Macbeth As A Tragic Hero - 2154 Words

Karen H. Macbeth Show how Macbeth is seen as a tragic hero â€Å"The catastrophe of the tragic hero thus becomes the catastrophe of the fifth-century man; all his furious energy and intellectual daring drive him on to this terrible discovery of his fundamental ignorance - he is not the measure of all commodity but the commodity measured and found wanting.† The words ‘tragic hero’ has undergone a deceptive and detrimental process, it goes from a favorable connotation to a repulsive connotation. A tragic hero makes â€Å"judgment errors† that are inescapable and it ultimately leads one to one’s own downfall. In the play Macbeth, the protagonist, Macbeth is seen as a tragic hero, who commences as an ethical and noble hero, but as his dark and powerful ambition unleashed, it consumed him into perpetrating ruthless acts, which led him to his own doom. Macbeth is a tragic hero because when his power and social stratification is threatened by others, it forces him to go to extreme measures in order to sustain his solidarity. As well as, tragic heroes tend to be doomed to make fatal judgments. To further exemplify the characteristics of a tragic hero is that Macbeth is responsible for his own fate and he chooses to fight honorably to reconcile himself. The play commences with Macbeth fighting honorably to protect the king and the citizens of England from atrocities, Macbeth fought two battles in one day, he felt defeated and weary but he achievedShow MoreRelatedMacbeth as a Tragic Hero985 Words   |  4 Pages In William shakespeare’s Macbeth,Macbeth is a classic example of a tragic hero in shakesperean work.Macbeth display the major characteristics of a tragic hero throughout the play until his tragic end.The play potrays Macbeth as a lost cause by showing how he fell from being a honest and just man who fought for whats right, to a cruel,superstitious,ambicious dictator.In william shakespreares Macbeth,Macbeth is a tragic hero because he compromises his honor and negates his moral values in orderRead MoreMacbeth As A Tragic Hero1139 Words   |  5 PagesThe Macbeth character in Macbeth by William Shakespeare can be played many ways.  Macbeth s relationship with other characters in the play and Aristotle s theory of a tragedy are ways in which Macbeth is shown as a tragic hero I am going to explain to you how Macbeth is a true tragic hero. At the very beginning of the play,  Macbeth  and Banquo are returning to Scotland from a fierce battle between the Norwegians and the Scottish. They have just won the war for Duncan.   This shows a noble virtueRead MoreMacbeth as a Tragic Hero1513 Words   |  7 PagesMacbeth as a Tragic Hero William Shakespeare s plays have the reputation of being among the greatest in the English language and in Western literature. Shakespeare produced most of his known work between 1589 and 1613. His early plays were mainly comedies and histories, genres he raised to the peak of sophistication and artistry by the end of the 16th century. He then wrote mainly tragedies until about 1608, including Hamlet, King Lear, Othello, and Macbeth, considered some of the finestRead MoreMacbeth as a Tragic Hero1453 Words   |  6 Pagespresents Macbeth as a tragic hero? The 17th century play, ‘Macbeth’ by William Shakespeare, was written during a time when James the first became the first king of both Scotland and England. The characters in the play are also based upon his descendants. The play itself focuses on the character of Macbeth who is manipulated into committing regicide by 3 witches. As the play progresses, both him and his wife begin to lose all sense of morality, resulting with both of their deaths in the end. Macbeth isRead MoreMacbeth As A Tragic Hero893 Words   |  4 PagesSeidewand Andreacchi February 13th 2017 ENG2D1-02 Macbeth as a Tragic Hero A tragic hero can be described as a character obtaining heroic qualities that is, at the same time, destined for their own downfall. Unfortunately, Macbeth is an example of a character that has this title. In Shakespeare’s time during the writing of the play was the reign of King James of England, and the play ‘Macbeth’ reflects on Shakespeare’s own relationship with this king. Someone of greatRead MoreMacbeth - a Tragic Hero2214 Words   |  9 PagesShakespeares play Macbeth, written in the 1600s is a perfect example of Shakespeares ability to manipulate his audience through creating a tragic hero. A tragic hero who, because of a flaw, tumbles from a well-respected hero to a cowardless murderer. It is through Shakespeares manipulation of figurative language, dramatic conventions and social expectations of the seventeenth century, do the audience witness the demise of this mixed up man. Macbeths persona of the tragic hero is enhanced evenRead Mor eMacbeth As A Tragic Hero1685 Words   |  7 Pagesprotagonist who appears to be a â€Å"tragic hero† in the overall play. In other words, this character is one who has made an error in his judgement, providing that this error eventually leads to their own ruin or destruction. Within Macbeth, Macbeth the character is regarded as a tragic hero, but with the distinct and evident explanation of his evil and the succession of his acts of violence, it may not be as clear cut as to whether he is a tragic hero or not. Though Macbeth does commit an error that leadsRead MoreMacbeth as a Tragic Hero846 Words   |  3 Pages The tragic hero has been a major storytelling tool in recent years that makes the audience relate to, respect, and feel sympathy for a character which is undone by the end of the story. But can this title be given to Macbeth, the titular hero of the Shakespeare play by the same name? Yes, absolutely- Shakespeare’s Macbeth follows this plot path in numerous ways. Throughout the play, we are introduced to Macbeth’s belovedness, the crushing of said established belovedness, and his own undoing. Read MoreMacbeth As A Tragic Hero2015 Words   |  9 PagesMacbeth Show how Macbeth is seen as a tragic hero â€Å"One of the most tragic things I know about human nature is that all of us tend to put off living. We are all dreaming of some magical rose garden over the horizon-instead of enjoying the roses that are blooming outside our windows today.† The words ‘tragic hero’ has undergone a deceptive and detrimental process, it goes from a favorable connotation to a repulsive connotation. A tragic hero makes â€Å"judgment errors† that are inescapable and it ultimatelyRead MoreMacbeth is a Tragic Hero995 Words   |  4 Pages Macbeth was a true tragic hero. He had many noble qualities as well as several tragic flaws. He was a courageous, brave and good nobleman who was haunted by superstition, moral cowardice and an overwhelming ambition.(Boyce) Macbeth’s ambition to be king starts off as just a desire and progressively as the play goes on it becomes his tragic flaws. Lady Macbeth convinces her husband to murder king Duncan by putting his manhood and courage at stake. Macbeth is represented as a tolerably good man up

