 6. 0 O = 1 x 16. 0 = 16. 0 = 94. 0 grams needed = (0. 0001 x 94 x 250) 1000 = 0. 00235g dissolved in enough distilled water to make 250ml of solution. 0. 01M potassium bromide: KBr: K = 1 x 39. 1 = 39. 1 Br = 1 x 79. 9 = 79. 9 = 119. 0 grams needed = (0. 01 x 119 x 250) 1000 = 0. 2975g dissolved in enough distilled water to make 250ml of solution. Risk Assessment (6) The following risk assessments are based on concentrated solutions of each substance. The concentrations I will be using are much more diluted that the solutions mentioned below to ensure that my experiment is safer. Although some of the acute hazards and symptoms associated with the concentrations I am using will not be as severe as those shown below, the risks are still very serious. For this reason I will still take appropriate precautions and will handle each substance with care. Potassium bromate(V): Type of Hazard Acute Hazards/Symptoms Prevention of Hazard Solving Hazard Fire. Not combustible but enhances combustion of other substances. Gives off irritating or toxic fumes (or gases) in a fire. No contact with combustibles and reducing agents. Water in large amounts. Explosion Risk of fire and explosion on contact with combustible substances and reducing agents. n/a In case of fire: keep drums etc. cool by spraying with water. Inhalation Cough. Sore throat. Breathing protection. Fresh air, rest. Refer for medical attention. Contact with skin Redness. Protective gloves. First rinse with plenty of water, then remove contaminated clothes and rinse again. Refer for medical attention. Contact with eyes Redness. Pain. Safety goggles, or eye protection in combination with breathing protection if powder. First rinse with plenty of water for several minutes (remove contact lenses if easily possible), then take to a doctor. Ingestion Abdominal pain. Diarrhoea. Nausea. Vomiting. Do not eat, drink, or smoke during work. Wash hands before eating. Rinse mouth. Give a mixture of activated charcoal in water to drink. Induce vomiting if person is conscious. Refer for medical attention. Spillage n/a n/a Sweep spilled substance into sealable containers; if appropriate, moisten first to prevent dusting. Carefully collect remainder then remove to safe place. Do not absorb in sawdust or other combustible absorbents. Storage n/a Separated from combustible and reducing substances, powdered metals and incompatible materials. See Chemical Dangers. n/a Sulphuric acid: Type of Hazard Acute Hazards/Symptoms Prevention of Hazard Solving Hazard Fire Not combustible. Many reactions may cause fire or explosion. Gives off irritating or toxic gases in a fire. No contact with flammable substances. No contact with combustibles. No water. In case of fire in the surroundings: powder, foam, carbon dioxide. Explosion Risk of fire and explosion on contact with bases, combustible substances, oxidants. n/a In case of fire: keep drums etc. cool by spraying with water but no direct contact with water. Inhalation Corrosive. Burning sensation. Sore throat. Cough. Struggling to breathe. Shortness of breath. Ventilation or breathing protection. Fresh air, rest. Half-upright position. Artificial respiration may be needed. Refer for medical attention. Contact with skin Corrosive. Redness. Pain. Blisters. Serious skin burns. Protective gloves. Protective clothing. Remove contaminated clothes. Rinse skin with plenty of water or shower. Refer for medical attention. Contact with eyes Corrosive. Redness. Pain. Severe deep burns. Face shield or eye protection in combination with breathing protection. First rinse with plenty of water for several minutes (remove contact lenses if easily possible), then take to a doctor. Ingestion Corrosive. Abdominal pain. Burning sensation. Shock or collapse. Do not eat, drink, or smoke during work. Rinse mouth. Do not induce vomiting. Refer for medical attention. Spillage n/a n/a Do not absorb in saw-dust or other combustible absorbents. Personal protection: complete protective clothing including self-contained breathing apparatus. Do not let this chemical enter the environment. Storage n/a Separated from combustible and reducing substances, strong oxidants, strong bases, food and feedstuffs, incompatible materials. May be stored in stainless steel containers. Store in an area having corrosion resistant concrete floor. n/a Phenol: Type of Hazard Acute Hazards/Symptoms Prevention of Hazard Solving Hazard Fire Combustible. No open flames. No contact with strong oxidants. Alcohol-resistant foam, powder, water spray, carbon dioxide. Explosion Above 79i C explosive vapour/air mixtures may be formed. Above 79i C use a closed system, ventilation. In case of fire: keep drums etc. cool by spraying with water. Inhalation Sore throat. Burning sensation. Cough. Dizziness. Headache. Nausea. Vomiting. Shortness of breath. Laboured breathing. Unconsciousness. Avoid inhalation of fine dust and mist. Ventilation or breathing protection. Fresh air, rest. Half-upright position. Refer for medical attention. Contact with skin Easily absorbed. Serious skin burns. Numbness. Convulsion. Collapse. Coma. Death. Protective gloves. Protective clothing. Remove contaminated clothes. Rinse skin with plenty of water or shower. To remove substance use polyethylene glycol 300 or vegetable oil. Refer for medical attention. Wear protective gloves when administering first aid. Contact with eyes Pain. Redness. Permanent loss of vision. Severe deep burns. Face shield, or eye protection in combination with breathing protection. First rinse with plenty of water for several minutes (remove contact lenses if easily possible), then take to a doctor. Ingestion Corrosive. Abdominal pain. Convulsions. Diarrhoea. Shock or collapse. Sore throat. Smoky, greenish-dark urine. Do not eat, drink, or smoke during work. Wash hands before eating. Rinse mouth. Give plenty of water to drink. Do not induce vomiting. Refer for medical attention. Spillage n/a n/a Sweep spilled substance into sealable containers; if appropriate, moisten first to prevent dusting. Carefully collect remainder then remove to safe place. Personal protection: complete protective clothing including self-contained breathing apparatus. Do not let this chemical enter the environment. Storage n/a Separated from strong oxidants, food and feedstuffs. Keep in a well-ventilated room. n/a Potassium bromide: The hazards for this substance are almost negligible, especially for the low concentrations that I will be using. However, protective goggles will still be worn to avoid contact with eyes, as this could cause irritation. This substance could also cause some discomfort if ingested, so I will take be very careful to ensure that this doesnt happen. Method for Investigating Temperature Change Extra Apparatus Reason For Use Size/Concentration Heating plate Used to heat the mixture to different temperatures during the reaction.n/a Beakers Used as a water bath to heat the mixtures evenly. 500ml Boiling tubes Used to hold reacting mixture whilst it is heated or cooled to the desired temperature. n/a Ice cubes Used to cool the water bath to temperatures below room temperature. n/a Thermometer Used to measure the temperature of the mixture so that it can be kept constant throughout the reaction. n/a Method 1. Set the apparatus up as was done in the experiment investigating concentration change. However, this time use a heating plate rather than a magnetic stirrer so that temperature can be adjusted. 2. Mix 5cm3 of potassium bromate(V) solution, 5cm3 of sulphuric acid solution and 5cm3 of phenol solution in a boiling tube and add 4 drops of methyl orange indicator. 3. Add 5cm3 of potassium bromide to a separate boiling tube. 4. Fill a large beaker with water and place it on top of the heating plate and set it to the required temperature. To achieve cooler temperatures put ice cubes into the beaker and monitor the temperature using a thermometer. Place the boiling tubes containing the correct solutions in the water bath so that they are also heated or cooled to this temperature. 5. Mix the two solutions and start the stopwatch. Record the time taken for the solution to go colourless. Ensure that the temperature of the water is kept constant. This can be done by having a thermometer in the beaker. Although the higher temperatures should be easily maintained by the heating apparatus, lower temperatures must be kept constant by adding more ice cubes if required. 6. Repeat 5 times with each temperature to ensure accurate and fair results. Results With Respect to Potassium Bromate(V) The table below shows my results when varying the concentration of potassium bromate(V): Concentration of Potassium Bromate(V) (mol/dm-3). Time Take For the Mixture to Turn Colourless (seconds) Repeat 1 Repeat 2 Repeat 3 Repeat 4 Repeat 5 Average Reaction Rate (seconds-1) Graph 1 on the next page shows the concentration of potassium bromate(V) plotted against the average time taken for the solution to turn colourless. From this graph I can see that there is a negative correlation because as concentration is increased, the time taken for the solution to turn colourless decreases. However, this graph does not provide enough information to work out the rate equation data for potassium bromate(V). For this, I had to draw up a graph of concentration against reaction rate. Reaction rate is worked out using the following equation: Reaction Rate = 1 Time This is presented in Graph 2. Graph 2 has a line of best fit which is a straight diagonal line, rather than a curve. It also shows that there is a positive correlation between concentration and reaction rate, as when concentration of potassium bromate(V) is increased, reaction rate increases. I could draw the line of best through the origin at point (0,0) as I know that if the concentration is 0M then the reaction will not occur the reaction rate will be 0seconds-1 (this can be applied to all other graphs of concentration against reaction rate that I have drawn). I decided to draw the majority of my graphs using a computer to plot the axes and points, and drawing the line or curve of best fit by hand. The computer can provide better accuracy than I can as far as drawing the axes and plotting the points is concerned. However, I believe that I can provide more accuracy when drawing the line or curve of best fit. My line of best fit suggests that the reaction, with respect to potassium bromate(V), is first order. This means that that rate equation so far is as follows: Rate = k[BrO3] Results With Respect to Potassium Bromide The table below shows my results when varying the concentration of potassium bromide: Concentration of Potassium Bromide (mol/dm-3) Time Take For the Mixture to Turn Colourless (seconds) Repeat 1 Repeat 2. Repeat 3 Repeat 4 Repeat 5 Average Reaction Rate (seconds-1) The line of best fit is once again a straight diagonal one. This shows that there is again a positive correlation between concentration and reaction rate.

