What I Learned from English 102 Research Paper Example

What I Learned from English 102 Paper ENG102 Prof 11/24/11 Reflective Essay When the semester began I thought to my knowledge that my writing was that of good quality. Though I had a good basic understanding of the format of an essay or letter I still had a lot to learn. My writing changed in many ways such as learning to eliminate unnecessary wording in my thesis, the use of synonyms, analyzing quotes and writing abstract to concrete thoughts or ideas. This Class not only helped enhance my writing abilities but to also better evaluate the writings of others and forced me to acknowledge the rigorous work of future courses in college. The thesis was and still is at times a task for me. I have always had the right perspective when it came to my thesis yet it was always very broad. I learned, though my thesis was pointed in the right direction I had to eliminate the unnecessary wording and make my statement clear and to the point. For example before the revision my thesis was â€Å"It is human nature to attain freedom at any cost than to live in madness or misery and the life of torture†, after my acquired knowledge I edited my thesis to â€Å"It is human nature to attain freedom at any cost than to live in madness or misery†. We will write a custom essay sample on What I Learned from English 102 specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on What I Learned from English 102 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on What I Learned from English 102 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer I acknowledged my bad habit and a run on of thoughts which I have come to correct. At times I find it funny that I couldn’t figure it out myself. The usage of synonyms was a concept I had to remember from grade school. It was pointed out to me that I had a repetitive use of words in my writing. In one of my previous essays I used the word freedom a bit too often, so I had to edit and make changes from â€Å"Madness can be an imprisonment that forces one to seek freedom† to â€Å"Madness can be an imprisonment that forces one to seek autonomy†. This was better when used synonyms because it keeps the reader interested. The use of synonyms creates the play of words, keeps the reader enlightened as they go along and helps the writer broaden their own vocabulary on an intellectual level. When a writer has analyzed a quote then he has analyzed the book itself. Issues can arise if a quote is not correctly evaluated. You must be positive that what you are saying coincides with your work for example in â€Å"The story of an Hour† the doctors said â€Å"she died of heart disease-of joy that kills†. When one is looking at this, one does not actually think there is a disease as such but there is a deeper meaning to it. I took this and realized the meaning by going back to the story. I could tell by the characters actions after the news of her husband’s death that happiness and freedom were emitting off her as never before. I had to envision this characters emotions to her joyous relief which made me appreciate the doctor’s quote. Going through the process of understanding a character helped me to comprehend the deeper meaning of certain quotes in the books I have been reading. This procedure aided me to incorporate this information into my essay as a developing writer. Writing abstract to concrete thoughts or ideas is very important. To speak about love which is abstract, one would have to express the emotion given by another that would be concrete as hugging or kissing. I found this to be very significant because when reflecting on abstract thoughts I learned to be specific and by evidence or explanation so to be concrete. In my paper â€Å"Price of freedom† I stated â€Å"madness can be an imprisonment that forces one to seek autonomy†, that is an abstract thought but it was made concrete by the verified information from the book â€Å"The Yellow Wallpaper†. I stated from my understanding of the book that â€Å"a women is isolated and told to rest by her husband†. â€Å"She descends into madness and construes the hallucinations of the wallpaper being real†. I made clear of my abstract thought to be concrete. I learned this helps the reader to better acknowledge the perspective of the writer. This class not only help me improve my writing skills but also prepare me for the painstaking work of future courses in college. Being able to read, write and discuss multiple books or documents on an intellectual level is more than a requirement; it is necessity for any and all students who would want to advance in today’s world. I do not believe one would be hired for a professional job if that person is speaking on a mere fifth grade level. I take great pride in the knowledge I have gained here. I can look at another student’s paper and discuss whether or not it is well written or needs improvement; that is an accomplishment in it of itself. In conclusion to the reflective look back on my journey, I can see how far I have come. I have come to appreciate writing, yet more so for reading because there was a time where I would dread the idea of reading, but I have come to recognize that reading is more enjoyable when it is something I favor. Writing has become very important in my life and at times it is my only way to speak. I am thankful for the great professor I have had a chance to work with because a good teacher makes the difference between professional advancement and utter failure. I can truly say I have learned much and am stronger to take on the educational system.

The Enviromental Impact of the Gulf War essays

The Enviromental Impact of the Gulf War essays Environmental Impacts of the Gulf War Our countries recent endeavor into Iraq has shown that it has learned and will try to control the destruction that has devastated Iraqs natural habitat. In the first Gulf War our world became aware of the true impact that armed conflicts can have on the environment. Even though earlier instances in history surely had an equal or greater negative impact on our environment this was the first that was not obscured by the conflict itself. The first Gulf War was an international disaster to the environment with the extinction of two species and the toxic pollution of natural habitats and wildlife resulting from the 650 oil wells that were left ablaze, 76 that were pouring out crude oil, and another 99 that were damaged. Along with oil pervading the soil of the Iraq inland, the coast was not left undamaged but was stricken with the largest marine oil spills in history with a total of 6-8 million barrels of crude oil that poured into the Arabian Gulf severely polluting 560 kilometers of coastline. Inter tidal ecosystems were completely destroyed and oil slicks covered the shores. Over 30,000 wintering seabirds were killed which included the globally threatened Socotra Cormorant whose numbers continue to dwindle. Before the near-total destruction of the Mesopotamian Marshlands due to the oil spills between 1991 and 2001, the marshlands formed one of the most extensive wetland ecosystems in Eurasia. The Marshlands extended for over 15,000 square kilometers and included freshwater lakes, marshes, and floodplains, now after the war the remains of the marshland is down to 50 square kilometers. The United Nations Environment Program (UNEP) reported that the destruction of the marshlands had a significant negative impact on both wildlife and the human population surrounding the area. . A spokesman from the UNEP stated. With significant implications to global biodiversity from Sib...