Types Of Language Learning Strategies Education Essay Free Essays

Chapter 4 Introduction This chapter focuses on the findings obtained from the information collected through the study. Respondents of the study were the ADFP and ACTP pupils of the American Degree Programme in INTEC, UiTM Shah Alam. The informations collected were analyzed utilizing the SPSS package bundle version 16. We will write a custom essay sample on Types Of Language Learning Strategies Education Essay or any similar topic only for you Order Now 0. The findings are presented based on the research inquiries in chapter 1: What are the acquisition schemes used by the respondents? What is the degree of college self-efficacy among the respondents? What is the degree of academic accomplishment among the respondents? What is the relationship between larning schemes and self efficaciousness on academic accomplishment? What is the part of each discrepancy of independent variable towards academic accomplishment? Table 4.1 Demographic Background of respondents harmonizing to gender and ethnicity ( n=285 ) Respondents Profile Frequency ( n ) Percentage ( % ) Gender Male 162 56.8 Female 123 43.2 Ethnicity Malay 138 48.4 Chinese 91 31.9 Indian 31 10.9 Others 25 8.8 Entire 285 100 Table 4.1 presents the demographic information of the respondents involved in this survey. More male pupils participated in the survey with a per centum of 56.8 % compared to 43.2 % who were female pupils. On another class of ethnicity, Malay pupils were the chief respondents in this survey with a per centum of 48.4 % while Chinese pupils comprised about 31.9 % of the entire sample. Another 10.9 % of the respondents are of Indian ethnicity while the concluding 8.8 % are of other ethnics. Table 4.2 Descriptive Analysis of Types of Language Learning Schemes Types of Language Learning Mean Std. Deviation Schemes Memory Schemes 2.8612 0.5866 Cognitive Schemes 3.4639 0.4853 Compensation Strategies 3.4515 0.6241 Metacognitive Schemes 3.5789 0.6301 Affectional Schemes 2.8117 0.6833 Social Strategies 3.6439 0.6924 Table 4.2 presents the informations on the types of linguistic communication acquisition schemes used by the respondents. The findings show that most respondents use Social Schemes ( M= 3.6439, SD= 0.692411 ) followed by Metacognitive Strategies ( M= 3.5789, SD= 0.63011 ) and eventually Cognitive Schemes ( M= 3.4639, SD= 0.48529 ) . From the findings, it can be inferred that the respondents benefit the most from utilizing societal schemes, metacognitive schemes and cognitive schemes in their procedure of linguistic communication acquisition. This means that in footings of utilizing societal schemes, the respondents learn linguistic communication best through inquiring inquiries in category, collaborating with others who are adept in the linguistic communication and sympathizing with others for illustration, through developing cultural apprehension. In other words, these respondents learn best when socialising with others in the mark linguistic communication. The findings besides revealed that the respondents who uses metacognitive schemes. This means that respondents using metacognitive schemes tend to focus on their acquisition for illustration associating new cognition with what they already know, set uping and be aftering their acquisition and ego measuring themselves in their acquisition advancement. In short, these scholars plan out their learning advancement and associate their new cognition to old schemes. Respondents practising cognitive schemes in larning the mark linguistic communication tend to utilize patterns for illustration utilizing expressions and forms or concentrate on the chief thought of a message when reading a text. These scholars are besides prone to make a batch of analysis and do logical thinking for illustration by analysing looks and eventually create construction in footings of either having input or end product for illustration taking notes. Table 4.3 Descriptive Analysis of Domains of College Self Efficacy Spheres of Mean Std. Deviation College Self Efficacy Course Self Efficacy 6.9464 1.3234 Roommate Self Efficacy 7.6044 1.2662 Social Self Efficacy 6.8097 1.3726 The findings in table 4.3 shows that respondents have high ego efficaciousness when covering with roomie ego efficaciousness ( M= 7.6044, SD= 1.2662 ) followed by class ego efficaciousness ( M= 6.9464, SD= 1.3234 ) and societal ego efficaciousness ( M= 6.8097, SD= 1.3726 ) . The findings indicate that the respondents are more confident in tie ining with their roomies and finishing undertaking related to their surveies. However societal wise, the findings shows that the respondents are less confident about themselves socialising in major module events or in their interpersonal accomplishments with others such as doing new friends. Table 4.4 Distribution and Percentage of Respondents ‘ Cumulative Grade Point Average ( CGPA ) Accumulative Grade Frequency ( N ) Percent ( % ) Point Average ( CGPA ) Low ( A ; lt ; 2.49 ) 2 7 Moderate ( 2.50 – 3.49 ) 217 76.1 High ( 3.50 – 4.00 ) 66 23.2 Entire 285 100 Table 4.4 studies on the degree of academic accomplishment of the respondents. From the information, it shows that a bulk of the respondents have mean academic accomplishment with a per centum of 76.1 % runing from 2.50 – 3.49. 23.2 % of respondents have high CCPA runing from 3.50 – 4.00. The staying 7 % have low academic accomplishment runing from less than 2.49. This findings show that the bulk of respondents from the American Degree Programme have moderate scope of CGPA. Table 4.5 Correlation Matrix between Types of Language Learning Strategies on Academic Achievement Language Learning Schemes Memory Schemes -0.236** Cognitive Schemes 0.098 Compensation Schemes 0.082 Metacognitive Schemes 0.092 Affectional Schemes -0.324** Social Strategies 0.130* ** . Correlation is important at the 0.01 degree ( 2-tailed ) . * . Correlation is important at the 0.05 degree ( 2-tailed ) . Table 4.5 shows the relationship of linguistic communication larning schemes on academic accomplishment. By utilizing Pearson Correlation to find strength of the relationship between the independent variables and academic accomplishment, it was found there are three schemes that show correlativity with academic accomplishment which are associated with academic accomplishment. Those linguistic communication larning schemes are Memory Strategies, Affective Strategies and Social Strategies. The relationship between Memory Strategies, Affective Strategies and academic accomplishment shows a negative and really weak relationship with their R and P values ( r= -0.236 p= 0.000, r= -0.324 p= 0.000 ) severally. This suggests that the more the respondents use both Memory and Affective Strategies in their linguistic communication acquisition, the lower their academic accomplishment would be. On another note, Social Strategies indicate a positive but really weak correlativity with respondents ‘ academic accomplishment with its R and P value at r= 0.130, p= 0.029. This suggests that the more respondents use Social Schemes in their linguistic communication acquisition, the better they perform academically. Table 4.6 Correlation Matrix between Domains of College Self Efficacy on Academic Achievement College Self-Efficacy Course Self Efficacy 0.226** Roommate Self Efficacy -0.031 Social Self Efficacy 0.151* ** . Correlation is important at the 0.01 degree ( 2-tailed ) . * . Correlation is important at the 0.05 degree ( 2-tailed ) . Table 4.6 studies on the correlativity on spheres of college egos efficaciousness with respondents ‘ academic accomplishment. Both Course Self Efficacy and Social Self Efficacy show that there is a positive yet weak and really weak relationship between the two variables on academic accomplishment with their R and P values ( r= 0.226 p= 0.000, r= 0.151 p= 0.011 ) severally. This consequence suggests that similar of Social Strategies bespeaking that the higher the respondents ‘ ego efficaciousness in footings of Course and Social, the better the respondents would execute academically. Table 4.7 An analysis of Multiple Regression on Academic Achievement To find the part of each independent variable towards academic accomplishment, the ENTER method of multiple arrested development analysis was employed. To place the forecasters of academic accomplishment, the subscales from each spheres ‘ multiple additive arrested development was proposed. The nine subscale forecasters are Memory Strategies ( x1 ) , Cognitive Strategies ( x2 ) , Compensation Strategies ( x3 ) , Metacognitive Strategies ( x4 ) , Affectional Strategies ( x5 ) , Social Strategies ( x6 ) , Course Self Efficacy ( x7 ) , Roommate Self Efficacy ( x8 ) and Social Self Efficacy ( x9 ) . The equation of the proposed multiple additive arrested development theoretical account are as follows ( equation 1 ) : Y1 = b0 + b1x1 + b2x2 + b3x3 + b4x4 + b5x5 + b6x6 + b7x7 + b8x8 + b9x9 + vitamin E Equation 1 Where: b0 = Intercept b1-4 = Slopes ( Estimates of Coefficients ) Y1 = Academic Achievement x1 = Memory Strategies x2 = Cognitive Schemes x3 = Compensation Schemes x4 = Metacognitive Schemes x5 = Affective Schemes x6 = Social Schemes x7 = Course Self Efficacy x8 = Roommate Self Efficacy x9 = Social Self Efficacy vitamin E = Random Error Variables Un-Standard Standard T Sig. ( P ) Coefficients Coefficients iiˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iiˆ ( Constant ) 3.105 17.655 0.000 Memory -0.153 -0.270 -4.354 0.000 Schemes Cognitive 0.049 0.071 1.001 0.318 Schemes Compensation 0.021 0.040 0.730 0.466 Schemes Metacognitive 0.058 0.111 1.589 0.113 Schemes Affectional -0.159 -0.328 -5.609 0.000 Schemes Social 0.063 0.132 2.080 0.038 Schemes Course Self 0.059 0.237 3.806 0.000 Efficacy Roommate Self -0.027 -0.102 -1.697 0.091 Efficacy Social Self 0.016 0.066 0.998 0.319 Efficacy F Statistic = 11.191 Adjusted R-squared = 0.244 R2 = 0.268 Based on the ENTER method which is presented in Table 4.7, the consequences show that there are two forecaster variables that were found important towards academic accomplishment. The two forecasters are Affectional Strategies ( x5 ) and Course Self Efficacy ( x7 ) with their T and P values severally ( t= -5.609 p= 0.000, t= 3.806 p= 0.000 ) . In order to seek the comparative importance of both forecasters in foretelling academic accomplishment, the standardised arrested development between coefficients were besides shown in Table 4.7. Standardized coefficients play an of import function for comparative intents as the values of the different variables have been converted to the same graduated table. In this multiple arrested development, both dependent and independent variables were standardized to hold a mean of 0 and a standard divergence of 1. Therefore, when an independent variable gives a high beta coefficient, there is an indicant that the variable is extremely of import in lending to the anticipation of the standard variable. Hence, based on the values reported in the tabular array, the highest beta coefficient was derived from Affective Strategies with a value of -0.328. This indicates that Affective Strategies was the strongest subscriber to the overall equation. This variable was followed by Course Self Efficacy with a beta coefficient of 0.237. To reason, the multiple arrested development theoretical account for academic accomplishment in standard mark units is presented as followers: Y1 = 3.105 + 0.159Ãâ€"5 + 0.059Ãâ€"7 + vitamin E Equation 2 Where: Y1 = Academic Accomplishments x5 = Affective Schemes x7 = Course Self Efficacy vitamin E = Random Error Table 4.7 besides shows the coefficient of finding where R-squared, is the value that indicates the per centum of the entire fluctuation of dependent variables that are explained by the independent variable. Therefore, as presented in Table 4.7, the entire sum of discrepancy of standard variable that is predictable from the two forecasters are 26.8 % , and the adjusted R-square alteration of 24.4 % . The adjusted R-square gives a better appraisal of the true population value, therefore the part of the forecaster variables towards the discrepancy in the standard variable in this survey are reported based on the adjusted R-square value. Therefore, the overall arrested development theoretical account has been successful in explicating about 24.4 % of the adjusted discrepancy in academic accomplishments. In short, merely two variables were found to be significantly linked to academic accomplishments at a important degree of 0.05. Those two variables are as reported which are Affectional Schemes and Course Self Efficacy. Both Affective Strategies and Course Self Efficacy were found to hold a important relationship with academic accomplishment. Therefore based on the multiple arrested development analysis, the consequences show that Affective Strategies and Course Self Efficacy history for 24.4 % which explains the discrepancy of academic accomplishment. 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Fatal Abnormality