Domestic Violence A Recurring Problem In Modern Society Criminology Essay

Domestic Violence A Recurring Problem In Modern Society Criminology Essay Discuss its causes, effects and the legal and other remedies available to deal with the problem. Analyse whether these remedies are sufficient or not and set out how you feel the issue is best dealt with. Domestic violence is undoubtedly a serious problem in modern society. Crime statistics in Ireland indicate that the Gardai record an average of twenty three incidents of domestic violence every day (Watson and Parsons 2005). However, domestic violence is certainly not a modern phenomenon. It has existed throughout the centuries but remained largely hidden and unrecorded. Traditionally, domestic violence has been considered a private matter rather than a criminal offence. Until the 19th century it was legal and socially acceptable for men to beat their wives (Dobash and Dobash 1979). Domestic violence is often associated with physical abuse only. However, research indicates that it can take different forms: physical, sexual and psychological/emotional. In the course of this essay the causes and effects of domestic violence will be explored, drawing on research carried out in Ireland and internationally. The legal and other remedies will also be outlined and evaluated. 2. Many theories have been put forward as to the causes of domestic violence. One theory is idea of circular causality (Pressman 1989). This view implies that a woman is as responsible for her own victimization as the man who assaults her. The violence is seen as something they have both created and are both responsible for modifying. Another view explains violence by reference to the mans personal history. Research shows that men who witness their parents domestic violence are three times more likely to become wife beaters and women who witness violence as children seek out abusive men because they saw their mothers being abused (Pressman 1989). Pressman (1989) suggests witnessing violence against a Mother may make sons more prone to violence themselves as adults, they may be quick to perceive conflict and slow to see non-violent alternatives for dealing with it. However, there are no firm conclusions about childhood experiences of domestic or other abuse as a cause of adult abuse or v ictimization. Pressman (1989) points out that it is not simply a matter of modelling whereby a child witnesses a set of behaviours and proceeds to replicate them: there are powerful mediating factors that can shape a variety of outcomes. She concludes that not all violent families and not all children are the same and the replication of violence from generation to generation is not inevitable (Pressman 1989). Domestic violence is often associated with alcohol consumption, but it is unclear as to whether alcohol is the root cause of this problem. Reporting 3. on a study of married couples, Leonard finds support for a causal relationship between a husbands drinking and physical abuse of wives. However, he cautions that: †¦despite the support that the current research program has provided for a causal role of alcohol on marital aggression, it would be a mistake to overstate this role. Alcohol is neither a necessary nor a sufficient cause of marital aggression. The majority of aggressive episodes occur without alcohol, and men who have behaved aggressively with alcohol have often behaved aggressively without alcohol as well. The role of alcohol†¦appears to be one of a facilitative nature, a contributing cause. (Leonard cited in Watson and Parsons 2005 p.67). In their study of domestic violence in Ireland, Watson and Parsons identify a number of triggers of abusive behaviour. A trigger is an immediate precursor to the behaviour and not necessary the ultimate cause of violence (p. 174). They found that in about two out of five cases the abusive behaviour had no specific trigger or was triggered by minor incidents. In about one third of cases abuse was associated with the consumption of alcohol. The authors conclude that the results are not strongly suggestive of a primary causal link between consumption of alcohol and incidents of domestic violence. In only one quarter of cases was alcohol consumption always involved. Similarly, Margaret Martin, director of Womens Aid, points out that while there is a strong link between alcohol abuse and domestic violence, treating or dealing with the alcoholism does not necessarily stop the violence (Martin 2009). 4. However, she does acknowledge that alcohol greatly increases the risk to a woman and has clear links to increased severity in relation to physical and sexual abuse. Other contributing factors to domestic violence include social exclusion, gender inequality, poverty and having a criminal background. A number of theorists work from the understanding that domestic abuse is caused by social structures, cultural norms and other factors that endorse or do not challenge the use of control and abuse by men against their female partners (Debonnaire et al. 2004). Pressman (1989) suggests that violence against women has persisted in our society precisely because it does not contradict cultural norms in any fundamental way. She suggests that to some degree we have all been acculturated to perceive violence as an acceptable means of exercising control. Wife abuse also reflects power differentials in our society, played out in the family. Pressman (1989) points out that the groups against whom violence is accepted are groups that are socially and economically disadvantaged including women, children, racial minorities, the poor, the mentally ill. In particular she looks at the economic inequalities that affect women and their continuing exclusion from positions of power in very many sectors o f society. According to Pressman (1989) there is an obvious link between this systematic disempowering of women and their continued victimization. Domestic violence simultaneously expresses and reinforces their 5. disempowered state. The basic problem as she sees it, is not just to end violence as a behaviour (although it is obviously important) but more importantly to alter the social arrangements that violence expresses and reinforces. Women cannot be safe when at the same time they are defined as inferior and subordinate to men. The impact of domestic violence is far reaching and complex. Domestic violence is a major cause of injury, disability and death for women worldwide. Between January 1996 and June 2005, one hundred and nine women were murdered in Ireland, seventy two of these in their own homes. In those cases which have been resolved, all were perpetrated by a man and almost half were perpetrated by the womans partner or ex-partner (Debonnaire et al. 2004). Ireland is not alone, domestic violence is one of the greatest causes of death and injury amongst women worldwide (Amnesty International, 2004). The World Health Organisation has estimated that 70 per cent of female murder victims are killed by their male partners. Their recently released World Report on Violence and Health notes that whereas men are much more likely to be attacked by a stranger or an acquaintance than by someone within their close circle of relationships†¦.one of the most common forms of violence against women is that perfor med by a husband or male partner (World Health Organisation 2001). The Council of Europe has stated that violence in the family is the major cause of death and disability for women between the 6. ages of 16 and 44 years. Domestic violence results in more death and ill- health in women than cancer or road traffic accidents (Kerr 2004). Similarly child homicide is often linked to domestic violence, where the male abuser is abusing the women and the child(ren). Children who are not being abused may be physically harmed when they try to protect parents or are caught in the crossfire (Debonnaire et al. 2004). Apart from physical injury, domestic violence is also linked to depression, post-traumatic stress disorder and other mental health problems. Both women and men who have been abused report negative emotional consequences (Watson and Parsons 2005). However, women are more likely than men to have been very frightened or distressed by this abuse and to report that the experience had a major impact on their lives (ibid. p25). Watson and Parsons also found that more women than men reported a loss of confidence. In