Economic Community of West African States (ECOWAS)

Economic Community of West African States (ECOWAS) The Economic Community of West African States (ECOWAS) was created by the Treaty of Lagos in Lagos, Nigeria, on May, 28, 1975. It had its roots in earlier attempts at a West African economic community in the 1960s and was spearheaded by Yakuba Gowon of Nigeria and Gnassigbe Eyadema of Togo. The primary purpose of ECOWAS is to promote economic trade, national cooperation, and monetary union, for growth and development throughout West Africa.   A revised treaty intended to accelerate the integration of economic policy and improve political cooperation was signed on July 24, 1993. It set out the goals of a common economic market, a single currency, the creation of a West African parliament, economic and social councils, and a court of justice. The court primarily interprets and mediates disputes over ECOWAS policies and relations, but has the power to investigate alleged human rights abuses in member countries. Membership There are currently 15 member countries in the Economic Community of West African States. The founding members of ECOWAS were: Benin, Cà ´te dIvoire, Gambia, Ghana, Guinea, Guinea-Bissau, Liberia, Mali, Mauritania (left 2002), Niger, Nigeria, Senegal,  Sierra Leone, Togo, and  Burkina Faso  (which joined as  Upper Volta).  Cape Verde  joined in 1977; Morocco requested membership in 2017, and the same year Mauritania requested to rejoin, but the details have yet to be worked out. ECOWAS member countries have three official state languages (French, English, and Portuguese), and well over a thousand existing local languages including cross-border native tongues such as Ewe, Fulfulde, Hausa, Mandingo, Wolof, Yoruba, and Ga. Structure The structure of the Economic Community has changed several times over the years.  In June 2019, ECOWAS has seven active institutions: the Authority of Heads of State and Government (which is the leading body), the ECOWAS Commission (the administrative instrument), the Community Parliament, the Community Court of Justice, the ECOWAS Bank for Investment and Development (EBID, also known as the Fund), the West African Health Organisation (WAHO), and the Inter-Governmental Action Group against Money Laundering and Terrorism Financing in West Africa (GIABA).  .  The treaties also provide for an advisory Economic and Social Council, but ECOWAS does not list this as part of its current structure. In addition to these seven institutions, specialized agencies in ECOWAS include the West African Monetary Agency (WAMA), the Regional Agency for Agriculture and Food (RAAF), ECOWAS Regional Electricity Regulatory Authority (ERERA), ECOWAS Centre for Renewable Energy and Energy Efficiency(ECREEE), The West African Power Pool (WAPP), ECOWAS BROWN CARD, ECOWAS Gender Development Centre (EGDC),  ECOWAS Youth and Sports Development Centre (EYSDC), West African Monetary Institute (WAMI), and ECOWAS infrastructure Projects. Peacekeeping Efforts   The 1993 treaty also laid the burden of settling regional conflicts on the treaty members, and subsequent policies have established and defined the parameters of ECOWAS peacekeeping forces. The ECOWAS Ceasefire Monitoring Group (known as ECOMOG) was created as a peacekeeping force for the civil wars in Liberia (1990–1998), Sierra Leone (1991–2001), Guinea-Bissau (1998–1999), and Cote DIvoire (2002) and was disbanded at their cessation.  ECOWAS does not have a standing force; each force raised is known by the mission for which it is created.   The peacekeeping efforts undertaken by ECOWAS are just one indication of the increasingly multifaceted nature of the economic communitys efforts to promote and ensure the prosperity and development of West Africa and the well-being of its people. Revised and Expanded by Angela Thompsell Sources Ecowas agrees to admit Morocco to West African body. BBC News, 5 June 2017.Francis, David J. Peacekeeping in a Bad Neighbourhood: The Economic Community of West African States (ECOWAS) in Peace and Security in West Africa. African Journal on Conflict Resolution 9.3 (2009): 87–116. Goodridge, R. B. The Economic Community of West African States, in  Economic Integration of West African Nations: A Synthesis for Sustainable Development. International MBA Thesis, National Cheng Chi University, 2006.Obi, Cyril I. Economic Community of West African States on the Ground: Comparing Peacekeeping in Liberia, Sierra Leone, Guinea Bissau, and Cà ´te dIvoire. African Security 2.2–3 (2009): 119–35. Okolo, Julius Emeka. Integrative and Cooperative Regionalism: The Economic Community of West African States. International Organization 39.1 (1985): 121–53. Osadolor, Osarhieme Benson. The Evolution of Policy on Security and Defence in ECOWAS, 1978–2008. Journal of t he Historical Society of Nigeria 20 (2011): 87–103. The Economic Community of West African States, official website

