Body Dysmorphic Disorder Research Paper Example | Topics and Well Written Essays - 500 words

Body Dysmorphic Disorder - Research Paper Example Symptoms of BDD: A person suffering from BDD feels negative about his/her skin, nose and hair. He/she pays more than necessary attention to the scarring, acne, marks, wrinkles, excessive or scanty hair, and the shape and size of the nose. The symptoms are evident in the patient’s over-consciousness. Apparently the patient seems quite normal. It is his/her worries regarding the skin, nose and hair that make him/her a patient. The patient feels stress about the assumed flaw and he/she pays a lot of attention towards it. The patient frequently checks his/her appearance in the mirror to pick out imperfections and to compare with others. The patient is very interested in knowing people’s opinion about his/her looks and cosmetic surgery is an obvious choice to fix the imperfections notified or noticed. In a vast majority of cases, patients of BDD feel worse after the surgery. If they seldom are, they tend to look out for new defects in the body. A patient of BDD may treat the surgeon violently for ruining his/her appearance. Treatment of BDD: Medicines commonly prescribed are antidepressants and Serotonin reuptake inhibitors (SSRIs) (Medicinenet.com, 2011).

The Image of Jesus by Scorsese and Young Essay Example | Topics and Well Written Essays - 500 words

The Image of Jesus by Scorsese and Young - Essay Example Hence, it would be more plausible to imagine Jesus essentially as man, but possibly endowed with a core of Godhood. This is what films such as "The Last Temptation of Christ" (1988) and Jesus (1999) have done, and very admirably too. The attempts of both Martin Scorsese and Roger Young was basically to resolve the paradox of Jesus' humanity and his divinity. The thing that immediately strikes us about their portrayal of the central character of New Testament is that here is a Jesus we can more easily identify with and relate to. In the Bible, Jesus appears as an "avatar" - as Godhood descended upon earth. Though even in the Bible, Jesus does not perform any earth-shattering miracles, comports himself in a humble manner and often appears frail and vulnerable, but because of the connotations that have accrued over the ages, it is impossible to view the Jesus of Nazareth in the New Testament, even before he becomes Christ, as anything but God walking in our midst. Whereas in these movies, we see a more human side of Jesus, here Jesus is an authentic man searching and gradually ascending his way to Di vinity.

The Post-Implementation Review

The Post-Implementation Review HARWANT SINGH FINALISE AND REVIEW PROJECT The purpose of this phase is to ensure that benefits will be realized; assess whether the project objectives have been met; ensure that lessons from the project are recorded and communicated for future use; and the project is closed down with documents archived and appropriate communications sent. The Post-Implementation Review is a key component of the Projects Finalization stage. It should take place within 4 to 6 weeks of the projects end. However, it can also be held for the end of a Project Stage, or during a Project as a health-check. Feedback on delivery of the project should be used to help future projects. Valuable learning points should be recorded and shared within the organization. The PIR should primarily focus on the performance of the project against its objectives; and the management of the project against the agreed project management methodology. There are 2 key documents in the Finalization phase: Post-Implementation Review Project Closure Report As you perform the post-implementation review, certain methods and practices will help you obtain the best possible information: Define the scope of the review beforehand -The last thing you want to do is to create a political problem. Given the number of people often involved in a project, its easy to hurt someones feelings when reviewing the projects success. Clarify your objectives for the review, and make your intentions clear this will better ensure that people share their experiences openly and honestly. Then make absolutely sure that you stick to these intentions, and that peoples egos arent unnecessarily bruised by the process! Review key documents Gather together the key project documents. This will help you assess the project planning process, as well as the actual benefits achieved through the project. Consider using independent reviewers Where possible, use outside people in your review process to get an objective, unclouded view of the project. Some people recommend using only independent people in the review, however, you can learn a lot from the perspectives of those who were directly involved in the project this is why the best strategy is probably to have a balance. Use appropriate data collection Collect information in the most appropriate way, for example, by using interviews and surveys. Also, test the deliverable yourself; to make sure you get firsthand information. Deliver appropriate reports Report your findings, and publicize the results. Remember that the PIR is designed to help project managers conduct more effective projects in the future, as well as to measure and optimize the benefits of the specific project being reviewed. Present recommendations Present the detailed recommendations to the organization and the project leaders, as well as to customers and other stakeholders. Include as many people as necessary so that you keep and apply the best-practice information in the future. Manage the Implementation Process Irrespective of the size and scope of a specific project, it must be managed in a professional manner, following the processes outlined in the Project Plan. Monitor the Supplier / Service Providers performance by: Confirming the supply of all deliverables. Confirming that the Supplier is meeting agreed targets in terms of project cost and timescale. During the project implementation, if deficiencies are noted in the project deliverables, be prepared to stop the works. Some deficiencies may warrant action against the supplier. During the course of a project, it may be necessary to change the scope of the project, or a deliverable within the project. It is essential that such changes are agreed to, and signed off on by the client. Use the Change Request Form to document and sign off on the change action. Maintain the ongoing Project Status Record and provide Project Status Reports on a regular basis to management. Project closure statement Title Best suits Purpose Project Review Evaluation Report Large or complex projects A useful tool to assist a Project Sponsor and/or Steering Committee to: determine if the appropriate project management framework has been selected and appropriately applied enabling any deficiencies to be remedied provide validation of a decision to stop the project make an informed decision about closing the project and capturing the lessons learnt FINALISING THE PROJECT Evaluate and Test Project for Acceptance Once the project works have been completed, a program of evaluating / testing must be carried out as defined in the Project Plan. Providing the test results prove satisfactory, the project can be accepted. The acceptance procedure will have been defined in the Project Plan. Advice Acceptance- In the advice acceptance we have to look further about the advice of workers lower management and as well as upper management. Than we needs to take decision according to advices of colleagues of a management and than we run up the finalising of project in statement. Establish Final Project Costs- In this we have to look up the finance of our business than we needs to finalise the project costs. The project costs its the main needs of run up the business so we have concerned with the financial management to look up the further decision and than makes the decision of costs according to our profit budget. Facilitate Project Sign-Off Provide a report to management showing: Results of Acceptance Evaluation / Auditing /Testing Final Costs of the Project That all risk issues have been completely met and no longer offer a threat to the project RISK ISSUES AND MANGING As soon as project issues are identified, they should be documented. Once documented, a plan of action must be defined by the project team and approved to deal with the issue. The action required to resolve the issue may result in a change of scope or requirements, so that needs to be defined, negotiated and approved. Once the action has been agreed upon, it should be implemented as soon as possible to get the project back on track and the outcome should be documented. Often times there are multiple issues happening at the same time so the action plans need to take this into account so as to not impact the actions related to other issues. Managing Project Risks Similar to issues, the project manager must identify and document project risks as early as possible. It is best to identify potential risks at the beginning of the project that can have a large impact on the project. Once risks are identified, it is important to engage the entire project team to come up with ways to deal with project risks. The risks must also be assessed quantitatively in terms of their probability and impact. This assessment can also include an estimate of cost that the risk may incur to the project. Risks can then be prioritized so that the team can determine which the most important risks to mitigate first are. The final step is to determine the method for handling each project risk to best control the impact to the project, and then to take action based on the risk management plan. Tracking Issues and Risks Tracking project issues and risks can be done in a variety of methods. They can be tracked on paper, or using a spreadsheet, or using more sophisticated project management software. Our product provides the ability to track Issues and Risks and generate reports including Issue Logs and Risk Logs. By using online project management software to track project risks and issues, your entire project team can be provided with visibility into the project risks and issues at any time. Review Project Outcome Forward Completion Report to Management The Project Completion Report calls for a review of the project outcomes in terms of: Objectives Met Risk Management Issues Project Costs Project Time Scale Variations Stakeholders Expectations