some instances emotional abuse was found to be even more traumatic than physical attacks. Almost half of the severely abused respondents including those who had suffered severe physical or sexual abuse listed an emotional incident as being the worst thing that had happened to them (ibid. p.25). The research also found a clear link between abuse and marital breakdown. Domestic abuse can have an impact on other aspects of the victims life, including work and accommodation. Watson and Parsons found that two 7. in five of those severely abused had to take time off work, while nearly one in eight had to leave a job. In some cases it can lead to homelessness (OHalloran 2009). It is also a major cost to the exchequer in health care for the victims (Debonnaire et al. 2004). Ireland now has a network of womens support services and mens programmes, a civil and criminal justice framework, a specialist policy for the police and other elements of domestic abuse intervention. There has been public debate about effective ways of responding to and preventing domestic abuse (Task Force Report, 1997). The Department of Justice, Equality and Law Reform of the government of Ireland coordinates a Steering Committee on Violence against Women. Various sub-committees of the steering committee include one focused on work with perpetrators (Debonnaire 2004).. Traditionally attempts to intervene in domestic violence focused on abused women and their children. In recent years, however, there has been a shift to include a focus on the man who has perpetrated the abuse. on the perpetrator of the abuse. New policies have been adopted which focus on pro-active forms of intervention and prosecution. As part of these interventions treatment programmes for men have been introduced. The Dulaith Abuse Intervention Project (Dulaith DAIP) was the worlds first project to place intervention programmes as part of a co-ordinated 8. community response that aimed to hold men to account for their behaviour, enhance womens safety, sanction abusers appropriately and teach men not to abuse (Debonnaire 2004). There are currently fifteen intervention programmes working with domestic abusers in Ireland. Through working with perpetrators, these organisations are trying to increase the safety, and reduce the risks to their partners and children (Debonnaire et al. 2004). Numerous evaluations of intervention programmes have been carried out. Some results appear to show that programmes had limited or no effect on mens behaviour or womens safety. Others show that some programmes can have a positive effect on womens safety and on reducing mens abuse, particularly as part of a co-ordinated community response involving the criminal justice system and womens support services (Dobash et al, 2002; OConnor, 1998 cited in Debonnaire 2004). The legal protection for victims of domestic violence in Ireland includes elements from both the criminal and civil systems. The Domestic Violence Act 1996 enables spouses, cohabitees and parents to apply for orders, with certain property and residency restrictions. It enacted provisions of the Family Law Act 1981, making breach of domestic violence order an arrestable offence and allowing Gardai to arrest an offender for suspected actual bodily harm or grievous bodily 9. harm without witnessing the violence. The Non-Fatal Offences Against the Person Act, 1997 addresses criminal aspects of domestic violence, making most forms of physical violence used by domestic abusers a crime. Victims of domestic violence can apply for three type of civil orders: protection orders (an interim order, which the court can make while a full hearing is pending for one of the other orders), safety orders (which prohibits violence or threats of violence, molesting or watching the place where the applicant or dependant person resides) and barring orders which prohibits the person from entering the place where the applicant resides also prohibits violence, threats of violence, molesting or watching the place where the applicant or dependant person resides). According to Nester (2007) it is clear from a High Court decision in the case of McA -v- McA (1981) that it is not necessary to prove actual or threatened violence in order to avail of a barring order. The wife in the above mentioned case claimed that her health had been adversely effected by her husbands continued lack of communication. Judge Costello granted a barring order on the grounds that the husbands conduct had seri ously affected the welfare of the wife. In cases where the Court believes there is an immediate risk of significant harm to the applicant or dependant child, or that a protection order may not be sufficient to protect the applicant, an interim barring order may be granted. This order has the same effect as a 10. barring order, and lasts until the Court determines the application for the barring order. Safety orders can last up to five years and barring orders for up to three years and can be renewed after that (Nester 2007). According to Margaret Martin (2006) Director of Womens Aid, the 1996 Domestic Violence Act falls short in a number of significant areas, leaving many victims of domestic violence unable to access protection in the civil courts. She states the Act specifies where a cohabitee wishes to apply for a barring order, two key conditions must be satisfied: the applicant must have lived with the respondent for six of the previous nine months in aggregate. They must be able to prove an equal or greater interest in the property. To apply for a safety order, the applicant must have lived with the respondent for six of the previous 12 months in aggregate. Ms Martin (2009) argues that these restrictions have prevented many women from accessing protection. Some may have been living with their partners for too short a period or many may be separated from him too long. Others may not have lived with their abuser at all. Separation she says is often the most dangerous time for a woman with the abuse becoming more frequent, severe and dangerous. Ten per cent of callers to the Womens Aid helpline in 2008 were being abused by former partners who were not married. Ms Martin (2009) also points out that there are no legal provisions for women in dating relationships. She states that the law is powerless to protect women who were never married or have never 11. lived with the abuser. This also applies to women who have children but do not live with the father of the child, they cannot apply for domestic violence orders because they do not fit the cohabitation requirements. This falls short of UN guidelines for domestic violence legislation, which state that legislation should apply at a minimum to individuals who are or who have been in an intimate relationship, including marital, non-marital, same-sex and non-cohabiting relationships (Martin 2009). A number of groups including Womens Aid, the Law Society, the Law Reform Commission, the Government Task Force on Violence against Women and Amnesty Ireland, have called for the 1996 Domestic Violence Act to be amended in order to address these issues. Holland (2009) states that unacceptable delays in the family courts are causing women, intimidated by violent spouses and partners, to drop applications for barring orders. She points out that the first port of call for a woman seeking a barring or protection order against a violent or abusive man is the District Court. Currently women face an eleven week wait between applying for an order and a court hearing. Within that period she says many women come under enormous pressure to withdraw their applications. She argues that the abuser has a lot of time to work on the victim. She said once an application is withdrawn it is unlikely the woman, who would be further demoralised, would re-enter it. A report published by Amnesty Internationa l points out that of 8,452 incidents of 12. domestic violence reported to the Garda in 2003, less than half resulted in barring orders from the courts. It looked at convictions of perpetrators in the courts, figures indicate that successful prosecutions occurred in only 7.7 per cent of these cases. The report also states that there has not been a single conviction for marital rape in this country, despite specific legislation making it a crime since 1990 and its frequent occurrence as reported by victims to organisations such as Womens Aid (Raferty 2005). Womens refuges prov