Data Collection Research Paper Example | Topics and Well Written Essays - 250 words - 3

Data Collection - Research Paper Example A researcher can design a survey very easily as compared to other methods. In a survey, a researcher can collect a wide range of data at a time e.g. opinions, values, beliefs, attitudes etc. this helps the researcher to limit several errors which could otherwise be assumed (Thanos & H. Debas, 2010). Surveys have the following disadvantages. Respondents may not feel the confidence to give accurate information. They may give false answers at the expense of pleasing the researcher. Furthermore, the respondents may not be aware the questions due to lack of prior knowledge or have forgotten. These tools are useful for recording events or circumstances for the occurrence of health issues by the use of registers. When there is an injury incident, records are kept in various health organizations for future records of curbing the same problem. There are various registries to record unique information. These registries include health service registries, treatment registries, specific information registries, etc. in case of any information need; registries provide a good information source (Rubin & Babbie, 2009). Registries offer exact surveillance data required in the precise format required. Registries allow computations of incidence rates at the fundamental level. In case of follow up, registry provide relevant information on exacerbation, survival, prevalence and remission. Above all, registries aid in translation of information for better understanding and treating diseases. However, registries are bias to some extent. They creep unrecognized into the data sets thus leading to false conclusions. Biases affect case definition as well as inclusion for registries. This results in misplacement of patients’ registry data. Lastly, surveillance registries relating to data registry is not central to only health care delivery. Data recording requires time

Health education Essay Example | Topics and Well Written Essays - 1250 words

Health education - Essay Example Morrie had begun to hide his real emotions, when his father married another woman, and he had stipulated to desist in uttering about his late mother. His stepmother was able to fill-in the missing piece he all had ever wanted, but his father remained inexpressive to him. His father wanted to sustain the secrecy of his wife’s death with his youngest son, Morrie’s little brother. All Morrie’s had to prove the existence of their mother was the telegram letter that their mother sent them when she was diagnosed and died. From then on, young Morrie had to hide everything about his mother and kept his sorrow and affliction on his own self (â€Å"Tuesdays with Morrie: Plot overview,† n.d.). The significant thing that this system emphasizes is that Morrie’s emotions that he had been keeping all throughout his childhood have caused him intense isolation. The death of Morrie’s father. The death of his father seemed to be unimportant for the young Morrie. As per time, he was a teenager when his father died. His father was walking down the street when a guy attempted to block his way and showed him a gun. Morrie’s father immediately picked up his wallet from his pocket and began to run. His father seemed to be so scared, and it was last to his belief that he had heart problems, which caused him to death. The moment he saw his father, he felt nothing but hatred. He could not forgive his father, and to cry for his death was not even an option for him. Such a feeling had led him to stay away from his family and lived with friends (â€Å"Tuesdays with Morrie,† 2008). The importance of this system signifies Morrie’s sense of hatred that rooted from his father. The emergence of ALS or Amyotrophic Lateral Sclerosis. Life was going well for the old Morrie until he discovered his deteriorating illness. He was diagnosed with ALS, or commonly termed as Lou Gehrigs disease, which is deadly and incurable (Felice, White, & Chow, 1998). Morrie commenced to desist doing usual