Patrick Henry: Fight against the Constitution :: American America History

Patrick Henry: Fight against the Constitution Although Henry refused to serve on the Constitutional Convention, Madison needed Henry's persuasive ways. Henry had a way to make people agree with his ideas. Even though Henry didn't serve on the Constitutional Convention, he was still present to put in his word. As soon as the meetings opened, Henry began to argue against the Constitution. This argument went on for three weeks. Henry was aware that the new government had to be strong, but felt that the Constitution made the central government too powerful. He thought that the power should lay in the hands of the states. "What right had they [the group that wrote the Constitution] to say 'We the people,' instead We, the States?" he demanded. Not only was Henry in fear of the central government gaining power, but was also worried about protecting the South. He felt that the fast growing North would have more impute into how the government was to be ran. Henry feared that the South would be out voted in Congress. Patrick Henry was quoted before by saying, "I am not a Virginian. I am American." Henry meant that all the states, North or South, should get equal say in what happens in the government. After all it is the same country and will effect both sides. Also, Henry refused to support the Constitution because it was lacking a bill of rights. He called it, "the most fatal plan that could possibly be conceived to enslave a free people." In other words he thought that without a bill of rights, we (the people) would be enslaving ourselves. Henry thought that the Constitution didn't protect the basic freedom of the people. Henry believed that people wouldn't be safe from a powerful government without the bill of rights. The Constitution took away the power from the states, ignored the South, and didn't protect the people it represented. To Patrick Henry, these were big mistakes and couldn't put his support behind them. When the power is taken away from the states, it makes the federal government very strong. He knew that there had to be a strong central government, but felt that the Constitution went too far. Henry wanted to protect the South. After all, at that time the South was more than half the country. If the country at that time was compared to a human body, the South was the heart of the country.