Essay --

If you knocked someone’s tooth out, do you think it’s fair for that person to hit your tooth out? If so, you agree with a law written by King Hammurabi which states "An eye for an eye, and a tooth for a tooth." Hammurabi was one of the best known Mesopotamian kings, and ruled the Babylon Empire from 1792-50 B.C.E. As his kingdom grew he knew he had to bring together the groups he controlled. He combined all these laws from different places into one big code. Hammurabi was one of the first people to write laws about taxes. The difference between Hammurabi and all these people he took the ideas from, is that Hammurabi’s taxes were not like taxes you know today, he did tax the people for money but he also asked for grain and oils as payment. Hammurabi’s idea was to write laws to bring justice in the land, abolish the bad people, and protect the weak. Hammurabi was convinced that the gods selected him to bring truth and structure to his people, and he took this task very passionately. Shortly after rising to power, he created his Code, 282 laws written to explain all relationships a...

Life is Calling: How Far Will You Go? :: Peace Core Essays

Life is Calling: How Far Will You Go? There are many organizations today that help great causes and one in particular that I find most imperative. The Peace Core is an organization whose foundation is set on volunteers who dedicate two years or more to a cause they find worthy of their time and energy. The amount of aid and support the Peace Core has given to numerous other countries is overwhelming. The number of countries served and how many people have benefited are just a couple of the notable statistics the Peace Core has achieved. Besides these statistics the Peace Core has something else to offer, inspiration. The Peace Core inspires. Helping others, taking a risk, going somewhere new, experiencing something hands-on are characteristics of the Peace Core that are never left unsaid. Unlike other organizations where money is donated and occasional fundraisers are held, the Peace Core offers a personal experience. The stories and memories will never be lost or forgotten like twenty dollars easily can, wh en it is handed over without distinction to some other organization. There are three websites that portray the values and influential qualities of the Peace Core and I encourage people to explore them here and discover the goals and characteristics of the Peace Core that humanize our lives. In 1961 John F. Kennedy challenged the students of the University of Michigan to live and work in a foreign developing country to help bring peace and education. The challenge that Kennedy proposed, inspired the organization known as the Peace Core to develop. The Peace Core was officially established on the first of March in 1961. Today, the Peace Core has gone global and is recognized for its accomplishments in AIDS/HIV education, technological and business development, and restoring the environment. The principle of the Peace Core is to bring world peace and friendship between countries. The Peace Core is solely made up of volunteers to further display that the Peace Core is not money oriented but goal oriented focusing on bringing education and happiness to people and countries that need it. The Peace Core is such a huge organization and is the subject of countless websites.

Gene Therapy Saves Lives Essay -- Argumentative Persuasive Argument Es

Gene Therapy Saves Lives   Ã‚  Ã‚  Ã‚  Ã‚   Tim was diagnosed with a rare and deadly disease this morning. He is only five years old with the rest of his life ahead of him. It isn't his fault that he received this disease or even his parents'. This disease comes out in anyone's body that has a defected gene. The disease has made Tim live in a sanitized bubble the last year because of the fear that he might catch any common bug and die. He has severe combined immunodeficiency, or SCID. The disease lacks a gene in charge of the body's immune system called adenosine deaminase. Tim could be helped through a process called gene therapy, but he won't because there is too much debate on the ethnicity of gene therapy; too much even to save his life.   Ã‚  Ã‚  Ã‚  Ã‚   The use of gene therapy to prevent illness and disease by changing a person's genetic makeup is a good use of science. Gene therapy is an approach in science to treat, or ultimately prevent disease by changing the expression of a person's genes. The way a gene is expressed is something like a person's hair color. Gene therapy is still in its very early stages of development. Any gene therapy that is being worked on today is still in its experimental stages. It will not be used in humans for extensive use for a while. The only humans are ones who are in clinical trials ("Gene Therapy").   Ã‚  Ã‚  Ã‚  Ã‚   Gene therapy can be done by using either somatic, which are from the body, or germ, which are from egg or sperm, cells. In somatic gene therapy the recipient's genome, genetic makeup, is changed, but the changes are not passed down to the next generation. In germ line gene therapy, the parents' egg and sperm cells are changed with the goal of passing on the changes to their offspring. Germ line gene ... ...http://www.srtp.org.uk/genthpy1.htm#Issues]. "Gene Therapy." Oak Ridge National Laboratory. 21 Nov. 2002. 3 Dec. 2002 [http://www.ornl.gov/hgmis/medicine/genetherapy.html]. "Genetics in the Courtroom." Oak Ridge National Laboratory. 21 Nov. 2002. 10 Dec. 2002 [http://www.ornl.gov/hgmis/courts/courts.html]. Godoy, Maria. "Gene Therapy Offers Hope for the Blind." TechTV News. 1 May 2001. 4 Dec. 2002 [http://www.techtv.com/news/specialreport/story/0,24195,3325114,00.html]. "Human Genome Diversity Project." Morrison Institute. 6 Oct. 1994. 3 Dec. 2002 [http://www.stanford.edu/group/morrinst/hgdp/faq.html]. Kitcher, Phillip. "Manipulating Genes: How Much is Too Much?" PBS Online. Apr. 2002. 8 Dec. 2002 [http://www.pbs.org/wgbh/nova/genome/manipulate.html]. "Scenario A- Part 1." Strategis.gc.ca. 6 Dec. 2002 [http://strategis.ic.gc.ca/SSG/bb00010e.html#AP1].