The Story of the Kindertransport Essay Example for Free

The Story of the Kindertransport Essay Out of all the evil people in the world, it only takes a few good souls to stand up and do the right thing in order to make a difference. There are so many stories from wars about death and destruction of peoples homes, lives, and dignities. Wars have a unique ability to cloud the mind. They can make people do crazy things. They can make people do things that they would never think they were capable of doing. Wars can make you do the wrong thing, but they can also open your heart to doing the right thing. Despite the fact that there was so much destruction caused by the dictators who ruled much of Europe during the time of World War two there were people who stood up against those evils. According to the Talmud, whoever saves one life, saves an entire world. This Jewish saying, points out that if you can save one life you have saved an entire generation. This is because when you take away someones life, you take away their ability to fall in love, marry, and have children; therefore, destroying potential. There were six million lives taken away because of the horrific acts that Hitler carried out Six million humans, six million people capable of creating the next generation of the world. Instead, their lives were cut short. It is vital that we remember those who survived this horrific incident and remember their stories. It is important that we tell the story of the Kindertransport so that their story can be remembered for future generations. The word Kindertransport comes from two words in German. Kinder means the children, and transport means to move or relocate. This is exactly what happened to around 10,000 Jewish children living in Germany, Austria, Czechoslovakia, and Poland during the Holocaust. The decision for the parents of these children to essentially give up their children in hopes that they might have a better life, must have been very difficult. Normally children were unable to decide on emigration themselves, and it was often only at the station that they realized they had to leave their parents. Emigration for them took place at the stage when a familiar environment with known people is a necessary requirement for development. Moreover, children are always dependent on the help and support of others, particularly in unfamiliar surroundings. One of Britains tasks was how they were going to handle the influx of so many children entering their country. Living in Germany during the 1930s was already difficult enough, but being a Jew living in Germany was even more difficult. Jews were ostracized and persecuted because much of the propaganda that was being filtered throughout Germany blamed the Jews for the economic conditions of their country. Hitler persuaded the German people that their problems would go away if the country was free of Jews. This type of anti-Jewish message sent waves of hate throughout Germany. In November 1938, the events of Kristallnacht (night of broken glass) escalated the persecution of Jews. It is hard for an event like this to not become known throughout the world. Indeed, many countries did hear about this event. Kristallnacht was a massive, coordinated attack on Jews throughout the German Reich on the night of November 9, 1938. On November 9, mob violence broke out as the regular German police stood by and crowds of spectators watched. Nazi storm troopers along with members of the SS and Hitler Youth beat and murdered Jews, broke into and wrecked Jewish homes, and brutalized Jewish women and children. All over Germany, Austria and other Nazi controlled areas, Jewish shops and department stores had their windows smashed and contents destroyed. Synagogues were especially targeted for vandalism, including desecration of sacred Torah scrolls. Hundreds of synagogues were systematically burned while local fire departments stood by or simply prevented the fire from spreading to surrounding buildings In July of 1938, there was a conference held in France. The United States was in attendance. The goal of the conference was to discuss the problems of the Austrian and German Jews. Between 1933 and 1941, the Nazis aimed to make Germany judenrein (cleansed of Jews) by making life so difficult for them that they would be forced to leave the country. By 1938, about 150,000 German Jews, one in four, had already fled the country. After Germany annexed Austria in March 1938, however, an additional 185,000 Jews were brought under Nazi rule. Many Jews were unable to find countries willing to take them in. Many German and Austrian Jews tried to go to the United States but could not obtain the visas needed to enter. Even though news of the violent pogroms of November 1938 was widely reported, Americans remained reluctant to welcome Jewish refugees. In the midst of the Great Depression, many Americans believed that refugees would compete with them for jobs and overburden social programs set up to assist the needy. Other countries besides the United States also resisted the Jewish population. The Great Depression caused hard times everywhere and this created a mind set of resistance. One country, however, saw the need to invite Jewish civilians into their homeland, and that country was Britain. After the British government had been alerted by Jewish organizations to developments in Germany and particularly to the pogrom of November 9, 1938, there were several reasons for Great Britain to issue group visas for an unlimited number of children. First, Great Britain felt a particular responsibility for the refugees from Europe in that Palestine was governed as a British protectorate, but in order not to endanger its diplomatic relations with Arab states Great Britain had announced strict immigration restrictions. Furthermore the government, seeing itself as a world power, hoped with this action to represent a role model which would encourage other countries to follow suit. Not least, the government was aware of its responsibilities to its own Jewish community and did not wish to evade them. The people who advocated for the immigration of the German and Austrian Jewish people was the Religious Society of Friends. The government responded to their cause and agreed to help. However, the fundamental attitude to the Jewish refugees from Europe tended to be reserved. The outcome of the conference at Evian-les-Bains in July 1938 corresponded roughly with the British position towards the refugee question. Under no circumstances did the government wish to give the impression that Britain had opened wide its doors to allow even more refugees to enter the country. It also wanted to avoid encouraging the German government to carry out further expulsions. The danger of provoking further persecution and expulsion of the Jewish population by adopting over-liberal refugee regulations was an argument which was constantly drawn upon both before the outbreak of war, and also during the war itself, to justify the British asylum policy. The decision to issue group visas for Jewish children reflected to a degree this attitude and was, moreover, relatively easy to carry out with the agreement of the British public. Children aroused sympathy in the majority of the population and they posed little danger, at least in the short term, to the labor market. Moreover the childrens stay in the country was at first only planned to be temporary, for at the time of their arrival it was confidently assumed that they would either return to their home countries or would migrate to the U. S. A. or Palestine. Furthermore, it may seem strange from todays perspective how casually children were separated from their parents through the visa regulations. However, for a large section of British society, who could look back on a long tradition of boarding schools, it was completely normal for children to grow up from an early age away from their parents. Understanding the precarious situation that these German-Jewish children faced is very hard to comprehend. It is important that actual survivors tell their stories. The children had to adjust to life in Britain and their experiences are valuable to understanding the difficulties that they encountered. No parent wanted to send their children away, but parents had some hindsight on the dangers that were beginning to surface upon them. Norbert describes the situation as follows: My parents faced a terrible dilemma, a dilemma no parent of small children should ever have to face. [My parents were] convinced that we could not leave Germany in the foreseeable future, so they decided to send me, at age eleven, to safety. The first boat left Berlin on December 1, 1938. The children boarded special trains, and then boarded a ship where they arrived in England, then took another train to London. Ruth described the night before she left: The night before my departure, both my parents gave me a blessing. That is, they laid their hands on me and said a prayer commending me to Gods care: The Lord bless you and keep you; The Lord look kindly upon you and be gracious unto you; The Lord bestow favor upon you and give you peace. There was little else my mother and father could do. I can imagine their thoughts and emotions Saying goodbye to a parent with the uncertainty of what was to happen was troubling for many children. Another survivor Tom Berman of the Kindertransport, documented his feelings before he left in a poem. The end of the poem describes what it was like leaving his home country: Leather suitcase from a far-off country, Czechoslovakia, containing all the love parents could pack for a five year old off on a journey for life. Once they arrived in Britain, they Kinder had to adjust to their new lives. Many of the young children stayed with foster families. If they were unable to be cared for they were sent to hostels or boarding schools. Many organizations and individuals assisted in settling the Kinder in the United Kingdom, including the Refugee Children’s Movement, the B’nai B’rith, the Chief Rabbi’s Religious Emergency Council, various youth movements, the Y. M. C. A., the Society of Friends, and many other Jewish and non-Jewish organizations. Private gifts of money, bedding, and clothing were received as well as offers of foster homes and houses for possible group homes. Many of the Quakers who were involved in petitioning these childrens arrival sought after these children and became foster mothers and fathers to many of the children. Many families, Jewish and non-Jewish, opened their homes to take in these children. Many of the children were well-treated, developing close bonds with their British hosts; however, others were mistreated or abused. A number of the older children joined the British or Australian armed forces as soon as they reached eighteen years of age and joined the fight against the Nazis . While many children recount the fact that they were safe, being in Britain was still an adjustment. Neither of my foster parents spoke German, and adjustment was quite difficult I attended a two-room schoolhouse. All the children knew I came from Germany and they called me Nazi, a world I understood all too well. None of the children wanted to make friends with me. World War two lasted from 1939 to 1945 and was a long and devastating conflict that involved many countries. More than fifty-five million people lost their lives. The world had never seen such a big or deadly war. After the war ended, no one had expected that the Kinder would need to stay in Britain forever. By this time, there were not very many young children, and some had even become adults. Re-uniting with their families seemed virtually impossible. Many people believed that these children were never going to find their family members again. A recent survey by the Association of Jewish Refugees, however, reveals a more positive outcome. The study found that even though approximately two-thirds of the Kinder did not see their parents again, one-third of the children came to Britain with a sibling and about two-thirds of the Kinder found other relatives after the war. Many of those who were unable to re-unite became British citizens. Many people in Britain should be considered heroes. Even though this story seems tragic, it is important to note that many lives were saved because of the brave acts of the citizens of Britain. Without them supporting these children, they may not have had a change to grow up and recount their story. Many of the accounts that are told to help them cope with everything. One survivor has written a poem to help him retell and comfort others who went through the same thing. He ends his poem with these words: And that’s basically my story and that’s basically there I mean there are other things that happened in England and so on but that is really the story of the Kindertransport the story of German Jews And I’m very glad to tell you this because let’s be true if my parents hadn’t been very brave to part with their only child and send it away cause I’m sure they knew that they might never see me again you all wouldn’t be here [ 2 ]. Hodge, Deborah. Rescuing the children: the story of the Kindertransport. Toronto: Tundra Books, 2012 5. [ 3 ]. Hodge, 8 [ 4 ]. The Evian Conference. United States Holocaust Memorial Museum. http://www. ushmm. org/outreach/en/article. php? ModuleId=10007698 (accessed April 17, 2013). [ 5 ]. Harris, Mark Jonathan, and Deborah Oppenheimer. Into the arms of strangers: stories of the Kindertransport. New York: Bloomsbury Pub. :, 2000. 21 [ 6 ]. Hodge,16 [ 7 ]. Harris, 22 [ 8 ]. Norton, Jennifer A. , Mona L. Siegel, and Sacramento University. The Kindertransport: history and memory. London: Nick Hern Books, 2010. 35 [ 9 ]. Hodge 18. [ 10 ]. Norton 39 [ 11 ]. Hodge, 22 [ 12 ]. http://www. kindertransport. org/voices/berman_poem_suitcase. htm [ 13 ]. http://www. kindertransport. org/history04_Britain. htm [ 14 ]. Hodge 38 [ 15 ]. AJR: Kindertransport. AJR: Welcome to The Association of Jewish Refugees. http://www. ajr. org. uk/kindertransport (accessed April 17, 2013). [ 16 ]. David I. Hanauer, Living the Kindertransport: A Poetic Representation.