Generate Expressions

Generate Expressions 1. If a coffee company purchases paper cups at a cost of x cents for a package of ten and lids at a cost of y cents per dozen, which of the following represents its material cost, in cents, of c cups of coffee? 2. If a car rental company charges $100 for each rental, a dollars per mile, and b dollars per hour, which of the following represents the total cost to rent a car for 6 hours and travel 250 miles? 100 + 250a + 6b 3. In a library there are currently B bookshelves, each with 40 books.C new bookshelves are added, then 5 books are added to every bookshelf in the library. How many books have been added to the library? 45C + 5B 4. A boat drifts down a 200-mile river at a rate of 6 miles per hour for the first h hours. In terms of h, where h < 30, how many miles remain to be traveled? 200-6h 5. If Sarah earns d dollars per hour for babysitting, and t dollars per hour of travel time, which of the following represents her earnings after babysitting for 4 hours and traveling one hour to the family's house? 4d+t 6. The cost of a pair of shoes is S dollars.If the shoes go on sale for P percent off of their original price, and Joey buys them with a coupon for an additional C percent off of the sale price, then what price does Joey pay? | | | | 7. If Peter can mow the front lawn in 15 minutes less than twice the time it takes Amanda to mow the lawn, and Amanda can mow the lawn in h hours, which of the following expressions represents the time in hours it takes Peter to mow the lawn? 8h – 1| | 4| 8. Joe can ride his bike M miles in 1 hour. If he lives 3 miles from school and it takes him N minutes to get there, which of the following represents M in terms of N? 80| | N| 9. If each support cable can support p pounds, and the total weight of an elevator is m pounds, which of the following represents the number of cables required to support the elevator? m/p 10. If Kat is four years more than twice as old as Andrew, and Kat is a years old, whi ch of the following expressions represents the age of Andrew? 11. If Rick takes 10 seconds more than two-thirds the time it takes Ted to run the 400 meter dash, and Rick runs the 400 meter dash in s seconds, which of the following expressions represents the time it takes Ted to run the 400 meter dash? 2. The original price of for a meal is p dollars. During lunch, however, the restaurant offers a discount of x percent. Janet also uses a coupon that offers y dollars off the discounted price. Which of the following represents the price, in dollars, that Janet paid for the meal? 13. A flagpole twelve feet tall casts a shadow two feet long. If Jill is standing next to the flagpole and casts a shadow that is x inches long, how tall is Jill, in feet? 14. A repairman charges f for the first hour of work and d dollars for each additional hour.If he earns $445 working one job, and he is there for more than one hour, which of the following expressions represents the time he spent at the job? 15. If the average (arithmetic mean) of the 3 numbers above is 3y, what is x in terms of y? y 16. An apple orchard has n trees, and each tree typically produces a apples in a season. If the orchard plants m additional trees, in terms of a, n and m, what will be the expected total yield of apples? am + an 17. If the average (arithmetic mean) of w + 2 and 3w is y and the average of 3w – 4 and w is x, what is the average of x and y? 2w – ? 8. A laptop battery, when fully charged, can power a computer for h hours. The battery takes j minutes to fully charge. If the battery charged for k minutes, and k ; j, which of the following represents the amount of time, in hours, the battery can power the computer? 19. Susan is paid m dollars per hour for the f hours she works at the local record store. If she works more than f hours a week, Susan is paid an additional k dollars per hour for each additional hour. If Susan works a total of h hours in a week, and h ; f, in terms of m, f, k and h, what is Susan paid for the week? m + hk – kf 20. Derek and Pete are all paid hourly for their work at the local coffee shop. Derek is paid 10 dollars per hour, which is a dollars per hour more than Pete. Derek also works 37 hours each week, which is b hours less than Pete. If Pete earns c dollars in a week, what is a in terms of b and c? 21. The average (arithmetic mean) of three numbers is 2x. If one of the numbers is y + 3, what is the average of the remaining two numbers in terms of x and y? 22. An auditorium originally has 30 chairs per row and a total of 25 rows.The auditorium undergoes renovations so that each of the rows is extended by c chairs, and an additional r rows are added. In terms of r and c, how many additional chairs have been added? (30 + c)(25 + r) – 750 23. If Lisa's phone company charges ten cents per minute for phone calls and fifteen cents for each text message, which of the following represents the total bill (in dollars) due to the phone company if Lisa talked for m minutes and sent t texts? 0. 10m + 0. 15t 24. A taxi service charges a base fare of d dollars, and then an additional b dollars per quarter-mile. If the total fare was $11. 5, which of the following represents the total distance traveled? 25. Each box of cupcakes costs f dollars to produce and contains c cupcakes. Each cupcake is sold for d dollars. What is the profit from selling a box of cupcakes? Cd-f 26. A new hybrid car can travel t miles per gallon, and the gas tank can hold g gallons of gas. If gas costs $2 per gallon, which of the following represents the cost, in dollars, required to travel one mile? 2/t 27. If Tom is seven years less than twice as old as Rick, and Rick is n years old, which of the following expressions represents the age of Tom? n – 7 28. Which of the following represents the total cost, in dollars, if Sally bought 8 apples which cost n dollars each and 6 oranges which each cost half as much as an apple? 11n 29. T he original price of a CD was d dollars, but it was discounted x percent during a seasonal sale. If the sales tax of y percent was applied to the sale price, which of the following represents the price, in dollars, of the CD? | 30. Jen, Liz and Radha decided to take a road trip across the country. Jen drove a total of j miles.Liz drove 100 miles less than twice as many miles as Jen drove, and Radha drove half as many miles as Liz. In terms of j, what was the average miles each person drove? 31. Which of the following represents the total cost, in dollars, of y yards of yarn at 2 dollars per foot, and b buttons at 40 cents per button? (1 yard = 3 feet) 6y + 0. 4b 32. Which of the following represents the total cost in dollars for x hot dog buns and y hot dogs if buns cost $7 per dozen and hot dogs cost fifty cents each? 33. Which of the following represents the area of the figure shown above? (a – c – b) + 1/2(c + b)2 34. The average (arithmetic mean) of three numbers i s x. If one of the numbers is 2y – 1, what is the average of the remaining two numbers in terms of x and y? S and T are consecutive even integers with T > S. S is what percent of T? | | 35. A car rental company charges r dollars for the first hour and then it charges any additional hours at a rate of s dollars per hour. If the total cost for a rental is t dollars and the rental lasts longer than one hour, which of the following expressions represents the length of the rental in hours? t – r + s| s| 36. There are x coins in a jar. If one coin is to be selected at random, the probability that a penny will be selected randomly is 2/5 and the probability that a nickel will be selected randomly is 1/4. In terms of x, how many coins are neither pennies nor nickels? 37. A swimming pool can hold y gallons at maximum capacity. If a hose can fill the pool at a rate of x gallons per second, which of the following expressions represents the time, in minutes, to fill an empty swimm ing pool to 90% capacity? 38. Lisa, Sally and Jessica all sold lemonade outside of their houses.Lisa sold k cups of lemonade. Sally sold five cups less than twice as many cups of lemonade as Lisa, and Jessica sold nine cups more than three times the number of cups that Sally sold. In terms of k, how many cups of lemonade did Jessica sell? 6k – 6 39. The average of 2 numbers is A. When a third number is included, the average becomes B. What is the third number in terms of A and B? 3B – 2A 40. In a six-hour flight from New York to Los Angeles, an airplane averages 200 miles per hour during the first t hours until it reaches cruising altitude.Once at the cruising altitude, the airplane travels at 545 miles per hour for the remainder of the trip. If terms of t, where t < 6, how far is the flight? 545 ? 6 – 345t 41. If the steps above are followed in order, which of the following is a simplified expression for the result? -7y + 11x 42. Jacob wants to buy new school s upplies. If pens cost 75 cents each and notebooks cost 2 dollars each, which of the following represents the cost, in dollars, of p pens and n notebooks? 43. The force exerted on an object is defined as the product of the mass of the object and its acceleration. The force exerted on a ball is initially f.If the mass of the ball remains the same but the acceleration decreases by a factor of three, what is the resulting force on the ball? 44. The original price of a pair of pants was p dollars but they were discounted x percent during a seasonal sale. If the sales tax of y percent was applied to the discounted price, which of the following represents the price, in dollars, of the pants? 45. A hotdog stand buys hot dogs by the carton. Each carton has p packages of hot dogs, and each package contains h hot dogs. If each carton of hot dogs costs c dollars, what is the cost per hot dog? c/ph 46.