Distinguish between the processes of erosion and weathering in an area undergoing glaciation

Erosion is defined as the removal and transport of earth materials by natural agents and can be split into two main categories. Abrasion (or corrasion) is the glacier's use of angular debris, held by the ice, to scrape away at the underlying rock. Evidence of this in an area undergoing glaciation are scratches on rock known as striations. Plucking involves the glacier freezing on to blocks of rock and pulling them away. Meltwater will assist in this plucking process: pressure builds up behind a protrusion of rock and so causes melting. The meltwater penetrates any cracks and freezes around the rock (regelation) which is then pulled out by the glacier. Weathering is similar to erosion in that it includes the breakup of rocks, just not the transportation of the materials formed as does erosion. The specific definition of weathering is the breakup of rock due to exposure to the atmosphere. The weathering of a rock by freeze-thaw action (or frost shattering) may break up rock in periglacial conditions before glaciers advance. At the early stage of corrie formation freeze-thaw action and possibly chemical weathering will weather rock beneath the accumulating patch of snow (the process of nivation). During glaciation, meltwater will give rise to freeze-thaw action at the base of the glacier. Examine the impact of glacially eroded landforms on human activity â€Å"The impact of glaciation on human activity has been considerable both in lowland and highland areas. † (David Jones and Lawrence Kimpton 2000). This question focuses on how human activity has been affected by glacial erosion. The most recent glacial period began approximately 30,000 years ago and ended 10,000 years ago. At its peak 29% of the Earth's surface was covered by ice in comparison to 10% covered today. Sea level fell by at least 100 m and the beach was as much as 150 km further east along the Atlantic coast, thus forming land bridges between North America and Asia, which allowed for the migration of animals and humans to previously glaciated areas. Glacial eroded landforms include the features horns (pyramid shaped peaks), arites (knife shaped ridges), cirques (a bowl shaped depression found in mountains), erratics (boulders), valleys, tunnels and lakes. These landforms have affected human activity in various ways, including tourism, communications, farming and settlement and industry. Many upland areas that experienced the effects of prolonged glacial erosion during the Pleistocene have become important centres of tourism. Highland areas both those glaciated in the past and those with glaciers remaining today, are major areas of tourism because of the spectacular scenery and their suitability for winter sports. The Cirque-arete-trough landscape attracts hill walkers, scramblers, climbers, mountaineers, photographers, botanists, skiiers, snowboarders, hang gliders, painting, canoeing, sailing etc. In Britain, the Highlands of Scotland have become an important centre for summer holidays and winter skiing, whilst the National Parks of Snowdonia, the Lake District and Peak District are visited by millions of tourists each year. Areas such as the Lake District are increasingly popular for short weekend breaks. The attractions of these areas for tourism owe much to the effects of glaciation. The sharply defined peaks, deep U-shaped troughs and numerous lakes are all impressive landform features and provide these uplands with their attractive scenery. The rugged landscape appeals to many weekend hill walkers and mountaineers. The lakes which provide a range of activities -sailing, canoeing, swimming- and possess their own pleasant climates have become important centres of tourism. Large scale winter tourism is promoted in the Alps and similar locations by the existence of permanent snowfields and the heavy winter snowfall. Aviemore is one of the largest winter tourism centres in Britain with several ski runs on the upper slopes of the Cairngorms. Communications are also affected by glacially eroded landforms. Glaciated valleys offer natural routeways through high mountain landscapes and lower areas e. g. the Mohawk Gap that leads to New York. Settlement and Industry can hug the glacial trough floor, which often provide transport routeways. Many aspects of transport and communications -by land, sea and waterways -have been affected to a considerable degree by glacial action. In many upland areas, glacial breaches and troughs often form the only routeways suitable for communication by land. This situation is exemplified in the Highlands of Scotland where communications links by land north, and west of the Glen More are extremely difficult. Much of the land surface lies over 1000 metres above sea level, and consists of rugged mountains with steep, precipitous slope and badly drained moorlands. The presence of numerous lochs and fjords, hemmed in between high mountains, has effectively prevented any significant north-south routes being developed, even along the coast. Glacial breaches across the major watersheds form the only realistic routeways. Only two railway lines traverse the region -from Dingwall to Kyle of Lochalsh via Glen Carron and from Fort William to Mallaig via Lochs Eil and Ailort. All of the road links between Glen More and the west coast rely on glacial breaches which connect westwards and eastwards facing troughs. Glaciated highlands with high snowfalls present hazards such as avalanches. As the pressure of development increases, as in skiing areas, the impact of avalanches on people and settlements becomes greater. They are caused when the snow pack is destabilised suddenly by a loss of cohesion between naturally forming layers in the snow. Glacially eroded areas can lead to a channelled avalanche by which the avalanche progresses down a gully. Avalanches can block roads and railways, cut off power supplies and telecommunications and under extreme conditions, destroy buildings and cause loss of life. Therefore, glacially eroded landforms have impacted human activity, leading to management programs. For example Juneau, in Alaska, has a high avalanche risk. Many houses and businesses lie in the direct path of known avalanche routes and thus the various management schemes as seen above were discussed, and some put in place to protect the now habituated area. However, avalanches only present problems to certain areas. Slopes, for avalanches to occur, are usually greater than 22 degrees but less than 60 degrees, beyond which point it is unlikely that any significant snow pack will build up. Avalanches also tend to occur more often in spring when the temperatures rise and the snow pack has been accumulating all winter. Prosperity can be gained from the industrial development available due to glacially eroded landforms. Glacially eroded landforms offer scope for HEP production, with their steep, deep valleys for storage and rock lips providing sites for dam construction. Hydroelectric power (HEP) is the most widely used renewable form of energy. Although globally it accounts for only 6 percent of all electricity generated, in some countries it provides much more. Norway, for example, produces 96 percent of its electricity from HEP. The scale of HEP schemes varies enormously. In some Alpine villages, small HEP generators supply the power for a single house or hotel. At the other extreme, large HEP stations feed directly into the UK national grid. The advantage of HEP is that running costs are very low and power is instantly available. The main disadvantages are that initial building costs are high, the visual impact might damage the scenic value of a landscape, and the demand for energy is often some distance away. The positive impact of this on human activity can however have some negative impacts. Some ecological damage is also caused if the migratory routes of fish, such as salmon, are blocked. Fish ladders are sometimes built to avoid this problem. Also, when water passes through HEP schemes, the effect of the vertical drop can be to increase the amount of dissolved oxygen and nitrogen in the water. This can be harmful to fish, causing gas bubble disease. HEP in Britain is mostly generated in the glaciated uplands of North Wales, Cumbria and the Scottish Highlands. This is, because, firstly, mountain areas receive the highest rainfall in Britain. For a successful scheme to operate there must be a, reliable supply of running water otherwise the turbines will not turn. Secondly the physical relief is favourable. Glacial troughs, steep stream gradients, hanging valleys and lakes provide the ideal conditions. If natural lakes do not occur, glaciated valleys are relatively cheap to dam because they tend to be narrow and steep sided. Water which is used for HEP is not wasted, it then carries on down the valley. If the valleys are dammed, and the shape of the glacial troughs makes this very straightforward, then the water can be collected and sent to cities in areas of the country where there is perhaps not as much rain as in the highland areas. Glaciers impact human activity here by provide drinking water direct in some areas: rivers like the Rhine and Rhone are fed from glaciers. There is a fear that they may dry up if global warming melts the Alpine glaciers. People in La Paz, Bolivia have water from nearby glacier as public supply. People in the Rhone valley channel glacial meltwater to irrigate their crops. Llyn Peris is a moraine dammed overdeepened ribbon lake, and provides water for Llanberis in N. Wales. Lake Vyrnwy in mid Wales occupies a glacial trough which was flooded in 1889 by building a dam across the valley. Glacially eroded landforms affect human activity both positively and negatively. Avalanches expose inhabitants of the area to great risk, however, they still choose to live there. The positives include tourism, an industry which at present day is thriving and the attractions of these areas owe much to the effects of glaciation. HEP power provides areas with renewable energy and areas with drinking water and natural routeways are provided by glacial erosion.

