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