Essay --

It is not a big secret that America’s quality of education is sub-par. According the article, â€Å"US 17th In Global Education Ranking; Finland, South Korea Claim Top Spots† by Amrutha Gayathri, it’s obvious from the title alone that the United States is falling behind. Without change, the United States will continue to be behind in education. An issue that currently plagues the American education system is gender bias. Gender bias in schools has been addressed in laws, but it still persists in American schools, such as Title IX of the Education Amendments of 1972 and the U.S. code Title 42, Chapter 21 regarding Civil Rights. Both laws attempt to discourage gender bias through the illegality of gender discrimination. Title IX addresses bias in federally funded educational and athletic programs in schools and colleges within the United States. Title 42, Chapter 21 of the U.S. Code prohibits discrimination based on gender, age, race, religion, and other characteri stics within a number of settings, including education. Despite these laws, gender bias is still prevalent within American schools. A proposed solution to gender bias is gender segregated classrooms, which has proven to be a popular alternative to co-ed classrooms. Leonard Sax, author of â€Å"Six Degrees of Separation: What Teachers Need to Know about the Emerging Science of Sex Differences,† is a leading proponent of single-sex schools. Single-sex schools are not without critics though. Jaclyn Zubrzycki’s article, â€Å"Single-Gender Schools Scrutinized,† claims that single-sex environments â€Å"are not inherently beneficial for boys or most girls.† When considering both Zubrycki’s and Sax’s findings, it would seem that the ideal solution to liberate the American education system of gender... ... teachers to believe that boys are more intelligent than girls. Scantlebury found that teachers who do believe boys are more proficient than girls in mathematics, are more likely to reframe and breakdown questions â€Å"into a series of simpler questions† in an effort to assist the student to attain the answer. No such luxury is given to females in math classes. Teachers are more likely to restate the question and ask another student to answer; typically the student teachers selected to answer the question was a boy (Scantlebury). It’s clear that in classes which are perceived to be male oriented, teachers are willing to work more in-depth with males. Interestingly, Scantlebury found the opposite to be true in â€Å"subjects perceived as feminine.† Teachers spend more time with female students than with male students in subjects that the teachers believe are female oriented.