Choice of Major

Timon Igeria UNDERACHIEVEMENT IN THE UNIVERSITY IS AS A RESULT OF STUDENTS BASING THEIR CHOICE OF PROGRAM ON PRESTIGE. Introduction â€Å"There is, perhaps, no college decision that is more thought-provoking, gut wrenching and rest-of-your life oriented–or disoriented–than the choice of a major. † (St. John, 2000, p. 22) The impact of a wrong or right choice transcends beyond the learning satisfaction because it is correlated with job stability and job satisfaction. One would expect a scholar to choose a university program through extensive research, cognitive decision making and employment of heuristics (pike 200) but unfortunately anecdotal evidence has showed this is not the case. Most students employ tactics of indecision as opposed to cognitive decision making and many times end up in the wrong program (Beggs ,Banthon, Taylor 2008). It is not surprising then that Roese and Summerville (2005) cite meta-analytical evidence that the most frequently identified life regret for Americans involve their educational choices. The problem is not only confined to America but also to Kenya and the rest of the world. Pressure to choose a particular program in university may be intrinsic or extrinsic . One of the most salient reasons why university scholars chose the wrong program is because of prestige which manifests itself in multifarious ways. Prestige is the respect and admiration that something or somebody has because of the social status or that which is admired and respected because it looks expensive and important. Which role does prestige play in the selection of wrong university majors? How does this lead to underachievement? Effect of prestige on the choice of college program Before classifying most of the choices made by students on their university programs as â€Å"wrong†, it is only fair that we elucidate on which parameters we are using to do so. The distinction between a right and wrong program can be explained using Holland’s theory (Holland, 1985). Holland’s theory links psychological factors (student personalities) with sociological factors (characteristics) of academic disciplines to create a model of personal-environmental fit. According to Holland’s theory, individuals can be classified by personality types which can be paralleled to model environments (which in our case are the academic programs) . For example, a realist -a person who prefers activities involving manipulating machines- is best suited for a realistic environment like engineering. Another component of Holland’s theory shows that when there is congruity between a person’s traits and the environment, he/she is likely to flourish. From the information above we can infer that scholars whose personality types don’t match with their programs are in the â€Å"wrong† programs. How does prestige contribute to this? Social prestige Social prestige plays a profound role in the selection of university majors. Top performers in the Kenya Certificate of Secondary Education (K. C. S. E) are faced with a conundrum while making decisions on which program to study for in the university. A student who performs well in the K. C. S. E may be swayed to chose a science related program despite his/her artistic personality type. Artistic careers like arts, English, music, drama and theater (Smart, Feldman and Ethington, 2000) are ranked lowly by the society. Research indicates that most of the top performing students in the Kenya Certificate of secondary school education end up in science related majors . Does this mean that none of the students has an artistic, enterprising, social or conventional personality type? Many of the disillusioned students end up changing their university majors after lacking interest. In one career fare organized by Equity Bank, a student revealed how she chose to pursue medicine because of social prestige (she had emerged as the second student nationally in K. C. S. E) but ended up leaving the program for Business Communication after one year because that was where her passion was. Family prestige A research by Jeri Mullins Beggs, John H. Bantham, Steven Taylor (2008) on the factors affecting choice of college major showed that very few students use career planning tools and information research when choosing a program. Where do students get career information to choose programs from? Many students rely on personal sources which are prejudiced by prestige for information especially parents. In addition, a significant number of parents would want their children to pursue prestigious programs which they wanted to pursue but did not have the chance to do so . Parents, unlike students, often view education as an investment in which they expect huge returns ( Nabeel, Conaty and To 1989, p. 252). To them, when their child performs well in K. CSE, he/she should undertake a prestigious major like medicine, engineering and law. This will enable them to have successful careers and return the investments that were made. In the same breath, the parents will be proud about the courses selected because society reveres the family. Most students who follow their parents’ choice end up being dissatisfied with their programs and some even discontinue and join other programs(often of a lesser societal rank). Career and institutional prestige Career prestige is another factor that affects the students’ career choice. The choice of a college major plays a critical role in determining the expected future earnings of the college students. (Arcidiano, Hotz, Kang 2011). Many students choose a career based on the future earning streams associated with it. Prestigious careers like medicine, engineering, law, actuarial science and financial engineering are associated with higher future income streams hence more preferred. A student might choose a prestigious career which is not in line with his/her abilities because it has a higher potential for financial success. Job security and job stability are also critical factors in the choice of the college program. The following was the response by a student in regard to her major choice, â€Å"In choosing a major, I considered how marketable the degree would be, and what city or area I wanted to be in. I wanted a degree that I could go most anywhere and find a job† (College Student Journal, 2008). In Kenya, a significant number of the top students choose Medicine because it has been associated with job security and stability over engineering which is mostly contractual. The problem is worse in South Korea where the university chosen is predicted as the highest determinant of the income that one is going to receive (Changui Khan, 2004). In Kenya some students compromise programs which fit their personality types just because they don’t â€Å"like† the university or campus. Students would want to be associated with the best ranked universities. Most students who pursue majors because of career financial security end up disappointed: there is no match with their personalities. Conclusion Kenya needs the right scholars to develop it as it endeavors to achieve its Vision 2030 goals. Scholars who are not only academically apt, but can also create pragmatic solutions and innovations able to progress the country. The practice of basing the choice of university program on prestige is apocryphal and should be discouraged . Students should choose programs based on their interest after intensive research and outsourcing. References 1. British Educational Research Journal published by Taylor& Francis Limited, Vol 33, No2 Apr 2007 2. Reasearch in Higher Education Vol 47, No7 (Nov, 2006) pp801-822 published by springs. 3. College Student Journal, June 2008,Distinguishing the Factors Influencing College Student Choice of Major Jeri Mullins Beggs, John H Banthon, Steven Taylor (www. findarticles. com) 4. Tapscott, D. (1998). Growing up digital: The rise of the net generation. New York: McGraw-Hill. 5. Roese, N. J. , & Summerville, A. 2005). What we regret most †¦ and why. Personality and Social Psychology Bulletin, 31 (9, September), 1273-85. 6. Smart, J. C, and Feldman, K. A. (1998). â€Å"Accentuation effects† of dissimilar academic departments: An application and exploration of Holland's theory. Research in Higher Education 39: 385-418. 7. Howard, J. A. (2005). Why should we care about student expectations? In: Miller, T. E. , Bender, B. E. , and Schuh, J. H. ; Associates (eds. ), Promoting Reasonable Expectations: Aligning Student and Institutional Views of the College Experience Jossey-Bass, San Francisco, pp. 10-33.