Women Are Better Than Men

Women are Better than Men English Research Paper Regina Erica T. Varilla January 25, 2012 Introduction As to the talk of gender superiority, it is clear that history had given men the advantage. For the past several millennia, men had worn the crown of authority, seated upon the highest seat of honor, and wielded the mighty arm of power. For all those years, women had no chance but to fall under power, to live a life of service and obedience, and to remain invisible, oppressed and inferior. Times change, however, and along with modernization came a tsunami of altercation.Riding on top of those powerful waves, with full control of the situation, are women. Research and statistics have proven that women are rapidly gaining dominion of almost every good aspect in life. In academics, for example, girls are receiving most of the awards and positions, including the top rankings and extra-curricular activities such as the yearbook and the student journal. Even in fields wherein men are know n to be specialized in, women are now thriving. In jobs, statistics show that the jobless rates for men are sky-rocketing while the jobless rates for women are going to an all-time low.Simply put, this means that men are being put out of commission while women are flourishing. More and more women are now standing up from their previous position of kneeling at the feet of men. Recently in India, 285 girls shed â€Å"unwanted† names. In Africa, 49% of the parliament is now composed of women. A revolution is happening, and this is proof of it. Scope This research paper covers the comparison between men and women at the subjects of physical weakness, emotional weakness, Biblical origins, safe driving, and the ability to survive in society, including academic ability, ndurance, and independence. Objective The main objective of this research paper is to prove women’s superiority in most aspects, especially in this generation. Other aspects include: * To empower women more * To show the true potential of women * To prove to society that this is an era for women * To bring about a reformation * To end the debate over gender superiority for all time * To end discrimination on women * To let the world see the multiple values of women in humankind Significance of Study This research paper strives to prove the superiority of women over men as multiple evidences prove.Due to a long history of males being the superior gender, society has failed to see entirely the concept that a new era has come, and along with it, another call for change; a change which demands society to remove the blindfold of habitual ways and to accept the world with its new leaders: Women First and foremost, his research paper will affect women in the sense that they will hopefully see and understand that humanity, even though it may not yet fully realize it, has already accepted them as the new superpowers, and that the world is ready for their taking.They just have to stand and have th e confidence, which hopefully shall be further strengthened by this collection of data, to rule supreme, as they are made to be. This research paper shall help empower other women to face the world without fear, knowing that the circumstances are favorably on their side. The contents of this research paper shall also affect men, though in a different approach. It shall be an eye-opener for them who believe in women being the inferior gender, and hopefully make them see that women are no longer the weaklings they previously thought women are.As for those who are not subject to such beliefs, this shall also affect them due to the huge probability of men being overrun soon, and may be required to find a way to save themselves in the near future. Another group of people predicted to find interest in this paper shall be the feminists. By showing that women are steadily growing into power and seating themselves in chairs of authority, it is then proved that these feminists’ efforts were not in vain. On the contrary, they have worked exceedingly well.If the citizens change, then it is mandatory for the government shall evolve with them. It may not be long before majority of the cabinet members become women, and perhaps even sooner, the head of the country itself. Women in history have always worked behind the scenes. As the quotation â€Å"History repeats itself† tells us, the reign of women in the field of politics will no doubt be much less scandalous than present. The workforce of the country may also be severely infected. Businesses up until now have preferred men over women.Modern machinery, however, have tipped the balance of the scale. With the need of physical strength no longer in play, women now have a fair or perhaps an even better chance at jobs than men. It can be estimated that at the late 21st century, women shall be the expected breadwinner of the family. Body Physical Weakness When it comes to the battle of the sexes, the subject of phy sical vulnerability can never be ignored. People generally have this misconception where in girls are the weaker gender between the two. It is a misconception, because they are not the weaker gender at all.They cannot be blamed for having this wrong idea, as boys have more cerebrospinal fluid (protects skull from damage) and are more fitting to receive painful blows. The medical journal Plastic and Reconstructive Surgery even stated that women have 34 nerve fibers per square centimeter of facial skin, while men only have 17 nerve fibers per square centimeter of facial skin. Also, according to a 2008 report from the University of Georgia in Athens, boys have a more advanced pain suppressing circuit that is less effectively wired in women.Thus, it cannot be denied that girls still experience more pain in their lifetime. A few more examples are giving birth, having menstruation, and possessing more weak spots. Furthermore, these pains come naturally to them, as opposed to boys, wherein the fights they get into are purely their decision. They know it, but chose to ignore this fact. Men, however, do not have knowledge of one of women’s secret weapons, that is, estrogen. In 2002, researchers at the University of Michigan have proven that high levels of estrogen mean at least equal or higher pain tolerance than men.This can be extremely useful during menstruation, pregnancy, and even child birth. Estrogen, however, is not the only weapon that womankind has. All those ear piercings, body waxing and high heeled shoes must have hurt very much, and since a girl is not on her period all the time, then it must not only be estrogen at work. According to a professor from Columbia University, research has shown that the more a person notices pain, the more it is amplified. Since women are willing to go through such pains for extensive periods of time, they have gotten used these pain signals.Not long after, the brain will start ignoring these signals, leading to better pain tolerance. Over time, women can develop this endurance to surpass that of men’s. Emotional Weakness Both genders experience emotional and psychological letdowns. The difference between how they react, however, is extremely huge. Thanks to Hollywood, women are generally mistaken as the weaker gender. This holds absolutely no truth at all. Research has proven that both men and women experience the same depression and vulnerability during an emotional letdown. What differs, however, is how they let the stress out of their systems.According to SAGE, women tend to turn to social circles, thus their depression is observed and understood, while men tend to confine themselves and avoid any social contact, leading to a build-up of even more stress and depression due to being hidden and misunderstood. This is disastrous for men as the loss of socialization is the cause of the problem in the first place, and may resort to drugs, drinking, and violence just to â€Å"numb† th e feeling off. This then may lead to crime, resulting to a higher crime rate for men, and a chain of events and statistics. Survival in the SocietyA tradition that goes back in time is the thinking that males are the breadwinner of the family. The reason for this is in ancient history, when food is mainly acquired from hunting, needing attributes like developed muscles and huge bone structures. This task is best fitted for men. Modern times, however, has a different sort of battlefield. The difference in the demand for physical strength between then and now is vast. During the past millennia, physical labor is extremely high. In this modernized world, however, equal or even greater strength can be achieved through the press of only a few buttons.The industrial era of today involves intelligence and skill, both attributes being thoroughly honed by women to make up for the lack of strength. One reason for these differences is the different composition of the male and female brains. Sc ientists at the University of Pennsylvania’s Brain Behavior Laboratory found out that although the females’ brains are on average 11% smaller than males’, they still have more grey matter (used for processing information). Males have more white matter (fat-covered long fibers that transmit electrical impulses) and cerebrospinal fluid (acts as buffer from the skull).This may mean that women are designed to have certain advantages in processing information and men are designed to have quicker reflexes and more solid protection for physical blows. Other factors responsible for the female brain boost maybe the higher rate of blood flow to certain parts of the brain and again, estrogen levels. According to Dr. Legato, author of Why Men Never Remember and Women Never Forget, the part of the brain that controls languages in females receive more nutrition, therefore making it easier for women to recall what they have heard or read.This may explain the ability of women t o socialize and to manage conversation well, and possibly the exceptional ability of data interpretation. As for estrogen, he had said that it activates a larger field of neurons in a woman’s brain, so they experience stress in a more accurate way, even when only reliving the memory. Proofs of females having superior academic abilities are already cropping up. According to a report from CBSNews, boys are falling behind as girls tend to outshine them. Peter Badalment, principal of Hanover High School in Massachusetts, said that girls took home almost all the honors for nearly the past decade.Once again, it was a girl who became valedictorian, the latest of a nine-year-streak. In the school’s advanced placement classes (equivalent of a cream section or a star section), majority (about 70%-80%) of the students comprise of girls, even in the field of Math, which is the section boys used to dominate. He also stated that in AP biology, there were no boys around at all. Also according to Badalment, 3 out of 4 class leadership positions belong to girls. Not only are they achieving in class, they are also the leaders of extracurricular activities and clubs such as the National Honor Society and the batch’s yearbook.Even in college, campuses get more qualified women applicants. Women now comprise nearly 60% of the campus student body, earning 170,000 more degrees It is not only in the field of academics that women are proving to be much more efficient, but also in getting high paying jobs. When comparing charts for jobless rates from the Bureau of Labor Statistics and Haver Analytics, it is clear that the trend for jobless men is rising, while the trend for jobless women is plunging. If this trend persists, it will mean that in the future, there will be more working women than working men.The possibility of having a â€Å"househusband† may be hovering before humanity in the near future. Driving It is common knowledge that cars and driving ski lls are â€Å"a boy thing†. This, however, does not mean that they do it well; this battle is, as the common saying goes, â€Å"quality versus quantity†. Although men are generally known to drive more, women are found to drive safer. Statistics show that on percentage basis, men have about 5% more violations than women. Reckless driving tops the list, with men’s violations more than 340% than that of women’s.DUI (Driving Under Influence or Drunk Driving) and Seatbelt violations are next in line, also more than 300% in ratio than the violations of women. Reports does not make it easier for men, as it say that women, for one, tend to survive in accidents more often, and two, they make less damage to the vehicles, as confirmed by many auto insurance industry experts. Biblical Origins It is commonly repeated by anti-feminists that God created men first, then the woman, out of the man, as it states in Genesis 2:22(KJV Bible) clearly: â€Å"And the rib, which the LORD God had taken from man, made he a woman†.This, however, is not a mark of superiority; there simply has to be a filtering process first. It is just like the process involved in producing white sugar. The raw material comes in the form of sugar canes. These are just like the mud used to form man. They are useful, but in a different, less significant way when compared to their output products. These canes are then crushed and processed until they become brown sugar, coarse and as the name indicates, brown. This is man, as first made by God. They are crude sketches. This brown sugar is further processed and refined. The end result shall be white sugar.This white sugar is, at last, women. Being â€Å"refined†, they are finer, improved, and much more preferred. Another common mistake made by the general public is the misconception of the word ‘sons’. In old times, ‘son’ can refer to 2 definitions. The first defines the word as ‘male ch ild’; the second defines the word as ‘human offspring’, with no particular gender involved. It is, therefore, of no substantial argument. Summary and Conclusion To put it simply, women are scientifically and statistically proven to be the greater gender. Physical and emotional weaknesses have fewer tolls upon women.The lack of physical strength has been overcome by technological advances. There are no shortages to brain power, and independence has been steadily growing for the past few decades. With all these facts and data supporting the side of women, it is clear that the battle has been won. Modernization has proved an invaluable friend, having provided women access to fields they have never been allowed to step upon before. Now that they are at those fields, they are proving good at it. It is simple to predict that in a few decades’ time, women will have taken over completely. BibliographyAbrams, Dan. Man Down. USA: Abrams Imagery Animated. 2011 Belkin , Lisa. â€Å"Preferring Girls Over Boys†. The New York Times. February 25, 2010 [email  protected] com â€Å"Preference for Sons on the Wane†. April 29, 2011. http://English. chosun. com/site/data/html_dir/2011/04/29/2011042901189. html â€Å"How Sugar is Made† http://www. sucrose. com KJV Bible Kohn, David. â€Å"The Gender Gap†. CBNNews. February 11, 2009. http://www. cbsnews. com/stories/2002/10/31/60minutes/main527678. shtml Lazarus, Clifford N. PhD. â€Å"Why Women Are the Superior Gender†. Think Well. February 2, 2011 Lee, Yonson and Beth Mowry. Gender Differences in Emplyment Statistics†. http://www. clecelandfed. org/research/trends/2008/0508/04ecoact. cfm Lewin, Tamar. â€Å"At Colleges, Women are Leaving Men in the Dust†. The New York Times. July 9, 2006 Mackey, Maureen. â€Å"Who Remembers What? †. Reader’s Digest. March 2008. http://www. rd. com/family/who-remembers-what. html Mulrine, Anna. â€Å"Are Boys the Weaker Sex? †. Reader’s Digest. Hong Kong: Reader’s Digest Association Far East. October 2002. â€Å"Sugar Production From Sugar Cane â€Å". http://www. itdg. org/docs/technical_information_service/sugar_production_from_cane. pdf