Cinema Only Entertains; But Does Not Educate the Masses Essay

Cinema Only Entertains; But Does Not Educate the Masses Cinema is one of the major upcoming entertainments in this global village. There are prodigious numbers of films released worldwide every year. It was in those days that cinema both entertained and educated the masses; but in these days it is only just meant for entertainment and it does not teach moral values to the people. There is no doubt that cinema from Hollywood to Kollywood entertains the masses; but it does not educate them. Today, people do not like taking advices and films based on giving pieces of advices to the audience fails miserably. Hence, the director whose sole aim is to gain a profit from these films gives all such kind of non-sense in order to gain peoples interest and money. Certain planned murders are based on the small pieces of advices that are given by the director in such films. Some thrillers bring to the notice of the audience, the latest equipments and devices brought into the market which can be used for criminal purposes. Today’s films can be broadly classified into two (1): films for the teenagers (2): films for the children. A film for teens often consists of love, friendship and thrilling action; which most probably do not occur in real life. These sorts of films often suggest that family and relations can be regretted for the sake of love. This can generally be right for that moment; but this relationship disappears as life progresses and time passes. Finally, the couple would be proven wrong by their piece of judgment which was actually taken from a suggestion in those films. Secondly it is the films for the children. These types of films generally consist of unreal and imaginative things that there has been no record of it over the years. It would be greatly based of a superhero with super powers, which after a long unending struggle defeats the atrocious villain. There have been cases of young children, losing their lives in the attempt to fly like their super hero’s. And things of this kind do not educate the children  in any manner; but films like these are the one’s that receive a golden profit and high comments. Hence, directors continue their hunt for more and more imaginative stories. They then shape them out into a brilliant film which would ear him credit. Hence, therefore I do not at all, for heaven’s sake agree to the fact that cinema educates the masses and all it is worth of is to induce people with stupid ideas, silly characters, unreal things, criminal plans, etc.