Childhood in Crisis Essay

Levels of depression and antisocial behavior in children have increased dramatically in the modern societies. This situation has led many people to believe that childhood itself is in crisis. To what extent do you agree or disagree with this view? Childhood! The most magical time of our lives; the essence of our reminiscence; and most importantly the foundation of what we are today. Even when so much around us has changed, the concept of childhood, as a whole, is still perceived as a period of joy and buoyancy. The stage of childhood, from birth to the age of 16, is a shield, behind which children are nourished, taught and made strong and sensible before they inevitably grow up and face the harsh world. Ironically, this ‘harsh world’ is due to people who were once a part of the innocence and protection of childhood. This statement sort of nullifies all the adjectives I used for childhood, but this is the unfortunate truth of the contemporary world. The shield of childhood has weakened and bad influences are seeping through it and infecting the most innocent of minds, the minds of children. Somehow, somewhere, in our race towards achievement of technological advancement, we have lost our creed and the bonds of even the dearest relations are beginning to emaciate. All this leads to a dreaded demise of childhood’s happiness and prosperity. Family is the building block of society as well as a symbol of peace and collaboration. Father, mother, siblings and kins are always there to help, nourish and care for the child. The underlying base of the childhood crisis can be traced to the fall of this family unit. In the modern society climbing rates of divorce have made single parenting an acceptable lifestyle. But for the child lack of role models, of both genders, become emotionally detrimental and this continually aggravates the problems of the child. Adding to this, the economic crunch requires both parents to work tirelessly for long hours to make ends meet. This results in absence of parental guidance when the child requires it most. The economic crisis also transfers a lot of stress to the parents who in turn take it out on the child in form of verbal and physical abuse. The presence of these threats at such a close and personal level leaves a deep mark in the personality of the child, causing antisocial behavior. This shows that childhood is in crisis. In the ‘good old times’ children learnt everything from the society, hence the parents and relatives could create a strong barrier between a child and bad influences. Children were urged to disregard any bad habit they may observe. But today’s generation grew up with technology. Sadly, trillions of dollars are being spent, on this technology, to transmit movies and images portraying criminals, violence, drugs and other immoral actions. Now consider an innocent susceptible child being continuously exposed to these types of influential entertainment alternatives and imagine the end result. It is exactly what we see today. Children are acting out in a destructive manner and even at their young age, they are practicing the amoral actions that they observe in the media. â€Å"Nearly half of those questioned disagreed that children who get into trouble are often misunderstood and in need of professional help.† (Salmon 2008) . If you ever needed a strong evidence of childhood plummeting into a crisis, it is the statement above. Affection is a part of human nature and it should be nurtured, especially in children. It not only provides support but also motivates kindness. Even between children of opposite genders, affection and communication has always been a source of confidence. But as we progress through the 21st century change is taking its toll. The age of puberty is decreasing due to increase in nutritious diet. The children go through the ups and downs of puberty though they are not mentally mature enough. The outcome is that children succumb to their desires in detrimental manners, like having deep personal relationships. This proves perilous because when they grow apart they are hit with severe depression, which may even be to the point of suicide. This proves that in the modern society childhood is in crisis. One may argue that childhood is still a protected haven and the parents, who have the capability to love without limits, will go to the ends to preserve the innocence of their child. One could even argue that the teachers, if diligent and willing, could provide an alternative for every bad influence a child displays hence fending off antisocial actions in the long run. One could argue these and he/she would be correct. But I am a realist and I am of the opinion that in the modern world the scarcity of humanity has escalated to such an extent that even children are not protected as the delicate blessings they are. Therefore, observing all these logical arguments, I do believe that in our modern society childhood is truly in a crisis. (794 words) REFERENCE LIST * Stollenwerk, Steve. Childhood is in Crisis – Socially & Politically. In Steve Stollenwork. Retrieved June 3, 2012, from http://www.steve-stollenwerk.com/children-issues/childhood-in-crisis-contents.htm. * Nation Master. Divorce rate by country, divorcereform.org2004. Retrieved June 3, 2012, from http://www.NationMaster.com/graph/peo_div_rat-people-divorce-rate. * Woods, Tyler. (July 16, 2010). Unhealthy Family Problems Damage Young Children. In Exam Health. Retrieved June 3, 2012, from http://www.emaxhealth.com/1357/unhealthy-family-problems-damage-young-children * Zwozdiak-Mayers, P.Z-M. (2007). Childhood and Youth Studies. Learning Matters Ltd.