Bi-lingual Education Example

Bi Bi Bilingual Education The website d â€Å"Bilingual Education: A critique†, by Peter J. Duignan, is an educational site that evaluates the evolution of bilingual education since the Civil Right Act of 1968 and Bilingual Education Act of 1968. Its purpose is therefore to educate. The author of has analyzed the practice of bilingual education by giving its background arguments for and against it, and a constructive approach of multicultural as well as multilingual education. In addition, Duignan has considered the appropriateness of bilingual education based on established claims and profiled Latinos. Several bilingual education advocates have been identified and their opinions discussed (Duignan). Hoover Institution press website associates itself with this publication by Duignan. It provides a summary of â€Å"Bilingual Education: A critique†, which indicates the development of bilingual education (Duignan). Peter J. Duignan, a prolific writer, is a senior member at the H oover Institution. Duignan has a masters and doctoral degrees in history from Stanford University. He is an associate of the Stanford University African Studies Committee and the Council of European Studies (Duignan). Duignan is also a member of African Studies Association, Association of Research Libraries, East Studies Association, American History Association, and Royal Historical Society, among others. Duignan has comprehensive publications on relative colonial history, immigration, African bibliography and documentation, modern European history, U.S. foreign policy, Atlantic Alliance, as well as Hispanics in the United States. Duignan’s current publications include Bilingual Education: A Critique, The Spanish Speakers in the United States: A History, NATO: Its Past, Present and Future as well as African and the World. Peter J. Duignan has received several awards, which include the Rockefeller Foundation award, international fellowship, Guggenheim fellowship, and Ford for eign area fellowship to Africa (Duignan). The website is funded by the Hoover Institution of Stanford University. The article by Duignan is under the monographs of Hoover Institution’s publications. Furthermore, the article’s copyright is owned by the Board of Trustees of Leland Stanford Junior University. I believe that the information contained in the publication is correct considering the author’s credentials. Duignan provides precise details of bilingual education while referencing the instance of their occurrence. Additionally, Duignan has based his work on other accredited findings as well as publications (Duignan).Work CitedDuignan, Peter J. "Bilingual Education: A Critique." 1998. . 27 October 2011.

Research Paper on Epidemiology of HIV

Research Paper on Epidemiology of HIV Research Paper on  Epidemiology of HIV: Epidemiology can be said to be a key factor of science to public health. HIV is an epidemic and a concern to the public health since it emerged back in the early 1980s. Since it emerged, there has been numerous research and development about the HIV both in the developed and, underdeveloped countries. HIV may be caused by a virus and its effect may be felt throughout the world. HIV is a serious public health issue. Globally it is a significant cause of mortality regardless of age, gender or race. Though, there have been a number of developments on HIV there is no known cure or vaccine. People whom may be infected with HIV may be said to have (AIDS) the Acquired Immune Deficiency Syndrome. HIV might be mainly transmitted through sexual contact. Based on data that might have been collected from animals, we see that the HIV establishes itself into the body after a given period of 72 hours. The risk of contracting the virus is higher on the male person who has not been circumcised. The risk also increases when there might be repeated exposure to the virus (Howard Libman, Harvey J. Makadon, 2003). According to Paul E. Sax, Calvin J. Cohen, Daniel R. Kuritzkes (2010), they believe that, since the epidemic of the virus, there has been over 60 million infected people worldwide and a little over 2 million in the United States of America. The virus has resulted with over 20 million deaths worldwide and of the remaining over 40 million 95% of them may be living in the developing countries. According to statistics done we see that almost half of them maybe women and a little over 3 million might be children under the age of 15 years. Of the over 2 million living with the virus in the United States, at least half of them might have died due to complications brought by the virus. It is important to note that, of all the people infected by the HIV, in the end they will develop AIDS depending on their defensive mechanism and general health. The origin of the disease is still a mystery with some theories put in place. The epidemic has been enormous and, the first case might have been reported back in 1986 in Madras, India. In India, there are three groups, which get tested, for the disease. These are pregnant women who go for check ups, drug users and those who go for checkups in the special clinics for sexually transmitted diseases (Savitri Ramaiah, 2008). In the central Asian countries, the epidemic of HIV is still in its early stages. Though, there has been a numerous increase in the changes of those infected in the recent years. The virus infection among adults in the Central Asian countries may vary between 0.14 to 0.01%. There are NGOs in the area which are trying to educate and help people in both areas that may be highly affected and those that are not (Joana Godinho, 2004). In conclusion, I believe that HIV is a major public health issue and that people should put more effort to finding ways of arresting it. We see that, in the recent years, it may have caused a lot of deaths leading to a high-mortality rate globally.