Question: Write an analysis of "Case Study: Fetal Abnormality."? Answer: Introduction Fetal abnormality inside the mothers womb can be detected with various prenatal screening tests. This confirms the presence of fetal abnormality. It affects the parents and family members physical and mental wellbeing. Now-a-days various ethical issues are in place to determine the moral status of the fetus. This article is going to focus on a case study and will illustrate the associated theories, which are being used by individual characters to determine moral status of the fetus. This paper will also include how theories influence individuals recommendation for action and finally a self reflection of the author. The theories that are being used by Jessica, Marco, Maria, and Dr. Wilson to determine moral status of the fetus From this case study it can be said that Jessica, the fetuss mother beliefs that all life is sacred. Jessica feels tremendously haphazard between her belief about the fetus and hopes of better socioeconomic position and increased independence. Hence the theory she follows is equal moral status (John Rossi, 2010). Marco, Jessicas husband follows positive moral belief. This is said because his economic condition is poor and he believes that Jessicas pregnancy with a disabled child is a burden and a barrier to his financial security and plans. Aunt Maria beliefs in anti-abortion concept; whatever the case it is. According to Maria, life is a Gods gift, so she pleads Jessica to follow thorough her pregnancy and let it happen what God likes to take place. Dr. Wilson is firmly pro-choice and believed that abortion of diseased fetus is a compassionate option headed towards ethically sound reasons. The theories that influence each of the recommendation for action Jessicas beliefs make her confused to reach to a firm decision and obviously make her emotional. Marco follows positive moral belief as well as respects his wifes decision, as he states his concerns but ultimately agrees to support Jessicas decision. Maria strongly beliefs the presence of God, hence advises Jessica to take care of her responsibility as a mother, or else she will be punished by the God for her sin. Dr. Wilson prefers to go for ethically sound decisions and hence states that abortion is medically and scientifically a wise option in Jessicas case. In my point of view I agree with pro-choice. It advocates the presence of a females right to select whether to go for an abortion. I belief that each and individual should respect disabled people and side by side I also support the researches that are focused on the elimination of genetic disorders, so that the fetus who might have had a genetic disorder (down syndrome), have an option to be born without the disease (Pardo and Calvo, 2008). According to me abortion of diseased and disabled fetus is a compassionate decision made for ethically sound reasons and not at all conflicts with admiration towards the disabled individuals. I do believe that wellbeing of a born individual within a family is supreme prior considering the requirements of a fetus. My argument is that fetuses are unable to become self-aware and hence, cannot understand the suffering of a born person (Kornegay, 2010). If I were the doctor, just like Dr. Wilson I would outline all the possible options for Jessica and would suggest my own point of view that abortion is medically and scientifically a wise decision in her case. Conclusion From the illustration it is apparent that the author supports the idea of prevention of suffering and it is core to his ethical beliefs. The author ultimately stated that some people like Maria might believe that children with such disabilities are the gifts of God and nurturing them is worthwhile experience for the parents. But according to him by believing in such type of concepts one appropriates the complexities and fetishizes the differences, which is otherwise showing disrespect towards a disabled person. References John Rossi, (2010). Is Equal Moral Consideration Really Compatible with Unequal Moral Status?.Kennedy Institute of Ethics Journal, 20(3), pp.251-276. Kornegay, R. (2010). Hursthouses Virtue Ethics and Abortion: Abortion Ethics without Metaphysics?.Ethical Theory and Moral Practice, 14(1), pp.51-71. Pardo, R. and Calvo, F. (2008). Attitudes Toward Embryo Research, Worldviews, and the Moral Status of the Embryo Frame.Science Communication, 30(1), pp.8-47.

Sir Francis Drake Essays - Francis Drake, Tudor England, Drake

Sir Francis Drake Sir Francis Drake was born in 1540. He was an English sea captain, navigator, and politician of the Elizabethan era. Elizabeth I of England gave Drake knighthood in 1581. He was second-in-command of the English fleet against the Spanish Armada in 1588. He was also the second man to successfully sail around the world. At age twenty-three, Drake made his first voyage to the New World. He sailed with his second cousin, Sir John Hawkins. In 1572 Drake took off on his first major expedition. He planned an attack on the Isthmus of Panama, which was the place where the silver and gold treasure of Peru had to be sent overland to the Caribbean Sea by the Spanish. His first raid was in July 1572. Drake and his men captured the town and its treasure. Drake?s men insisted on retreating when they noticed that he was bleeding from a wound. Drake stayed in the area for almost a year, raiding Spanish shipping and trying to capture a treasure shipment. Eventually in 1573 Drake and his crew attacked a Spanish mule train and discovered that they had captured nearly 20 tons of silver and gold. With the success of this Panama Isthmus raid, Elizabeth I of England sent Drake to start an expedition against the Spanish along the Pacific coast of the Americas. In 1579 Drake captured a Spanish ship carrying 80 pounds of gold and 26 tons of silver. This would be his most profitable capture. Drake would later go on to port in southern California before going west back to England. He left several men to keep this port secret from the Spanish, and to establish a small colony. He claimed California for England, and ultimately began the colonization of California. Of course nowadays, California is a very profitable and important state here in the US. We owe its origins to Sir Francis Drake.

Free Essays on Moral Problems

‘Moral judgments are nothing more than expressions of personal preference. While there is some point to arguing about questions of fact, moral arguments are a waste of time. The only thing at issue is what people like or don’t like’. I have probably read this statement about a million times and still do not have any qualms against it. Moral judgments are typically based on your upbringing, your likes, your religion (or non-religion), and numerous other aspects that make up your personality. Those listed traits and further attributions give you the basis of what you are going to feel morally to many issues such as: homosexuality, abortion, murder, stealing, etc. While many of us feel that we are always precise when making a judgment, this paper will show that no matter how hard we try; the above statement will always be true. In Rachels’ The Elements of Moral Philosophy; it states, â€Å"Ethical Subjectivism is the idea that our moral opinions are based on our feelings, and nothing more†. Ethical Subjectivism is what the topic statement is defining. When you make a moral judgment, such as the following: I disagree with homosexuality; what is your basis for the judgment? Society, your parents, your religion – these are all things that round out your personal preferences. By making such a statement, you are in fact just stating your own opinion (which is an extension of your preferences). In the dictionary, opinion is defined as: a belief or conclusion held with confidence but not substantiated by positive knowledge or proof; in layman’s terms, it is a statement that is biased by your likes and dislikes. By using Ethical Subjectivism, it clearly explains why moral judgments are just a branch of your preferences. Ethical Subjectivism is â€Å"†¦a theory about the na ture of moral judgments. It says that no matter what moral judgments we make, we are only expressing our personal feelings, and nothing more.† The t... Free Essays on Moral Problems Free Essays on Moral Problems ‘Moral judgments are nothing more than expressions of personal preference. While there is some point to arguing about questions of fact, moral arguments are a waste of time. The only thing at issue is what people like or don’t like’. I have probably read this statement about a million times and still do not have any qualms against it. Moral judgments are typically based on your upbringing, your likes, your religion (or non-religion), and numerous other aspects that make up your personality. Those listed traits and further attributions give you the basis of what you are going to feel morally to many issues such as: homosexuality, abortion, murder, stealing, etc. While many of us feel that we are always precise when making a judgment, this paper will show that no matter how hard we try; the above statement will always be true. In Rachels’ The Elements of Moral Philosophy; it states, â€Å"Ethical Subjectivism is the idea that our moral opinions are based on our feelings, and nothing more†. Ethical Subjectivism is what the topic statement is defining. When you make a moral judgment, such as the following: I disagree with homosexuality; what is your basis for the judgment? Society, your parents, your religion – these are all things that round out your personal preferences. By making such a statement, you are in fact just stating your own opinion (which is an extension of your preferences). In the dictionary, opinion is defined as: a belief or conclusion held with confidence but not substantiated by positive knowledge or proof; in layman’s terms, it is a statement that is biased by your likes and dislikes. By using Ethical Subjectivism, it clearly explains why moral judgments are just a branch of your preferences. Ethical Subjectivism is â€Å"†¦a theory about the na ture of moral judgments. It says that no matter what moral judgments we make, we are only expressing our personal feelings, and nothing more.† The t...

The Prevalence of School Violence

The Prevalence of School Violence As teachers, parents, and students prepare for school each day, we hope that fears of school violence is not their major concern. Sadly, violence of one sort or another is part of many schools today. In a study of the class of 2000, CBS News found that, while 96 percent of students felt safe in school, 53 percent said that a shooting was possible in their school. 22 percent of students knew classmates who regularly carried weapons to campus. Are student perceptions accurate? How common is school violence? Are children safe at school? How can parents and teachers ensure safety for everyone? Rates of School Violence According to the National Center for Education Statistics, there was an average of 47 violent deaths at schools from the 1992/1993 school year through 2015/2016. Thats over a thousand deaths in under 25 years. The following information comes from the NCES commissioned a survey of Principals in 1,234 regular public elementary, middle, and high schools in all 50 states and the District of Columbia for the 1996/1997 school year. The good news is that 43 percent of public schools reported no crime, and 90 percent reported no serious violent crimes. Still they found violence and crime to be far too common in the school setting. 57 percent of public elementary and secondary school principals stated that one or more incidents of crime or violence were reported to the police.10 percent of all public schools had one or more serious violent crimes (murder, rape, sexual battery, suicide, physical attack or fight with a weapon, or robbery).The most reported crime was physical attacks or fights without a weapon.Most of the serious violent crimes occurred in middle and high schools.A greater percentage of violent crimes occurred in city schools and in large schools with over 1000 students. When asked about their personal experiences, a quarter of students surveyed in 1999s Metropolitan Life Survey of the American Teacher reported having been a victim of a violent crime in or around the school. Scarier still, one in eight students had at some time carried a weapon to school. These statistics indicated increases from the previous 1993 survey. Even so, teachers, students, and law enforcement officials all revealed that their overall perceptions were that violence was decreasing. How do we address this complacency and make our schools safer in fact as well as in feeling? Combating School Violence School violence is everyones problem to solve. The community, administrators, teachers, parents, and students must come together and make schools safe. What forms of prevention and punishment are schools relying on? Some schools have a low security system in place, meaning that they have no guards or metal detectors, but they do control access to school buildings. Others rely on moderate security, which means either employing a full-time guard with no metal detectors or controlled access to the buildings, or a part-time guard with controlled access to the buildings. Still others have stringent security which means they have a full-time guard, use metal detectors, and control who has access to the campus. Almost no schools have no security measures at all. One correlation is that the schools with the highest security are the ones that have the highest instances of crime. But what about the other schools? Neither Columbine, Sandy Hook, or Stoneman-Douglas were considered high risk schools. Schools across the country have instituted violence prevention programs and zero tolerance policies. One step schools take to increase security levels is issuing name badges which must be worn at all times. This may not stop students from causing violence, but it allows teachers and administrators have to more easily identify the students who cause disruptions. Furthermore, badges could prevent outsiders from invading a campus. What Can Parents Do? They can pay attention to subtle and overt changes in their children. Many times there are warning signs well in advance of violence. They can watch for these and report them to guidance counselors. Some examples include: Sudden lack of interestObsessions with violent or hateful games or videosDepression and mood swingsWriting that shows despair and isolationLack of anger management skillsTalking about death or bringing weapons to schoolViolence towards animals What Can Teachers Do? Worries about school violence should not hamper the job educators must perform. Remain aware of the possibility that violence could erupt anywhere. Strive to work together to create a safe academic environment. Teachers are in a tough situation, because if they step in physically to address violence or fights, they may themselves be targeted by defensive or abusive students or parents. Still, teachers are often in the best position to prevent classroom violence. Similar to parents, watch for the above warnings signsTalk to parents about concerns they might haveRemember to keep the lines of communication open with students and parentsBring concerns to guidance counselors and administrationBe consistent in enforcing classroom and school policiesCreate a prejudice-free classroom policy from the first day, and enforce itTeach anger management skills as the need arisesModel healthy behavior and responsesCreate a plan to handle emergency situations with your students What Can Students Do? Look out for and take care of each otherRespect others and their feelingsRefuse to succumb to negative peer pressure, especially when violence is involvedReport any knowledge of weapons on campusTell your teachers about suspicious behaviors of other studentsWalk away from confrontations Resources and Further Reading Binns, Katherine, and Dana Markow. â€Å"The Metropolitan Life Survey of the American Teacher, 1999: Violence in Americas Public Schools- Five Years Later.† Institute of Education Sciences, Metropolitan Life Insurance Company, 30 Apr. 1999.Center for the Study and Prevention of ViolenceNational Center for Education StatisticsNational Crime Prevention CouncilNational School Safety CenterOffice of Safe and Healthy StudentsSafe Supportive Learning