Office Automation and Group Collaboration Software Essay

As the business becomes smaller and smaller due to globalization making the business environment more dynamic and competitive, organizations of today are fast realizing the importance of information as an critical asset to successes. This in turn increases the importance of automated soft wares and group collaborations systems, which make information management and use more efficient and effective. This articles explores how Office Automation and group collaboration Systems like Groove are increasingly applied to manual business functions in a network of computers in an organization, which help in business communications, writing reports, saving information and statistics, and group of people working on a project from different location and same or different time frames, all integrated in automated software which saves both time and money increasing the work productivity of the employees. An office automation system heavily relies on a network of workstations in order to create an uninterrupted and fast approach to sending and receiving information in a timely fashion. This can be a local Area Network or LAN for local destinations, for example a network of computers with in a building etc or it can also spread across countries through a Wide Area Network (WAN), which can also be use send instant messages across . this network also provides a secures work space for individual workstations to share and work on documents using groove as a group collaboration software. The functions of an Office Automation System include electronic publishing soft wares which allow users to create documents, edit them as and when requires, insert tables, charts or any other graphics, electronically store important documents and even print them in the form of memos, periodic or ad hoc reports and letters, all these functions are performed by word processing soft wares where as a desktop publishing software can also be used for professional documents for examples brochure, and by making use of available templates for magazines etc Then we have Electronic communication soft wares, as a part of the Office Automation System used for face to face communication with executives in other cities or countries through desktop video conferencing incase of two employees communicating with each other, or electronic collaboration systems which allow different work groups to communicate face to face with each other and work on projects via a network of computers regardless of the geographical location. Another important branch of Office Automation Systems is Telecommuting which now makes It possible for employees to work from home or distant locations avoiding long distance travelling, traffic by connecting to the organization’s local or wide area network. One of the greater advantages of telecommuting is that it allows organization to use the untapped pool of the handicapped people and single parents who for reasons of their own cannot come to the work place. Other advantages of Office Automation Systems is that it also incorporates image processing and presentation and multimedia soft wares like PowerPoint, SPC Harvard Graphics etc which allow the users to edit and integrate both image and texts, videos etc and share it using work collaboration systems. Another important advantage of group collaboration soft wares in this era of globalization is that it allows work groups to work on and share information and coordinate activities at same place same time or different place, different times ensuring a smooth work flow through out the wide spread organization. Although Office automation and group collaboration software make work life a lot easier for us, yet one has to be cautious about the limitations they offer along with the advantages. The soft wares can be used for personnel use unrelated to work. For example instant messaging can be used to discuss topics other than work which wastes both time and office resources. As far as group ware is concerned they can be expensive, may require extensive training, mat not support the rapid changes in technology and due to the availability of company related information with different people at different places it can also lead to a leak in critical information. Therefore, after realizing the importance of automates software and group collaborative system which without any doubt increase work productivity and make coordination of various work activities very easy for us, one must be aware that it does come with certain limitations for which caution should be exercised. After all, information is a critical asset which needs proper management.

How not to talk to your kids Essay Example | Topics and Well Written Essays - 750 words

How not to talk to your kids - Essay Example The findings revealed that children who were praised according to effort exemplified improved performance; while those praised according to intelligence stagnated. The rationale for the outcome was explained by Dweck, to wit: â€Å"Emphasizing effort gives a child a variable that they can control,† she explains. â€Å"They come to see themselves as in control of their success. Emphasizing natural intelligence takes it out of the child’s control, and it provides no good recipe for responding to a failure† (Bronson 2). One is therefore significantly impressed and intrigued by the contention of Dweck and one’s diverse reactions ranged from disbelief, amazement, and finally, succumbed to agree. There were various supporting ideas that were validated through considerable research to establish credibility to the arguments that were presented in the article. One particular point that was deemed to be of considerable importance was the rationale for the outcome: by praising children based on effort, they could always exert more to achieve more. On the contrary, by praising children based on intelligence, children would be typecast into that perception and based future decisions to conform to this so that risk taking is avoided. For example, one’s personal experience was observing my nephews who showed considerable laziness in studying their lessons. When their parents showered them with praises such as: â€Å"Hey guys, you are such smart kids like you Dad. Go on and study so that you will keep up your good grades.† My nephews would reply: â€Å"We do not need to study, Mom. We already know our lessons.† And therefore, the outcome of not studying was likewise not appropriately addressed, whether they got good grades, average, or low grades. Unlike what was emphasized by Bronson in the article that cited in one of th e experiments conducted at Life Sciences where students were â€Å"predominantly minority and low achieving† (Bronson 2), the study conducted by

Teaching of Ethics and Humanity in USA and Indonesia Essay

Teaching of Ethics and Humanity in USA and Indonesia - Essay Example This cultural value is highly evident in the education systems of the Universities in USA and Indonesia as they give very high emphasis to Human Values, Respect for others and Ethics in their education systems. Example, Seattle University practices the Jesuit Tradition which requires that the students should be made aware of the importance of what they need to do with the knowledge that they are in the process of acquiring. Similarly, Santa Clara University teaches moral thinking and decision making following the Utilitarian Approach, Rights Approach, Fairness Approach, Common-Good Approach, and the Virtue Approach. The Indonesian Universities teach Humanity, Respect for others and Ethics as well but the lessons imparted are more from the perspective of Religious teachings. As a matter of fact, Islamic and Buddhist education has prevailed quite strongly due to their strong influence on the society. Span and Quality of Education in USA is much better th... They prefer to expose their students to the real world challenges of the subject of choice. Example, the education in Finance & Accounting would not be limited to subject matter learning only but would also incorporate a number of surveys/researches required to be carried out by students even at the undergraduate level. When compared to education system in USA, the width & depth of education system in Indonesia is not comparable to the same in USA. Indonesia education system is based on improving subject matter expertise in technology whereby their applicability is sharply focused on the potentials of global competitive advantages that the country can derive out of such expertise. In this context, the teachers in Indonesia are definitely good experts but more focused towards the coverage of the subject than the applicability of the subject. Example, if the subject matter is networking the teachers would ensure that the entire concepts of network technologies are covered for the students at tremendous pace but fewer opportunities shall be opened to work on live networking projects. Expression of thoughts in USA is more freely allowed than in Indonesia (Thesis 3): USA believes in conversion of Tacit Knowledge into Explicit for the benefit of the future of Mankind. Hence, they tend to develop this culture in the educational system as well. The students in USA need to express their thoughts in class and in group discussions. Example, seniors discuss their internship experiences in open forums such that the juniors can avoid their mistakes when planning for their own internships. In addition to self expression, the Universities also give lot of emphasis in developing the writing skills of the