Myths Involving the Greek God Hades

Myths Involving the Greek God Hades Hades, called Pluto by the Romans, was the god of the Greek underworld, the land of the dead in Greek and Roman mythology. While some modern-day religions deem the underworld as Hell and its ruler as the incarnation of evil, the Greeks and Romans saw the underworld as a place of darkness. Although hidden from the light of day and the living, Hades himself was not evil. He was, instead, the keeper of the laws of death. Key Takeaways: Hades Alternate Names: Zeus Katachthonions (Zeus of the Underworld), Epithets: Aà ¯des or Aà ¯doneus (The Unseen One, The Invisible), Plouton (the Wealth-Giver), Polydegmon (The Hospitable), Euboueus (Wise in Counsel) and Klymenos (the Renowned)  Culture/Country: Classical Greece and Roman EmpirePrimary Sources: Homer  Ã‚  Realms and Powers: The Underworld, ruler of the deadFamily: Son of Kronus and Rhea, brother of Zeus and Poseidon, husband of Persephone Origin Myth According to Greek mythology, Hades was one of the sons of the Titans Cronus and Rhea. Their other children included Zeus, Poseidon, Hestia, Demeter, and Hera. Upon hearing a prophecy that his children would depose him, Cronus swallowed all but Zeus. Zeus managed to force his father to disgorge his siblings, and the gods embarked on a war against the Titans. After winning the war, the three sons drew lots to determine which would rule over the Sky, Sea, and Underworld. Zeus became the ruler of the Sky, Poseidon of the Sea, and Hades of the Underworld. Zeus also maintained his role as King of the Gods. After receiving control of his realm, Hades withdrew, and living an isolated existence, had little to do with the world of the living humans or gods.   Appearance and Reputation Although rarely appearing in Greek art, when he does, Hades carries a scepter or key as a sign of his authority- the Romans illustrate him carrying a cornucopia. He often looks like an angry version of Zeus, and the Roman writer Seneca described him as having the look of Jove when he thunders. Sometimes he is illustrated wearing a crown with rays like the sun or wearing a bears head for a hat. He has a cap of darkness that he wears to become dark.   Hades has a number of epithets, because Greeks, in general, preferred not to speak directly of death, particularly concerning their family and friends. Among them are Polydegmon (also Polydektes or Polyxeinos), all meaning something like the receiver, the host of many or the hospitable one. The Romans adopted Hades for their mythology, calling him Pluto or Dis and his wife Proserpina. Role in Greek and Roman Mythology In Greek and Roman mythology, Hades is the ruler of dead, grim and mournful in his character, and severely just and unyielding in the performance of his duties. He is the jailer of the souls of the dead, keeping the gates of the netherworld closed and ensuring that dead mortals who entered his dark kingdom never escape. He only left the kingdom himself to abduct Persephone as his bride; and none of his fellow gods visited him except for Hermes, who ventured in when his duties demanded it.   He is a frightening but not a malevolent god, with few worshipers. A handful of temples and sacred sites are reported for him: there was a precinct and temple at Elis, which was open one day during the year and even then only open to the priest. One place associated with Hades is Pylos, the gate-place of the setting sun.   Realm While the underworld was the land of the dead, there are several stories including The Odyssey in which living men go to Hades and return safely. When souls were delivered to the underworld by the god Hermes, they were ferried across the River Styx by the boatman, Charon. Arriving at the gates of Hades, souls were greeted by Cerberus, the terrible three-headed dog, who would let souls enter the place of mists and darkness, but would keep them from returning to the land of the living. In some myths, the dead were judged to determine the quality of their lives. Those judged to be good people drank of the River Lethe so that they would forget all bad things, and spend eternity in the wonderful Elysian Fields. Those judged to be bad people were sentenced to eternity in Tartarus, a version of Hell. Hades, Persephone, and Demeter The major myth associated with Hades is how he obtained his wife, Persephone. The most detailed is recounted in the Homeric Hymn to Demeter. Persephone (or Kore) was the only daughter of Hades sister Demeter, the goddess of corn (wheat) and agriculture. One day, the maiden was gathering flowers with her friends, and a wonderful flower sprang from the ground on her path. When she reached down to pluck it, the earth opened up and Hades emerged and took her away in his golden chariot driven by swift deathless horses. Persephones cries were only heard by Hekate (goddess of ghosts and pathways) and Helios (god of the sun), but her mother grew anxious and went looking for her. Using two torches from the flames of Etna and fasting all the way, she searched fruitlessly for nine days, until she met Hekate. Hekate took her to see Helios, who told Demeter what had occurred. In grief, Demeter abandoned the company of gods and hid among mortals as an old woman.   Demeter remained absent from Olympus for a year, and during that time the world was infertile and famine-stricken. Zeus sent first the divine messenger Iris to instruct her to return, then each of the gods to offer her handsome gifts but she adamantly refused, saying she would never return to Olympus until she had seen her daughter with her own eyes. Zeus sent Hermes to talk to Hades, who agreed to let Persephone go, but he secretly fed her pomegranate seeds before she left, ensuring that she would remain bound to his realm forever. Demeter received her daughter and, forced to compromise with Hades, agreed that Persephone would remain one-third of the year as the consort of Hades and two thirds with her mother and the Olympian gods (latter accounts say the year was split evenly- the references are to the seasons of the year). As a result, Persephone is a dual-nature goddess, queen of the dead during the part of the year she resides with Hades and a goddess of fertility the rest of the time.   Other Myths There are a few other myths associated with Hades. As one of his labors for King Eurystheus, Heracles had to bring Hades watchdog Cerberus back from the Underworld. Heracles had divine help- probably from Athena. Since the dog was only being borrowed, Hades was sometimes portrayed as willing to lend Cerberus- so long as Heracles used no weapon to capture the fearsome beast. Elsewhere Hades was portrayed as injured or threatened by a club and bow-wielding Heracles. After seducing a young Helen of Troy, the hero Theseus decided to go with Perithous to take the wife of Hades- Persephone. Hades tricked the two mortals into taking seats of forgetfulness from which they could not get up until Heracles came to rescue them. Another from a late source reports that Hades abducted an ocean-nymph called Leuke to make her his mistress, but she died and he was so distressed that he caused the white poplar (Leuke) to grow in her memory in the Elysian Fields.   Sources Hard, Robin. The Routledge Handbook of Greek Mythology. London: Routledge, 2003. Print.Harrison, Jane E. Helios-Hades. The Classical Review 22.1 (1908): 12-16. Print.Miller, David L. Hades and Dionysos: The Poetry of Soul. Journal of the American Academy of Religion 46.3 (1978): 331-35. Print.Smith, William, and G.E. Marindon, eds. Dictionary of Greek and Roman Biography and Mythology. London: John Murray, 1904. Print.