Teaching Staff and Students Well-being Essay Example | Topics and Well Written Essays - 4750 words

Teaching Staff and Students Well-being - Essay Example The independent nature of FE is potentially under threat as institutions are held to similar account as schools. Further to not creating negative situations for staff and students, well-being is increasingly being represented as ensuring conditions for staff or students. Throughout this assignment, it is argued that well-being is a series of balances which is difficult to achieve and must be addressed on an individual basis within a broadly supportive system of management. It is argued that well-being as a philosophy or policy has the potential to be more effective than existing deficit models where issues such as low morale, high workload and excessive stress are viewed simply as problems to be solved or obstacles to be removed. Teaching staff face constant pressures to perform, and it is commonly accepted as a highly stressful job. As part of the debate over pay and conditions, the National Union of Teachers was potentially embarrassed in the media by the finding that the total work hours of teachers was less than an average worker when taken across the year and accounting for holidays (Baker, 2002). This effectively ended the debate over hours (that administration and marking was largely unpaid work), and focussed on more qualitative issues. These issues are related to well-being. For example, research commissioned by the National Union of Teachers found that the intensity of work was such that a teacher's blood pressure only returned to normal levels during the longer holidays (BBC News, 1999). Issues of stress and intensity had come into focus, and so the debate on pay and conditions was much less about the work teachers did and more about the effect that the work has on them. Cooper and Weinberg (2007) introduce their book with an argument which relates to this idea. Assuming that virtually every worker would leave their job if they were financially independent (e.g. won the lottery), Cooper and Weinberg then pose the question of whether one would swap some of that lottery cash for an extra ten years of life. This is the issue of well-being, that stressful employment can be viewed as selling your life away in two ways. Firstly, the time spent at work is so intense that there is no time for social activities or other enjoyment on workdays (and possibly a lot of leisure time is given over to recovery rather than leisure). Secondly, and less directly, the stress of working has a negative impact on one's health and can shorten life expectancy. In a world where everybody has not just won the lottery, this argument is still relevant. Life would equally be shortened and leisure opportunities impinged by a lack of money. As Cooper and Weinber

History of business Assignment Example | Topics and Well Written Essays - 250 words

History of business - Assignment Example orkers in most cases remained unmotivated; he also noted that most of the workers who were coerced to perform repetitive tasks usually worked at a slow rate; he called this behavior ‘soldering’. Taylor argued that all tasks that an employee was assigned could be organized in such a way that the productivity of the worker would increase and that his scientific theory of management was more effective than the usual ‘initiative and incentive’ method, which was based on increasing productivity by placing responsibility on the worker to figure how to do it. In order to establish the best possible way to carry out a job, Taylor carried out some experiments, which he labeled time studies or as time and motion studies. In these studies, he used a stopwatch to time a worker’s motions in order to determine the most effective way to carry out a job based on the way that took the least time. He was an American businessman who founded the standard oil firm that led in America’s oil industry. He contributed a lot to the oil and petroleum industry. He operated the oil firm until 1870 when he retired. He was a Scottish American businessman who contributed a lot the growth and expansion of the steel industry in the U.S during the 19th century. In addition, he was a renowned philanthropist in that he utilized his wealth to help

Equality, Diversity and Inclusion Essay Example for Free

Equality, Diversity and Inclusion Essay Diversity is about valuing individual difference, it can be visible and non-visible. Recognising everyone is unique and has individual differences such as: * Race * Gender * Age * Sex * Ethnicity * Religious beliefs * Sexual orientation * physical beliefs/ qualities * political beliefs * educational background * income * appearance see more:identify barriers to children and young people’s participation In a workplace environment it is very important to support people’s individual differences and to embrace on diversity with each individual. Diversity means more than just acknowledging or tolerating differences it’s about respecting them and understanding that we are all different in many ways. There are seven main forms of discrimination being: Direct discrimination occurs when someone is treated less favourably than another person because of a protected characteristic. Indirect discrimination occurs when a seemingly neutral provision, criterion or practice that applies to everyone places a group who share a characteristic e.g. type of disability at a particular disadvantage. Associative discrimination occurs when someone discriminates against someone because they associate with another person who possesses a protected characteristic. Discrimination by perception occurs when someone discriminates against an individual because they think they possess a particular protected characteristic. Dual discrimination occurs when someone is less favourably because of a combination of two protected characteristics. This means that it will be possible for an applicant to claim that they have been treated less favourably not just because of their race but also their gender. Detriment arising from a disability arises when you treat a person with a disability unfavourably because of something connected with their disability. This type of discrimination is unlawful where the employer or other person acting for employer knows, or could reasonably expected to know, that the person had a disability. Victimisation occurs when an employer is treated unfavourably, disadvantaged or subjected to a detriment because they have made or supported a complaint of discrimination or raised a grievance under the equality act, this policy or the harassment, bullying and discrimination policy or because they suspected of doing so. Third party harassment occurs when an employee is harassed by someone who does not work for the employing organisation such as a customer, visitor, client, contractor from another organisation. They employer will become legally responsible if the employer knows the employee has been harassed on two or more occasions and fails to take responsible steps to protect the employee. Equality Equality is the current term for â€Å"equal opportunities†. In October 2010 it was put in act to protect people from discrimination. Equality is not about treating everyone in the same way, it’s about recognising that there need s are met in different ways. We should aim to recognise, value and manage difference to enable all people contribute and realise their full potential. Inclusion Inclusion is about allowing everyone to join in group activities despite their differences. It’s about promoting equality of opportunities for all and encourages everyone to be treated fairly and valued equally.

Earthquake of 1987 :: essays research papers fc

I. Introduction Earthquakes in California are certainly not a surprise. What is a surprise is their unpredictability and randomness. Geologists say there is roughly a 50 percent chance that a magnitude 8 or more quake will hit the Los Angeles area sometime over the next 30 years. And, over the past twenty years, the Los Angeles area has witnessed several earthquakes, and in particular, two that were quite devastating; the 1971 San Fernando earthquake, and the January 17, 1994, Northridge Earthquake. Given the certainty that earthquakes will occur, they still seem to come as a surprise, and leave many communities unprepared to deal with their aftermath. For example, on October 1, 1987, at 7:42 a.m. the residents of the Los Angeles basin got a jolting reminder of the perils of "living on the fault line." This was due to the so-called Whittier Narrows earthquake. Hardest hit by the quake, was Whittier (pop. 72,000). Whittier is twelve miles from downtown Los Angeles and was the community closest to the epicenter. When the quake, registering 6.1 on the Richter scale, first struck, it was thought to be centered along the Old Whittier Fault. However, after extensive study, it was determined that it was actually the result of a "new" fault, or a fault that had not previously been discovered by scientists. II. Lessons Learned From The 1987 Whittier Narrows Earthquake What are the lessons learned from the Whittier quake? And, how does this quake compare to other more recent, higher magnitude quakes? Despite the fact that regular warnings are part of California living, repeated in schools, in earthquake exercises, by local and state governments, and even in the front of telephone books, many people were caught off-guard and panicked. Fortunately, Californians learned a lot from the Whittier quake. The Whittier earthquake was not the "big one" that Angelenos perpetually wait for. This may be hard to comprehend given the extensive damage caused by the earthquake. Although classified as "moderate," the quake left more than 100 injured and six dead, including an electrical repairman buried in an underground tunnel, a college student struck by falling concrete in a campus garage, and three people who died of heart attacks brought on by the shock. As a spokesman for the city of Whittier put it, the crumbled business district "looks like downtown Beirut." (Kerr, 16). Twenty buildings there were condemned and over 2000 homes were damaged.