Materialism: Want and Life Essay

Materialism refers to a collection of personality traits. The modern world is full of people who possess the need to be materialistic. Many have a belief that owning things and having the right to acquire everything are the main ingredients to happiness. These people think that success is judged by the amount of possessions owned. Philosophers have been complaining for long that materialism is not needed in moral life. More often the goal of gaining material wealth is regarded as an empty joy and in result prevents a person from being involved in a normal lifestyle. The consequence of pursuing a materialistic lifestyle is the issue in attaining a state of true happiness in one’s life. The empirical studies conducted have shown that there is no connection between materialism and real happiness. Imam Ali warned his followers about materialism, saying that it would â€Å"blind them from the life in the hereafter in two ways.† It would lead them to believe that only this world matters, and getting anything a person wants would not be able to satisfy their needs. Secondly, it would lead to excess, which would lead to human suffering, a truth which has been discovered by many and is the main principle of Bhuddism. If one becomes too materialistic, then this would cause them to try to do all that is necessary to get what they want, not what they need. Being materialistic is a bad trait to own, as it leads to the creation of the world of difference in the way people treat other human beings(although everyone has a slight habit of materialism in them). The materialistic people rarely treat others as their equals and often try very hard to show off their wealth. They hardly care about anyone but themselves and frequently tend to exploit and ruin people only to get themselves put higher on the social ladder. It is, in my opinion, important for people to read and follow the teachings of the Bible and try to posses morality. The little traits we own, we must share with the poor as this will try for equality in the society. Materialism causes society to be impoverished. In today’s society, materialism takes part in almost every ones life, no matter what social class they may be labeled. The idea of being materialistic can be considered immoral (I consider it immoral), but there is a fine line between morality and personal interests. It is safe to say that everybody is materialistic in some way, whether it be from buying the same brand of jeans because they fit nice, to purchasing a wide variety of very nice cars. It is obvious that the more obvious of the two is the one where you might say they are crossing the line. Buying some nice clothes here and there is normal for people and most try to do it once in a while. While on the other hand, buying five or six sports cars can be considered quite materialistic. Many factors go into a person being immoral based on the materials that they have. Greed and too many luxuries are what can determine the immorality of a person. Growing up in a fairly poor community, it was easy to distinguish the differences among different levels of social class and the way which they are shown in the community. Thoreau believed in â€Å"Living deep and sucking all the marrow out of life,† and so he lived on Walden Pond for two years to see how he could simplify his own life in order to live life to the fullest. I wish I could create my own â€Å"Walden,† a place I could go to in order to escape the materialism of my society. The place that I would like to create to go would be a place where there is no materialism and I can be myself and be who I want to be. It is a place that’s far away, deep in the woods. This is a place that anything is possible. All around me I see nothing but flowers and animals, beautiful green grass and my own little house to spend my days in. Out there I don’t need to struggle with having to pay bills or having to find and be able to keep a job. All I need to do is sit back, relax, and do what ever I please. I would like to fish for food, but I would only catch what I could eat, because I wouldn’t want to waste. I will sometimes hu nt for my dinner and look for food on the ground like bushes of berries. Out in the forest no one has to worry about materialism, they only have to be themselves. I would choose this place because I love the forest and I love animals. I don’t want to put up any fuss about doing anything that I don’t want to or enjoy doing. I could enjoy living out there in the wilderness, only listening to nature and the birds and all the things that surround me. I bathe in a river that flows with fresh water every day. I’m quite happy that I would have pets with me because if I didn’t then I would be lonely all the time and I would have no one to share my many secrets with. My home would be rather simple, but it fulfills my needs, and out there I wouldn’t need much. All I would have inside is a chair to read in, a toilet under the tree, and a bed. I would only possess the necessities that I need to live. I will build a fire every night to keep me warm and to cook my food. My house would be just a cabin that can only fit me and my dog (I’d get one to live in the forest alone) just the way that I want it. I would surround it with flowers to make it look pretty and interesting around my cabin. It’s something that’s cozy and something that I could just go to and think and be by me and never have to worry about the pressure of the world, my society or community, and the materialistic crowds that surround me. Materialism in my eyes, and many others’, creates a world filled with chaos and stress. Everybody needs a place to go and relax to get away from it all. What I gathered from my research was that there is always a need for someone to have a place they can go for comfort and relaxation. Materialism weighs down the real, true value of life and causes many to take for granted what they have. When you compare someone who owns many items high in cash value, who rarely gets to see their family or spends an inconceivable amount of hours at a job they hate, with someone who doesn’t have as much money, but spends their life doing the things they love, who is really truly happy? This question haunts us all, for it is hard to know what real happiness is when surrounded by such a commercial world. But I, for one, will work on my materialistic traits. I wont be able to rid myself of them completely, but changing my lifestyle and values will hopefully heighten my feeling of self worth, and I think every one should live by this philosophy. Bibliography http://www.allaboutphilosophy.org/materialism.htm http://www.infidels.org/library/modern/richard_vitzthum/materialism.html http://dictionary.reference.com/browse/materialism http://en.wikipedia.org/wiki/Economic_materialism Belk, R.W. (1985). Trait aspects of living in the material world. Journal of Consumer Research, 12, 265-280. Novack, George (1979), The Origins of Materialism, New York: Pathfinder Press

The Battle to Save the Ozone Layer - CFC Hazards

The Battle to Save the Ozone Layer - CFC Hazards Ozone depletion is a crucial environmental problem on Earth. The growing concern over CFC production and the hole in the ozone layer is causing alarm among scientists and citizens. A battle has ensued to protect Earths ozone layer. In the war to save the ozone layer, and you may be at risk. The enemy is far, far away. 93 million miles away to be exact. It is the sun. Each day the Sun is a vicious warrior constantly bombarding and attacking our earth with harmful Ultra Violet radiation (UV). Earth has a shield to protect against this constant bombardment of harmful UV radiation. It is the ozone layer. The Ozone Layer is Earths Protector Ozone is a gas that is constantly formed and reformed in our atmosphere. With the chemical formula O3, it is our defense against the Sun. Without the ozone layer, our Earth would become a barren wasteland on which little to no life could exist. UV radiation causes a host of problems for plants, animals, and humans including dangerous melanoma cancers. Watch a short video clip on the ozone layer as it provides protection to Earth from harmful solar radiation. (27 seconds, MPEG-1, 3 MB) Ozone Destruction is Not All Bad. Ozone is supposed to break up in the atmosphere. The reactions taking place high in our atmosphere are a part of a complex cycle. Here, another video clip shows a close-up view of ozone molecules absorbing solar radiation. Notice the incoming radiation breaks apart ozone molecules to form O2. These O2 molecules are later rejoined to form ozone again. (29 seconds, MPEG-1, 3 MB) Is There Really a Hole in the Ozone? The ozone layer exists in a layer of the atmosphere known as the stratosphere. The stratosphere is directly above the layer that we live in known as the troposphere. The stratosphere is approximately 10-50 kilometers above the Earths surface. The diagram below shows a high concentration of ozone particles at about 35-40 km in altitude. But the ozone layer has a hole in it!†¦or does it? Although commonly nicknamed a hole, the ozone layer is a gas and cannot technically have a hole in it. Try punching the air in front of you. Does it leave a â€Å"hole†? No. But ozone CAN be severely depleted in our atmosphere. The air around the Antarctic is severely depleted of atmospheric ozone. This is said to be the Antarctic Ozone Hole. How is the Ozone Hole Measured? The measurement of the ozone hole is made using something called a Dobson Unit. Technically speaking, â€Å"One Dobson Unit is the number of molecules of ozone that would be required to create a layer of pure ozone 0.01 millimeters thick at a temperature of 0 degrees Celsius and a pressure of 1 atmosphere†. Lets make some sense of that definition... Normally, the air has an ozone measurement of 300 Dobson Units. This is equivalent to a layer of ozone 3mm (.12 inches) thick over the entire earth. A good example is the height of two pennies stacked together. The ozone hole is more like the thickness of one dime or 220 Dobson Units! If the level of ozone drops below 220 Dobson Units, it is considered to be a part of the depleted area or â€Å"hole†. Causes for the Ozone Hole Once in the stratosphere, UV radiation break apart the CFC molecules into dangerous chlorine compounds which are known Ozone Depleting Substances (ODS). The chlorine literally slams into the ozone and breaks it apart. In the atmosphere a single chlorine atom can break apart ozone molecules again and again and again. Watch the video clip showing the break-up of ozone molecules by chlorine atoms.(55 seconds, MPEG-1, 7 MB) Have CFCs Been Banned? The Montreal Protocol in 1987 was an international commitment to reduce and eliminate the use of CFCs. The treaty was later amended to ban CFC production after 1995. As part of Title VI of the Clean Air Act, all Ozone Depleting Substances (ODS) were monitored and conditions were set forth for their use. Initially, the amendments were to phase out ODS production by the year 2000, but it was later decided to accelerate the phase out to 1995. Will we win the war? References: OzoneWatch at NASA Goddard Space Flight Center The Environmental Protection Agency