Water and sustainability Essay Example | Topics and Well Written Essays - 1250 words

Water and sustainability - Essay Example conomy and population over the past decades has brought tremendous cost to the nation’s environmental sustainability (Liu, Jianguo, and Wu Yang 650). Although both China and the USA are economically developed, the simultaneous effects of the industrialization, agricultural growth, and urbanization coupled with the declining ground and surface water quantity are some of the crucial problems facing water sustainability in China. This paper therefore, explores the comparison of water sustainability between China and USA while taking keen interest on the problems of the water sustainability in China and the solutions. The USA’S EPA (Environmental Protection Agency) is committed to the promotion of the sustainable practices that helps ensuring that the citizens continue enjoying the benefits of the safe and clean water. As a result the tap water in the USA relatively cleaner as compared to that of China. The tap water in U.S is generally good. In the 2006, 89.3% of the nation’s community water system were in total compliance with EPA. Unlike China, most of the water systems in the USA that are out of compliance are the small systems in the small towns and rural areas partly because most of the public water systems are generally small ones. Another reason for the cleaner tap water in the USA is that the drinking water in the U.S is regulated by the federal and state laws and codes that sets Maximum Contaminant Levels for some of the pollutants and the naturally occurring constituents. The federal and state laws and codes are tasked with the determination of the various operational req uirements, public notifications of the standards, provision of guidance to the state primacy agencies and publish the consumer confidence reports (Liu, Jianguo, and Wu Yang 650). Unlike China, the laws in the US such as Safe Drinking Water Act ensure quality of the drinking water is high. The public water systems in the US must comply with the laws to ensure that the water is safe.

Case Summary Essay Example | Topics and Well Written Essays - 500 words - 4

Case Summary - Essay Example Through it has quick response to emerging issues the WFP has been in the frontline in offering food to those in need. Offering of nutritional foods aims at helping in solving the random cases of malnutrition diseases globally. This mainly solves the rampant cases among children. Most of the children conceived in most developing countries are often characterized by malnutrition diseases such as rickets and marasmus among others. The program aims at reducing such cases by providing the proper diet for the affected children, as well as for expectant and lactating mothers to help in curbing these diseases. However, the program has been the fastest respondent of natural calamities on their occurrence. During the January 2010 earthquake in Haiti, the WFP responded quickly to the problem and helped in providing food to the residents. They provided about 9,000 metric tons of food to about 2,000 civilians. This is among the many great achievements of the WFP in serving the world by providing them with food. Despites the WFP’s great undertakings, there are instances where during their service delivery; they are faced with dangerous attacks from their rivals thus affecting their service to the affected community. However, the WFP remains committed to its service delivery as long as there are those in need of their generosity. In regard to professionalism, professional ethics is what brings about the accountability among the staff members. Through the implementation of the International Public Sector Accounting Standards (IPSAS), the program has promoted accountability among the staff members. The international financial standards help in ensuring accountability among the staffs. They also help in the allocation of funds and their respective accountability. Through the WFP’s generosity, there are numerous beneficiaries of the program’s project of the food delivery. There are beneficiaries who benefit from the WFP through their emergency response

Business-to-Business E-Business Technology Research Paper

Business-to-Business E-Business Technology - Research Paper Example The Business-to-Business E-Business Technology concept emerged owing to the growing use of internet technology in the business sphere. With the enhanced use of internet technology, business corporations can effectively interact with each other both in an intrinsic and extrinsic manner. Intrinsically the business corporations can better relate the head office functions with the several branches spread along different regions and also to the warehouses. The business corporations with the use of internet medium can modify the business functions related to purchases and sales in a much faster and efficient fashion. Business-to-Business technological interface helps the business corporations gain a huge number of advantages which can be enumerated as follows. Management of the inventory and sales functions is better managed by business houses through the expanded use of internet technology. The business corporations through the use of the internet medium can effectively track changes in t he external market and thereby modify the products and services rendered. Through enhanced satisfaction of consumer demand, the business houses can generate more amount of profit and also augment on the market share. Moreover, with the enhanced use of internet technology in the business medium the business corporations can effectively minimize the cost of business operations thereby enhancing the productivity aspects. Different companies pertaining to manufacturing and other information technology companies have gained largely owing to the expanded use of internet technology in the business to a business sphere (Haag, 2005,p.139-410). An enhanced understanding of the Business-To-Business Electronic Commerce technology shows that the above technology can be used in different forms by the business corporations while performing business activities.

Overview of Japan music Essay Example | Topics and Well Written Essays - 2750 words

Overview of Japan music - Essay Example The first writings and definitions of music have been depicted in the Nara period of 553-794 BC. This occurred because of a shift in government in which there was an order to change the social and intellectual character of both China and Japan. This was done by depicting the culture and the music in a way which could be traced and remembered for a specific intellectual character. The music that was developed into the 1700s was based on learning music through a sense of self mastery and by defining specific styles of playing that could be used for musicians (Trasher, 4). The 1500s It was during the 1500s that a transformation of Japanese music occurred from the traditional categories into new methodologies of understanding and playing music. Many of the instrumental concepts began to change and progress with new structures and sounds that were a part of the instruments. This was furthered by the influence from the open area of Japan that was connecting to the Western world and differe nt music of various regions of the world. This specific influence created a difference in the pitches, scales and the overall variety that was in Japan. Each of the types of music which were used traditionally began to expand with forms that carried on the tradition of Japan while progressing into styles that were interested by more Western influences. During this time, there was the ability to expand and change the poetry as well as the instrumental structures and ideals that were used for Japan. The characteristics then began to combine with musical form, pitch, timbre, melody and harmony used throughout Japan (Titon, Fujiie, 159). Historical Styles of Music... Japanese music has held long traditions and several musical styles throughout history. From the past musical styles and contemporary music are diverse ways of expression that are used for culture. Defining the various aspects of Japanese music also shows how the evolution of music has occurred in this country as well as what the perceptions are with the way in which this music is heard and performed. The discovery of Japanese music furthers the ideologies of theories within music as well as what is understood in terms of expression that is linked directly to the culture and society of Japan. The traditional music of Japan is known for its rich history and several styles. There are various types of music played for specific occasions as well as different categories which depict what is heard within the region. The music consists of solo music, chamber pieces, court music, festival and folk, theater music, percussion, epic singing and religious music. Each of these is developed either for occasions or to show a specific character that is a part of the surrounding culture and society while telling a story about a different element of society. The concepts that are associated with the music of Japan are diverse and include a continuous progression that is used within the culture. When examining the different styles of music, it can be seen that there have been several ways to hold onto traditions as well as to progress into contemporary music. The ancient types of music have been followed by several types and styles used for various means, specifically which were influenced by politics and culture that is in the region. This is followed by more contemporary trends that both incorporate the music as folk style while creating a different understanding of popular music that is causing Japan to move into alternative styles within society.