Team Strategy Plan

Week 3 Reflection Kimberly Grigsby, Juataun Mark, Jack Martincavage, Ana Valdivia MGT/311 December 04, 2012 Joe Cheng Week 3 Reflection During period of November 27 to December 03 Learning Team F was presented a slide show, lecture by Professor Cheng and reading assignments from Organizational behavior (14th ed. ). Professor Cheng’s slide show and lecture discussed conflicts and conflict resolution.Conflicted is defined as a process that begins when one party perceives that another party has or is about to negatively affect something the first party cares about (Robbins and Judge, 2011). The conflict process has five parts. They are: potential opposition or incompatibility, cognition and personalization, intentions, behavior, and outcome. In week three of Organizational management there is open discussion relating to the differences of teams and groups, and how these differences may affect organizations and individuals within the organization.A group is primarily defined as to w or more individuals who have come together to achieve a particular objective and to allow individuals to share information, and allow each member to perform within his or her area of responsibility or expertise. On the other hand a team is designed to generate and coordinate as a combined unit with greater influence than that of individual input. Organizations are moving more towards the team structure in an effort to create positive synergy, and to increase performance within the organization. There may be various types of teams within organizations with each type focusing on different objectives.Teams basically require three types of skills, it need persons who have technical expertise, problem-solving, and decision making abilities, and most importantly teams need people with good listening, feedback, conflict resolution skills, and interpersonal skills. Some members of teams may need to learn or develop these skills along the way, this may not be uncommon and is crucial if the team is to reach its full potential. References Robbins, S. P. , & Judge, T. A. (2011). Organizational behavior (14th ed. ). Prentice Hall. Longeneker, C. O. (2011). How the BEST motivate workers. Industrial Management, 53(1), 8. Team Strategy Plan Week 3 Reflection Kimberly Grigsby, Juataun Mark, Jack Martincavage, Ana Valdivia MGT/311 December 04, 2012 Joe Cheng Week 3 Reflection During period of November 27 to December 03 Learning Team F was presented a slide show, lecture by Professor Cheng and reading assignments from Organizational behavior (14th ed. ). Professor Cheng’s slide show and lecture discussed conflicts and conflict resolution.Conflicted is defined as a process that begins when one party perceives that another party has or is about to negatively affect something the first party cares about (Robbins and Judge, 2011). The conflict process has five parts. They are: potential opposition or incompatibility, cognition and personalization, intentions, behavior, and outcome. In week three of Organizational management there is open discussion relating to the differences of teams and groups, and how these differences may affect organizations and individuals within the organization.A group is primarily defined as to w or more individuals who have come together to achieve a particular objective and to allow individuals to share information, and allow each member to perform within his or her area of responsibility or expertise. On the other hand a team is designed to generate and coordinate as a combined unit with greater influence than that of individual input. Organizations are moving more towards the team structure in an effort to create positive synergy, and to increase performance within the organization. There may be various types of teams within organizations with each type focusing on different objectives.Teams basically require three types of skills, it need persons who have technical expertise, problem-solving, and decision making abilities, and most importantly teams need people with good listening, feedback, conflict resolution skills, and interpersonal skills. Some members of teams may need to learn or develop these skills along the way, this may not be uncommon and is crucial if the team is to reach its full potential. References Robbins, S. P. , & Judge, T. A. (2011). Organizational behavior (14th ed. ). Prentice Hall. Longeneker, C. O. (2011). How the BEST motivate workers. Industrial Management, 53(1), 8.

Glue out of Cigarette Filter and Acetone Essay

This chapter includes the past related literature / studies and researches, articles and some information gathered to guide in this study or research. REVIEW OF RELATED LITERATURE According to (Marvilde, 1981), Classroom absence is a major factor responsible for falling standard in school education system today. Future of the nation always takes place in schools. School is such an organization, which deals with the betterment of society. According to (Khatri, 2013), School absenteeism has a far-reaching impact on a child’s academic progress and future. Absenteeism creates a dead, tiresome and unpleasant classroom environment that makes students who come to class uncomfortable and the teacher irritable. According to (Segel, 2008), in quality terms, absenteeism is a waste of educational resources, time and human potential. Students who have absenteeism problem generally suffer academically and socially. According to Lotz & Lee (1997), indicated that sustained absences might affect retention as it may degenerate into truancy. The study also revealed that the act of delinquency is more frequent among students who exhibit low grade, have spotty attendance an d later on drop out of school. Many factors can contribute to student absenteeism. Family health or financial concerns, poor school climate, drug and alcohol use, transportation problems, and differing community attitudes towards education are among the conditions that are often associated with a child’s frequent absence from school. According to (Marburger, 2001), It disturbs the dynamic teaching learning environment and adversely affects the overall well being of classes. Absenteeism is the one angle of viewpoint is one of the common causes of degrading performance of the student. According to (Australia, 2004), identified four major dimensions of absenteeism truancy, school refusal, school withdrawal and early leaving. It is important to identify the different dimensions of absenteeism in tackling the problem because they require different interventions. Truancy as the persistent, habitual and unexplained absence from school of a child of compulsory school age, although it can occur with parental knowledge and sometimes consent. According to Bond (2004), included fractional truancy, this occurs when student arrive late or leave early or spend entire days away from school. School refusal differs from truancy in that children refuse to attend schools even in the face persuasion and punitive measures from parents and school. These students stay at home with the knowledge of their parents and school administrators. According to (Mc Shane, Walter & Ray, 2001), School withdrawal means children are absent from school because their parents keep them away from school on a frequent basis. Their parents do not enroll them at school. Early leaving refers to children fewer than 15 who drop out of school before completing their schooling. According to (Williams, 2001), Attendance is an important factor in school success among children and youth. Studies show that better attendance is related to higher academic achievement for students of all backgrounds, but particularly for children with lower socio-economic status. Acco rding to (Epstein & Sheldon, 2002; Ready, 2010), Beginning in kindergarten, students who attend school regularly score higher on tests than their peers who are frequently absent. Chronic truancy (frequent unexcused absence) is a strong predictor of undesirable outcomes in adolescence, including academic failure, dropping out of school, substance abuse, gang involvement, and criminal activity. According to Savers, D. Et al (2005), when the student misses a day of school. Students have lost the chance to hear other’s interpreted and analyze the lessons or joins the introductions within the class. According to Nakpodia and Dafiaghor (2011), â€Å"lateness† can be defined as the â€Å"situation where an individual arrives after the proper, scheduled or usual time. Nakpodia and Dafiaghor attribute lateness or tardiness to a lot of factors or causes. Going late to bed and waking up late next morning is the most common. The authors’ added film watching late at night as a cause for tardiness. The student may forget that he/she needs to be in school the next day. Nakpodia and Dafiaghor as a possible cause for tardiness also consider the distance between the student’s home and school or solely the school’s location. Not just because it takes more time to get to school, but according to the authors, the student is susceptible to more distractions and hindrances along the way. Parent’s untimely tasks and commands are also reasons that students come late to school. Habitual tardiness can also be  learned from other members of the family, especially from the older ones. Lack of a firm and consistent policy on punctuality also encourages students to come late at school since there are no consequences attached to lateness or tardiness. These causes of tardiness will lead to serious effects. Nakpodia and Dafiaghor emphasized that lateness or tardiness is not just the problem of the late student but it affects the surrounding people. A student coming late in class distracts the rest of the students and disrupts the flow of the teacher’s discussion. It is even a burden to the student/s whom the late students ask for what to catch up with. The rest of the effects given by Nakpodia and Dafiaghor are about the welfare of the whole school, its productivity and revenue. Knowing the possible effects of lateness or tardiness, it is necessary for solutions to be executed. Studies have revealed that those students with â€Å"perfect or near-perfect attendance† have good grades compared to those students who miss classes often and latecomers. Nakpodi a and Dafiaghor stated that school administrators must lead by example. They should be punctual in their own meetings and classes to avoid students to think that being late is just all right since even the authoritative persons are doing it. They should as well teach it and integrate it in every lesson. The effort on the remedy on lateness or tardiness does not start and end with the school. It must begin with the parents of the students and the government must take part as well. Transportation must be improved in order to avoid students getting stuck in traffic or encountering other obstacles down the streets. According to Lauby (2009), puts it as a term used to describe â€Å"people not showing up on time†. According to Breeze et al. (2010), contributed by saying that, lateness is synonymous with â€Å"tardiness†, which implies being slow to act or slow to respond, thus not meeting up with proper or usual timing. According to Weade (2004), defined tardiness as â€Å"being late for any measurable length of time past the stated or scheduled start time for work or school.† In most schools, a student is considered tardy when he/she is not present when the school bells rings or when the first teacher starts to give instructional materials for the first subject in t he morning class. A study conducted by Barbara Lee Weade on 2004 tried to â€Å"determine if school tardiness is a predictor of work tardiness†. It provided a lot of literature that observes correlations and factors affecting a student’s tardiness. As cited by  Weade, the 3rd most common cause for the failure of a student is â€Å"excessive tardiness and unexcused absences†. Weade gathered data from the schools of participating students. First and foremost, she asked consent from the students and their parents in order to gain permission to collect their school records. She collected and studied the attendance and punctuality records of these students based on the number of unexcused absences and minutes of tardiness. Her study showed that among high school students, the grade point average is correlated with absences and tardiness. This means that students with better attendance and punctuality have higher grade point averages and vis-à  -vis. Her study was also able to show that attendance and punctuality of students are not consistent throughout the year. There were more absences and tardiness at the latter part of the year. Gender has also shown to be a non-factor in the attendance and punctuality of high school s tudents. The study was very comprehensive in its subject matter. It tackles not just school tardiness but also its implications on work tardiness. It shows that â€Å"students who are on-time for school classes are also likely to be on-time at work while students who are tardy frequently at school will probably also be tardy at work†. The study requires a lot of data but Weade was able to gather a sufficient amount. Though some possible correlations were not established, it is outside the scope of this research. According to (Sprick and Daniels, 2007), It creates problems, not just to the students but also to the teachers. It stated that the range of the teachers’ response was â€Å"from ignoring them to sending them to office†. This variation could lead the students to confusion as to how important it is to be on time in going to class. Another reason is the lack of motivation. Students who come to school on time are not given incentives or rewards. Also, responses to tardiness are lenient, that is nothing is done until the tenth strike or more. Another reason is â€Å"giving the student the impression that they won’t be missing anything if they are late† since in some classes, no important activities or instructions and no lessons are being done for first few minutes. Lastly, crowded hallways could create traffic, thus blocking the way of other students and making it hard for them to pass through. According to (Cowan Avenue Elementary School Community, 2007), Cowan Crier, the official School Publication of CAESC, also states that while having â€Å"occasional tardy† isn’t a big deal, unfailing tardiness  is and it gives students problems including being ill prepared for the job market. According to the results of the study of the U.S. Department of Education on â€Å"truancy†, which is related to tardiness, being present and on time in going to school are big factors on the â€Å"success and behavior† of the students. CAESC has their policy worked this way. Other schools initiated interdisciplinary curriculum that integrates discipline and conduct in academics. According to CAESC (2007) and Zeiger (2010), the most essential learning time of the day for the students lies in the morning, specifically between 8:00 to 9:30 AM. It is because the students are most mindful and observant at this time of the day. It is also the reason why the most important lessons and subject matters are discussed during this time. So when students are late or are not present during this time of the day, they, in effect, miss out most of the important lessons to be noted and learned. Thus, it is a lot important to value time and practice being on time while being a student. According to Zeiger (2010), the results from the survey report conducted by teachers show that students with high tardiness rates have â€Å"higher rates of suspension and other disciplinary measures†. Zeiger stated â€Å"Students who are frequently tardy to school are also more apt to be fired from a job for showing up late†. According to Santillano (2010) stated that psychological theorists considered some â€Å"personality traits, including low self-esteem and anxiety† as triggering factors of tardiness. She also mentioned that while some theorists considered tardiness as an â€Å"inborn quality† since our being early or late is â€Å"partially biologically determined†, which she also agreed, other experts also believed that some people are â€Å"chronically tardy† for the reason that they consciously and unconsciously get good things from it. In the book cited by Santillano, â€Å"Never be late again: 7 cures for the punctually challenged†, the author Diana DeLonzor suggested that some personality traits could most likely lead to a person being often late. Some of the traits included were â€Å"struggling with self control†, â€Å"feeling nervous or uncomfortable with social situations† and â€Å"getting distracted easily†. Santillano also discuss ed about the study conducted by DeLonzor at San  Francisco State University in 1997 in which she surveyed 225 respondents about their habits that makes them late from their appointments. It was also a test on the personalities of the respondents that affect their habits. According to the results of DeLonzor’s study, those respondents that were often tardy apt to be anxious and gets distracted easily. According to Oghuvbu (2008), female students are more likely to be late than male students because of â€Å"their involvement in domestic activities by their parents†. Also, as cited by Oghuvbu, â€Å"distance to school, school discipline, family background and school location†. Another study was the one conducted by Enamiroro Oghuvbu in Nigeria. The objective of the study was to determine the causes of the absenteeism and lateness among the secondary students in Nigeria and to seek for solutions to the growing problem. The study revealed that the causes of lateness among the secondary students in Nigeria were â€Å"going late to bed because of watching films and home movies, resulting into wake up late in the morning, distance to school and keeping friends who are not students†. These results went consistent with the results of Oghuvbu’s reference studies which proves that tardiness among students have been a growing problem and that it is caused, not jus t because of the students but also because of the lack of imposing discipline from the parents. According to (Emore, 2005), are some of the common causes for the tardiness of the secondary students? According to Pimentel and Quijada (2011), focused on the frequency of use by the UP Cebu freshmen students of Facebook and a part of the study tackled about the effect of the famous social networking site to UP Cebu students’ punctuality and academic performance. For their study, Pimentel and Quijada collected 60 respondents and provided them with questionnaires. The questionnaires contained questions that ask the respondents about their use of Facebook and its effects. A certain question asked the respondents if late-night use of Facebook has an effect on their punctuality. According to the results of the study, three out of 60 respondents are always late, eight said they are sometimes late, 12 said they are seldom late and 37 said that they never get late due to late-night use of Facebook. Generally, the results showed that the respondents are seldom late in class because o f late-night use of the social networking site. Ledoux, as cited by Pimentel and Quijada, said that lack of sleep causes neural malfunctions and further affects a person’s  behavior. In the study’s case, it is a student’s punctuality that is affected. According to (Britt, 1988), situations such as â€Å"crowded halls, limited opportunities for social interaction, irrelevant course content, and teacher indifference†. According to (Damico et al., 1990) are also factors that affect a student’s attendance and punctuality. As mentioned by Weade, personal values, financial security and lack of parental guidance. Some schools have already started finding solutions that would effectively minimize and/or eliminate tardiness among students. One of the solutions made by some schools is implementing tardiness policies, wherein they take steps in approaching the students and parents for them to solve the problem. According to Cordogan (as cited by Weade, 2004), said that a school in Chicago, Illinois adapted a similar curriculum and yielded positive results. Students under the interdisciplinary program exhibited more positive behaviors from students not from the curriculum. Interdisciplinary students showed less absences and tardiness, as well as higher grades. Other schools made smaller academic changes such as developing personality works and cooperative learning activities, such as creation of portfolios and tutorial to younger students. These taught the students better goal setting, decision-making skills and time management. In return, students under these behavior modification programs yielded less tardiness and higher grades.

