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