Airline Supply Demand Curve

Airline Supply Demand Curve Airline industry provides us air transportation that improves our lives by shortening the time it takes us to reach a destination and also deliver goods. Airline industry undergoes oligopoly market, where only a few sellers that provide similar products or services but differentiated in the branding and the promotion method. Basically, there are four main categories in the airline industry, which is international, national, regional, and cargo. International flights provide services between countries; both national and regional flights are domestic flights within a country, but regional flights have shorter distance compare to national flights; cargo is mainly for the use of transport goods. In this assignment, we are going to briefly explain the determinants and the changes in market condition that affect the demand and supply of the airline industry. There are few determinants that will cause a change in the supply demand curve in the airline industry. Determinants on demand curve . The first determinant is income. When a country experiences a growth in the economy, the average income of citizens will increase. In this case, air ticket plays a role as a normal good, this is because an increase in the income will lead to an increase in the demand of air ticket purchased, one example is families might travel more often as they are in good economic condition. The second determinant is prices of related goods, where a change in price of a good might affect the demand of the other good. In the airline industry, the price of fuel has a direct influence to the demand of air ticket. When the price of fuel increases, airline industry has to increase the price of air ticket to maintain its revenue. Therefore, the fuel price and the demand of air ticket have a relationship of complements, where increase in the fuel price leads to a decrease in the demand for air ticket. However, in some special cases especially during a decline in the economy, the airline industry will not raise the price of air tickets because the customers would scare away. Therefore, the demand of air tickets is also quite dependent to the condition of economy. The third determinant is number of buyers. The more the buyers in the airline industry, the demand of air ticket will be higher. When a promotion is held by the industry airlines, there will be more buyers on the purchase of air ticket. This is because the air tickets normally sell at a lower price to attract more customers especially during a not-so-peak season. Thus, the demand or air tickets will increase and the airline industry will gain more profits even though the air tickets are selling at a lower price. The last determinant is expectation on future income and future price, which means the prediction of consumers on how much they will earn and the value of a good in the future. For example, if the economy has a positive development, where people expect a higher income in the future, they might go for a vacation a nd shift the demand curve of air ticket to the right. However, if they realize there will be an increase in price of air ticket in the future probably due to peak season, they will choose to purchase now then later and cause the demand curve to shift to the right.

Discussion Board (1) Essay Example | Topics and Well Written Essays - 750 words

Discussion Board (1) - Essay Example As a network, what one entity does in regards to criminal justice will affect all. Considering these definitions, the American criminal justice system is best defined as a process because: 1) there are distinctions among entities in criminal justice infrastructure, 2) actions of one agency are not interdependent upon another and 3) cooperation among agencies eliminates identification as a non-system. The American criminal justice system works through a variety of avenues. How things are implemented specifically â€Å"varies from state to state, and the federal criminal justice system has its own rules, procedures, and terms to describe the stages of the proceedings† (Bennett, n.d.). Generally, however, things tend to follow a similar pattern. First, an individual reports a crime. This individual can be â€Å"families, neighborhood associations, business, industry, agriculture, educational institutions, the news media, or any other private sector entity† (â€Å"Criminal Justice†, n.d.). From here the law enforcement agency, (usually at a local level at this point), goes through its own procedures for determining if a suspect is guilty and needs to be arrested. If the suspect is arrested, â€Å"then law enforcement agencies present the complaint and information and about the accused to the prosecutor, who will decide if formal charges will be filed with the c ourt (pre-indictment events)† (â€Å"Criminal Justice†, n.d.). If charges aren’t dropped, the accused will undergo a bail hearing, which will determine if a suspect will be allowed to attain their freedom while on bond. Then there is the arraignment which â€Å"is the formal presentation of charges in open court and where a judge considers evidence the prosecutor presents to decide whether there is probable cause to support the charges against the defendant† (â€Å"Criminal Justice†, n.d.). Plea