All flesh is grass Essays

All flesh is grass Essays All flesh is grass Paper All flesh is grass Paper All flesh is grass is a quote from the book of Kings in the bible. Initially it is difficult to see how this relates to biology. However it is possible to relate the two, especially when considering the relationship between flesh and grass, or plant and animal life. It is necessary to consider exactly what is meant by grass and flesh. All grasses are plants, and as such conform to specific biological criteria that define the difference between plant life and animal life e.g. the ultrastructure of their cells, respiration and photosynthesis. Flesh is defined as soft muscular tissue found in animals. It is crucial to mans existence that the relationship between the earth and human life is examined, both the bible and biology attempt to understand how such a delicate balance of life on earth is maintained. Grasses are one of the most plentiful biological structures found on earth, with cellulose being the most abundant biological molecule. All grasses are essential sources of food for humans and animals alike. They offer important sources of vitamins and minerals. Key to the relationship between grass and flesh is that plants also contain the elements carbon, oxygen, hydrogen, nitrogen and sulphur. These five elements are essential in the production of protein within animals and thus vital to the development of flesh. Humans, like all mammals, employ holozoic nutrition to obtain nutrients from their food. There are five stages to holozoic nutrition: ingestion, digestion, absorption, assimilation and egestion. 1. Ingestion: this is the physical act of eating, taking in the raw materials which animals need for survival. 2. Digestion: this is the way in which animals process the raw materials from ingestion. The molecules contained in the food are usually too big to be useful to the body to the body immediately. Therefore there is a series of hydrolytic reactions to break down large molecules in to smaller, more useful ones. Each of these reactions is catalysed by an enzyme e.g. Peptidases from the pancreas catalyse the breakdown of peptides to amino acids. It is during this stage that animals can gain access to the essential elements; Nitrogen, Hydrogen, Carbon, Oxygen and Sulphur, in plants necessary to the production of amino acids, proteins and ultimately muscle (flesh). 3. Absorption: after the food has been digested and the molecules are small enough to be used they are absorbed in the ileum. The molecules are diffused across the epithelial cells via a concentration gradient and for specific molecules via a pump system into the microvilli where they are transported away via the circulatory system. 4. Assimilation: this is the way in which the body incorporates and utilises digested food. Digested food molecules are carried around the body through the circulatory system: they may be stored for future use, such as fat and the formation of glycogen stores; they may be broken down further in respiration; may be used by cells for maintenance or repair; some molecules will be used for growth and development. Some of the molecules obtained from the ingestion of plant matter, specifically Nitrogen, will be used in the generation of new proteins, leading to the development of muscle. 5. Egestion: this is the way the body eliminates waste. Undigested food is not absorbed in the ileum; it passes through the body to be eliminated via the anus. After molecules have been absorbed they go on to be assimilated. Molecules are transported around the body by the blood. Eventually the blood will pass through the capillaries. Here interchange of molecules takes place, between the blood and the tissue fluid. Tissue fluid is the fluid that surrounds the cells in the body. The process of forming tissue fluid is similar to the process in the Bowmans capsule in the kidney; it is formed through ultra-filtration. At the arteriolar end of the capillary the blood pressure is approximately 40mm Hg, at this pressure water is forced out of the capillary. However, this is opposed by the osmotic effect of the plasma proteins, which is approximately 25mm Hg. As a result the outward force is the difference, about 15mm Hg. At the venular end of the capillary the blood pressure has dropped to about 10mm Hg, but the osmotic pressure has remained at 25mm Hg. Therefore a net inward of pressure of 15 mm Hg is created. This draws water back into the capillaries from the tissue fluid by osmosis. This process means that new tissue fluid is always being formed at the arteriolar end of the capillary, carrying glucose, amino acids, fatty acids, glycerol, minerals, dissolved gases and vitamins. Also waste from the cells is taken away at the venular end of the capillary. Some tissue fluid drains into the lymphatic system instead of going back into the blood. Once these molecules have been transported into the tissue fluid they can be taken up by the cells. For the development of muscle specific molecules are needed. Muscle growth is a specific from of protein synthesis that is brought about by the diffusion of testosterone into the muscle cell. The testosterone combines with a receptor in the cell and stimulates the protein synthesis process. Protein synthesis takes place in the ribosomes. Amino acids are brought to the ribosome by tRNA molecules. The enzyme peptidyl transferase catalyses the formation of the peptide bond and the polypeptide begins to form. Once the polypeptide is complete the chain is released. As proteins for muscle development are formed in the muscle cell they stay within the cell. Muscle cells are different to other cells. During muscle development the individual muscle cells, myofibrils, do not divide; they become thicker and longer. A myofibril may become up to 28 times larger than its original size before mitosis begins. Muscle cells are also multinucleated. It is thought that muscle cells benefit from being multinucleated as it allows them to carry out protein synthesis at a faster rate. This process from ingestion to muscle development continues, at varying rates, throughout an animals life. However just as important to the relationship between plants and flesh is what happens once the animal is dead. Dead animals contain organic nitrogen compounds as do faeces and urine. All plants need nitrogen as it is essential to the formation of nucleic acids and protein. However plants can only take up nitrogen in the form of inorganic ions, in the forms of NO3- (nitrate) or NH4+ (ammonia). The organic compounds left in the detritus are converted to inorganic ions by saprophytic bacteria and fungi; these are referred to as decomposers. These decomposers break down the organic compounds to release NH4+. When there is enough oxygen in the soil the decomposers will oxidise the ammonia to nitrates such as NO3- and NO2-. This process is known as nitrification. Nitrate ions produced in this way are available for uptake by plants. There is another way in which ammonia and nitrates are made available to plants. In the soil there are nitrogen fixing organisms known as diazotrophs. These are able to convert nitrogen gas into ammonia. This is a biological version of the Haber-Bosch process; however it is far more efficient and occurs at low temperatures and at atmospheric pressure, whereas the chemical equivalent requires temperatures of 300à ¯Ã‚ ¿Ã‚ ½ to 500à ¯Ã‚ ¿Ã‚ ½, high pressures and an iron catalyst. The reaction for nitrogen fixation is catalysed by nitrogenase, an enzyme containing iron and molybdenum. These nitrate and ammonia ions are taken up by the plants through their roots. Many of the ions will be incorporated into organic compounds and used to synthesis amino acids. The plant is again forming a part of the food chain. It is primary producer; this means that it is viewed as food by both herbivores and carnivores. As the plant is ingested by the herbivores or carnivores, or as the herbivore is ingested by the carnivore the nitrogen and other essential molecules are being transferred on again. This is known as the nitrogen cycle. Although at initial thought it was difficult to understand how plants and flesh were related, or how the bible had anything relevant to say about modern science, it has become clear that the symbiotic relationship between plants and animals is crucial to the survival of not just human life on earth but of all life. Animals cannot survive without muscle, without the ability to move, and we cannot generate that muscle without nitrogen. We could not obtain nitrogen without plants, which in turn would not be able to obtain enough nitrates and ammonia if animal detritus was not converted to inorganic ions that they can use. Perhaps this interdependence should serve as a reminder to humans that we are not as powerful as we think we are, and we are still fundamentally part of a very complex web, that not one of us could survive without. Indeed all flesh is grass, we could not survive if it were not.

Common Grammatical Errors Everyday vs. Every Day

Common Grammatical Errors Everyday vs. Every Day Almost every day, I see someone use â€Å"everyday† in a sentence when they mean â€Å"every day.† Mixing up â€Å"everyday† and â€Å"every day† is one of the most common grammatical errors. Newsflash:  Ã¢â‚¬Å"Every day† does NOT mean the same thing as â€Å"everyday†!  If you find yourself writing either one of them, stop, breathe, and read the next section of this article. Every Day vs. Everyday What do these words mean? â€Å"Every day† (2 words) means â€Å"happening or occurring each day.† The compound word â€Å"everyday† is an adjective meaning â€Å"of or pertaining to every day†; commonplace† or â€Å"regular.† Given these definitions, let’s look at some examples of proper use: I walk to work every day. I wear my everyday shoes to walk to work; I change to my Manolo Blahniks upon arrival. It has snowed every day for the past week. Snow is an everyday event during Wisconsin winters. I wish I could eat chocolate all day every day! Some chocolate sure would spice up this everyday chili. A Trick to Remember Whether to Use Everyday or Every Day How will you remember the difference between â€Å"every day† and â€Å"everyday†?   My simple trick is to add the word â€Å"single† between â€Å"every† and â€Å"day;† if it makes sense to insert this word, then the words must be separated by a space in place of the word â€Å"single.†Ã‚  If inserting â€Å"single† does not work, you’re in the land of the adjective â€Å"everyday.†Ã‚  Let’s try it with the examples here: I walk to work every single day.  (Makes sense so it’s 2 words) I wear my every single day shoes to walk to work.  (Doesn’t make sense so it’s 1 word) It has snowed every single day for the past week.  (Makes sense so it’s 2 words) Snow is an every single day event during Wisconsin winters. (Doesn’t make sense so it’s 1 word) I’ll leave you to test the chocolate chili examples.  I promise they work. Everyday Examples I See Every Day Now let’s take a look at some common ways people misuse the word â€Å"everyday.† I’ll use 3 examples from LinkedIn. In an email I received from a LinkedIn marketing expert, the following phrase appeared:  Ã¢â‚¬Å"Great discussions and tips are taking place everyday with over 10,000 members.†There are actually two problems with this sentence.  One is that tips do not take place, only discussions do; you would not say â€Å"Great tips are taking place.†Ã‚  The other is that everyday is the adjective meaning commonplace.  The author meant that discussions are taking place every single day. Therefore the correct usage would be â€Å"every day† (2 words). A LinkedIn discussion title came across one of my groups: â€Å"Fast way to make money everyday.† Again, this writer means â€Å"every single day† so the correct way to express his idea would be â€Å"Fast way to make money every day.† Here’s an example from a comment on one of my postings: â€Å"You learn something new everyday.† Do you see the error? I hope you are now highly trained in the distinction between â€Å"every day† and â€Å"everyday†! Please pass this wisdom on to someone who will benefit from it today and every day. Do you have other writing or grammar questions? Contact The Essay Expert for help with choosing exactly the right words. 🙂 Now what about someday? lol Log in to Reply Edward Dunay says: October 22, 2013 at 1:15 pm I have a question on spelling back door vs backdoor when used in the following sentence: He entered the house thru the front door and exited thru the backdoor / or exited thru the back door. Which one is the correct spelling? Log in to Reply The Essay Expert says: October 22, 2013 at 1:24 pm Backdoor is an adjective or a computer term. In the sentence you proposed, the correct spelling is back door. Log in to Reply Fred says: December 27, 2016 at 8:53 am How about using Get up and Stand up in everyday grammar? Log in to Reply Brenda Bernstein says: January 3, 2017 at 3:01 pm Well you used everyday correctly! Not sure what your question is about using Get up and Stand up? Both of these sound like commands (and good song lyrics). Log in to Reply Ang says: May 30, 2017 at 9:40 am I love learning from you. Im just finishing up my book, and learning more about writing every day. I do not have a good education but that should not stop anyone from writing. Log in to Reply Brenda Bernstein says: May 30, 2017 at 9:42 am Thanks so much Ang! You are reminding me of why I do what I do! Log in to Reply David says: July 10, 2017 at 4:22 pm Its just over 60 years since Buddy Holly wrote and recorded the song Everyday it has since then been covered by countless other singers. Ive never seen any comment on the title being incorrect (Its EVERYDAY on record/s including cover versions) In my opinion in the context its used, throughout the song, it should be Every Day. Do you agree? Log in to Reply Brenda Bernstein says: July 10, 2017 at 4:29 pm Thanks for your comment, David. Yes I absolutely agree!! Ditto for all the covers (James Taylor, Fiona Apple, etc.) that also misspell it! Log in to Reply Karl Beungso Cho says: July 27, 2017 at 3:45 am Dear Essay Expert, Ive write down a sentence on our magazine draft like this, Im learning something new every day! is this wrong? My supervisor said Im learning something new everyday is correct. Please let me know which is the correct answer and why. T_T Log in to Reply Karl Beungso Cho says: July 27, 2017 at 3:59 am Dear Essay Expert, Ive write down a sentence like this, Im learning something new every day!. But, My supervisor said, Im learning something new everyday! is correct. Please let me know which is correct answer and why Log in to Reply Brenda Bernstein says: July 27, 2017 at 5:48 am Hi Karl, I would recommend showing my article to your supervisor. You are correct! Log in to Reply Karl Beungso Cho says: July 27, 2017 at 8:32 pm Thank you! Brenda. 🙂 Log in to Reply

Source evaluation Essay Example | Topics and Well Written Essays - 500 words

Source evaluation - Essay Example It has been known by scientists for a long time that the men have a larger brain that women bringing a whole new arguments: Are women less intelligent? Does the size of the brain really matter? Are there other differences? Due to this, many researches have been carried out to clearly show the difference in their functionality for both genders. Researchers from Harvard in 2001 carried out a research to define the notable difference in the structure of the human male and female species. Surprisingly, they found out that specific parts of the brain were differently sized in in men and women(Tangley 13). Most notably, the frontal lobe, a part used for solving problems and making decisions were larger in the male species while the limbic cortex useful for emotional regulation was larger in women. In addition the amygdala responsible for regulating sexual behaviour and sexual behaviour and parietal cortex which brings about space perception is lager in men (Tangley 19). There are â€Å"approximately 6.5 times grey matter in the male brain but 10times more white matter in women† (Tangley 12). Taking this statistic in mind, men use the grey matter, full of neurons to think while women use the white matter which has more connectors between the neurons (Tangley 07). Consequently, complication in set up of a woman brain due to many connectors not only makes it work efficiently but also faster than a man’s brain (Tangley 15). It is important for women to note that the size issue highlighted in the second paragraph is not really a concern. This is due to the fact that the neurons are tightly packed and closer to each other. This makes the woman’s brain work more efficiently and relatively fast in comparison to the men’s brain (Tangley 12). In addition the white matter combining with the tightly packed neurons facilitates the efficiency of the female brain. In her study on the female brain,psychologist Sandra Witelson found out that the

The bridge Essay Example | Topics and Well Written Essays - 500 words

The bridge - Essay Example Millennium Bridge was designed to carry large load and a degree of structure’s movement was expected and taken into account. However, after about 80Â  000 people crossed it on the opening day, some vibration was detected. The bridge began to sway sideways noticeably, and the movement became so strong that people could not walk steady any more; many had to cling to the sides of the bridge to maintain balance. The phenomenon of bridge sideways movement is not unique to the Millennium Bridge only. There were other structures, completely different from the given bridge that, to a various degree, suffered the same effect. However, those cases have not been widely publicized, thus the phenomenon, known as Synchronous Lateral Excitation, was not anticipated and has not been given enough attention by bridge engineers. When people walk they have a natural sway motion. This very motion causes small regular vibrations, which, as the result of chance correlation, generated slight lateral movement of the bridge. When that happened, pedestrians instinctively adjusted and synchronized their motion with bridge’s movement to counteract the effect and to walk more comfortably.

AIG Ethics Essay Example | Topics and Well Written Essays - 750 words

AIG Ethics - Essay Example The corporate culture of AIG thrived in a highly deregulated global economy, one where speculation has more than eclipsed any real production (Gupta, 2008). â€Å"Furthermore, the banks would "hedge" the tranches, another way of distributing risk, by purchasing credit default swaps (CDSs) sold by companies like AIG and MBIA. The swaps were a form of insurance. This was seen as a way to make tranches more secure and hence higher rated. For instance, say you're Goldman Sachs and you have $10 million in AAA tranches. You go to AIG to insure it, and the company determines that the risk of default is extremely low so the premium is 1 percent. So you pay AIG $100,000 a year and if the tranche defaults, the company pays you $10 million. But CDSs started getting bought and sold all over the world based on perceived risk. The market grew so large that the underlying debt being insured was $45 trillion—nearly the same size as the annual global economy† (Gupta, 2008). While it was n't just AIG that led to the meltdown, AIG was playing in a world where they were expected to subsidize the entire global economy, with insurance payouts in the trillions. Not only could no company possibly pay this insurance debt, but no country could, not immediately. AIG had violated a primary fiduciary responsibility. It wasn't just the amount being insured, though, but the type of debt. $64 billion of its exposure was to sub-prime packages. These packages, being high-risk, were highly sensitive to changes in their value, which meant that AIG could expect volatile explosions in their assets and responsibilities. To be fair to AIG, it was less than fifty people that brought down a company of thousands (Ferrell and Fraedrich, 200

Analysis of Inequality Reexamined by Amartya Sen

Analysis of Inequality Reexamined by Amartya Sen Harshal Bhoi Book: Inequality Reexamined Author: Amartya Sen The claims of equality in social arrangements are tested in Inequality Reexamined. Amartya Sen begins by identifying a common characteristic of virtually all the contemporary moral approaches to social arrangement. Amartya Sen studies thoroughly what equality and inequality are in different circumstances. The basic issue that divides the different approaches is not ‘whether equality’ but ‘equality of what’? Will a commitment to equality hide human differences? Let us consider some measurements on which equality may seem appealing such as rights, resources, achievements, and happiness. What’s more consider some of the facts of human diversity such as people differ in social circumstances, abilities and skills and preferences, and values. Diversity seems to cause problems for equality. The motive is differences along the latter dimensions do not include simultaneous equalization. Different skills and the differences of reward they command allude that equal rights will probably change into unequal material resources; differences of preference and value suggest that equal material resources will translate into unequal achievements. A blanket cling of equality, then, leads blindness to diversity. As an issue of human diversity, equality in any one area infers inequalities in others. One characteristic understanding of equality would oblige that individuals be guaranteed equal means for seeking after their disparate aims; a second would oblige that the distribution of resources guarantee everybody just as great results, similarly great lives. Amartya Sens Inequality Reexamined rejects both, arguing rather that individuals should face just as equally desirable life prospects-equal capability for working, to utilize his official terminology. Given the differing qualities of abilities, similarly attractive life prospects will oblige unequal means; given contrasts in what individuals make of their prospects, it will yield unequal results. Anyway, as indicated by Sen, it guarantees equality of effective freedom to accomplish prosperity. Inequality Reexamined covers numerous questions identified with inequality, its focal intention is to clarify Sens view that relevant egalitarianism calls for equality across individuals of abilities to function. Functionings consist of different doings and beings, for example, moving around, meeting expectations, being overall sustained, additionally more subjective states, for example, being happy and having sense of pride. Sens methodology from other egalitarian proposals essentially in two ways: 1 non-welfarist, as in workings other than satisfaction and 2non-resourcist as in the justness of a distribution cant be found out essentially by knowing the bundle of goods accessible to individuals. Sen advances the capability approach to solving a portion of the issues about which he is writing. The capability approach permits people the right and the ability to seek after their own particular prosperity inside their social orders. The equality Sen proclaims stems to a great extent from political and moral strengthening: It is a uniformity of chance. Sens capability methodology get conclusion to what people truly want. Sen wants to arrange his perspective as advocating equality of freedom to achieve as opposed to equality of opportunity, evidently in light of the fact that he discovers opportunity excessively related to a limited, formal conception. To complete the representation of the capability view, two capabilities concerning content and scope are vital. As to content: the necessity of equal capabilities for functioning does not oblige identity of capability sets. Unique capability sets may be just as great. Furthermore important, Sens intersection approach to the foundations of interpersonal correlations accentuates that matches of capacity sets may be incommensurable. Incommensurability emerges from the diversity of conceptions of the good. Incommensurability, and related limits on interpersonal comparisons of advantage, rises straight forwardly as an issue of the pluralism of conceptions of the good and the undesirability of resting correlations on a single conception; those points of confinement dont rely on upon epistemological or magical claims, or on natural gimmicks of extensive evaluative conceptions themselves. Assume we have full data and a set of conflicting conceptions of the good, each of which gives a complete ordering of capability sets. At that point, if we wish to find support within the diverse conceptions of the good for interpersonal correlations made for the reasons of a record of justice, we should face incommensurability. Anyway the wish to discover such support is itself one expression of the concern to accommodate diversity. An equivalent capability for functioning is a record of equity, not of the offset of political values. Despite the fact that Sen does not describe the full scope of political values, or their relative weight, he does note that equality of abilities is not a full account of justice. Consider two individuals who face the same limited capability set. In one case, then again, the limits reflect coercively forced legal restrictions; in the other they reflect internal weakness. In spite of the fact that this discrimination will go unrepresented in the space of capabilities, a conceivable record of justice cannot be for it. Thus, the capability perspective, central as it is for a theory of equality, cant be completely sufficient for it. There is a true need to acquire the demands of liberty as an additional principle. Any improvement in a specialists environment-cleaner water, for instance counts as a change capability for functioning: a change in water quality constitutes a change in the set of beings and doings that exist in an agents reach. However why does this change, separated from any further impacts it may have, constitute an increase in effective freedom? Improved water quality will probably reduce the amount of time that individuals need to use ensuring clean water, and that implies greater freedom. Be that as it may Sen goes further, demanding that the change itself constitutes an expansion of freedom, and not just a welfare gain. His reason is that the specialists would have chosen the change, and the idea of counterfactual decision what one would have chosen if one had the decision is relevant to ones freedom. Sens contention for the capability approach interfaces equality of capabilities to the naturally appealing thought of equivalent effective freedom. I agree with Sens stress on the estimation of effective freedom. Reasons behind being concerned with formal freedom are ordinarily also good reasons behind being concerned with effective freedom: in the event that we are concerned to guarantee formal freedom on account of its connection with the pride of individuals, or the importance of a public affirmation of equivalent worth, then we should likewise to be concerned about effective freedom with what people have the capacity do with their freedom. But Sen does not show a compelling case for the claim that ability for functioning explains the intuitive idea of effective freedom. Furthermore clearly capability is a more extensive thought. An additionally promising line of argument for the capability perspective proceeds by means of criticism of leading alternative accounts of equality. Sen argues specifically that the functioning perspective gives a superior interpretation of equality than equality of accomplishments or equality of means. Sens important focus in his discussion of equality of means is John Rawls. In A Theory of Justice, Rawls contends that justice commands the security of equal essential liberties and the maximization of the base level of earnings and wealth. Furthermore he urges that the fulfilment of these commands will accomplish the end of social justice, which is to increase the value to the slightest advantaged of the complete plan of equal liberty shared by all. The worth of liberty is a matter of what individuals can do with their rights-how beneficial the equal liberties are to them. As Rawlss emphasis on the worth of liberties indicates, then, he agrees with Sen that what matters for social justice is substantive or effective freedom. Where they disagree is that Rawls supposes that the worth of a persons liberty is determined by the level of the primary goods of income, wealth, powers, and authority at the persons disposal. That is why he thinks that protecting basic liberties and satisfying the difference principle-maximizing the minimum level of income and wealth-suffices to maximize the minimum worth of liberty. Sen, in effect, denies that primary goods are an adequate index of the worth of liberty: (e)quality of freedom to pursue our ends cannot be generated by equality in the distribution of primary goods. Human diversity suggests pervasive differences in the capacity of people to change target conditions (assets, primary goods, circumstances) into functioning. Furthermore that implies we shall not find anything such that balancing it ensures an interpersonal equalization of capability sets (something besides capability sets themselves). Or-accepting that those sets represent the extent of freedom nothing such that equalising it equalises the extent of freedom. Thus, on a fundamental level in any event, social assessment of equality, poverty, and justice should continue specifically as far as the extent of freedom as represented by capability sets and not regarding a subset of the components that focus the extent of freedom. Sens reactions of equality of achievement underscore its restricted power. Also his objections to equality of means specifically, primary goods-point as far as possible in that idea, as well. But the last criticisms are in the end less convincing. Sen is right in urging that justice requires a concern with the value of freedom; and, as cases of disability and desperation show, essential goods are at best case scenario an imperfect substitute for that worth. So there are some cases in which the concern for effective freedom committed to equality requires that we look beyond the distribution of essential goods. What is less clear is the way best to react to those limits. Both the essential goods view and the capability theory assume a capacity for individuals to take responsibility for their aims, and that obligation would require the individual to adjust their aims to the accessible scope of chances. On the off chance that this is correct, then given a background of far reaching opportunities, equal chances for individuals with equal abilities will significantly limit the scope of inequalities by the lights of the capability approach. In perspective of the instructive focal points of essential goods, we might use them CONCLUSION To finish up, Inequality Re-examined makes two key focuses: the first point is the truths of differences confuse our understanding of equality; and the second point is a conceivable origination of equality will have some association with the thought of equivalent access to what individuals have inspiration to value. What is less clear is that recognition of human diversity qualities obliges us, as an issue matter, to make examinations in regards to capabilities. Importance of incommensurability, restricted data, obligation, and the need-in any event as an issue matter-for a thought of seriousness recommend that essential goods correlations will suffice in the cases-separated from disability and desperation in which the capability methodology is generally dubious.