Hands-on Learning Motivates Students in the Science Classroom Thesis

Hands-on Learning Motivates Students in the Science Classroom - Thesis Example References 27 6.0. Appendices 28 6.1. Appendix 1: Student Survey Questionnaire 28 6.2. Appendix 2: Teacher-To-Be Survey Questionnaire 29 6.3. Appendix 3: Results of Test-Retest Reliability Analysis 30 List of Tables Table 1. Gender and Age Profile of Grade 10 Student Respondents 7 Table 2. Gender and Age Profile of Teacher and Student-Teacher Respondents 8 Table 3. Detailed Data Analysis Plan 12 Table 4. Student Level of Interest on Lecture 19 Table 5. Level of Student Interest on Hands-On Activities 20 Table 6. Students’ Preferred Method in Science Teaching 21 List of Figures Figure 1: Why Students Take the Science Course 13 Figure 2: What the Students Like to Do in the Science Classroom 14 Figure 3: Frequency of Conducting Group Activities 16 Figure 4: Perceived Usefulness of Labs or Hands-On Activities 16 Figure 5: Student Understanding of Concepts through Hands-On Activities 17 Figure 6: Teaching Method That Helped Students Better 18 1.0 Introduction The term hands-on lear ning means â€Å"learning through doing† (Gardiner, 2005, para.2). Hands-on learning is used commonly in the science classroom to describe a form of learning where students investigate and develop understanding of a scientific concept by active involvement in an activity or an experiment (Gardiner, 2005). Askell-Williams and Lawson (as cited in Brophy, 2010) reported that middle school students frequently mention hands-on activities when asked about interesting elements of lessons, together with features which satisfy their need to for independence, competence and relatedness, experiments, outdoor learning, design projects, and innovative and creative assignments. Meanwhile, high school students enjoy classes for different reasons, and tend to rate highly those related to learning, creation,... Grounded on the findings of the study, all groups of respondents demonstrated their concurrence with the thesis statement that â€Å"hands-on learning motivates students in the science classroom†. The following conclusions were drawn for the specific objectives of the study. This report makes a conclusion that the uniqueness of each individual is one of the perplexities of humankind. Even twins have different set of fingerprints and different ways of learning styles and preferred teaching method. Even student teachers who are well-versed on the efficacy of various teaching methods prefer different teaching styles. The experienced science teachers recognized such individual differences and attributed different favorite teaching styles to such differences. The teachers declared that there is no one single style which can help develop the cognitive competence of students in science. In some concepts, however, one or a combination of two methods have proven to be more efficient that other styles. Teachers have to be aware of student preference and needs to adapt lessons and activities to these varying needs. The Science teachers enumerated several advantages and disadvantages of hands-on activities. Among the advantages identified were: hands-on activities e nable students to experience scientific phenomena through experiments with physical materials; these activities teach a student in planning investigations, utilization of scientific instruments, and in the collection, recording, and analysis of data.

Economy in relation to environmental protection. Environment and Essay

Economy in relation to environmental protection. Environment and Sustainable Development - Essay Example The need to protect the environment has presented critical global challenges that require immediate responses. The linked environmental, economic, social and political issues all falling under the sustainable development framework require a delicate balancing act between competing interests whilst at the same time taking decisive strides towards protecting scarce resources that are becoming even scarcer by the day. This paper will talk about the main difference between the Stockholm Declaration and the Rio Summit -- mainly that the Rio Summit solidifies the linkage between development and the environment, acknowledging that the two concepts are inextricably intertwined. Environmental considerations have to be incorporated in the development process, and human development should be considered in environmental protection mechanisms. It is illuminating to compare Principle 1 of the Stockholm declaration with Principle 1 of the Rio Declaration. The former reads as follows: â€Å"Man has the fundamental right to freedom, equality and adequate conditions of life, in an environment of a quality that permits a life of dignity and well being, and he bears a solemn responsibility to protect and improve the environment for present and future generations.† In contrast, the Rio Declaration reads as follows: â€Å"Human beings are at the centre of concerns for sustainable development†, and that, â€Å"They are entitled to a healthy and productive life in harmony with nature.†... A rights-based approach is important because it makes the State duty-bearers, or imposes and obligation on them to ensure that environmental rights of their citizens and other human beings are guaranteed and protected. There are critics, however, who feel that there was a dilution in focus on environmental protection from Stockholm to Rio, and even all the way to Johannesburg. To quote the Center for International Environmental Law, â€Å"Whereas Stockholm brought to light transboundary and global environmental issues, Rio and Johannesburg incorporated a development dimension that required analysis not only of environmental issues but also of economic and social issues. (2012, p.2)† As further observed by CIEL: While integration of these issues is key to effective environment and development outcomes, this change in focus has, to a large extent, over?burdened the agenda resulting from the last two summits, posing significant strains on the ability of international institutions and other governance arrangements to effectively address the broad array of issues involved in the umbrella concept of sustainable development.  Ã‚  At the same time, the international agenda that emerged in relation to sustainable development appears to have prioritized the economic aspects over the social and environmental dimensions.  Ã‚  In this regard, there is a real risk that Rio+20's green economy theme could eclipse thE other dimensions of sustainable development, as well as the need for reforms in institutional governance.   (2012, p. 2) However, this paper argues that talking about the economy in relation to environmental protection is important. The first is because scarcity is a vital concept of sustainable

Hands-on Learning Motivates Students in the Science Classroom Thesis

Hands-on Learning Motivates Students in the Science Classroom - Thesis Example References 27 6.0. Appendices 28 6.1. Appendix 1: Student Survey Questionnaire 28 6.2. Appendix 2: Teacher-To-Be Survey Questionnaire 29 6.3. Appendix 3: Results of Test-Retest Reliability Analysis 30 List of Tables Table 1. Gender and Age Profile of Grade 10 Student Respondents 7 Table 2. Gender and Age Profile of Teacher and Student-Teacher Respondents 8 Table 3. Detailed Data Analysis Plan 12 Table 4. Student Level of Interest on Lecture 19 Table 5. Level of Student Interest on Hands-On Activities 20 Table 6. Students’ Preferred Method in Science Teaching 21 List of Figures Figure 1: Why Students Take the Science Course 13 Figure 2: What the Students Like to Do in the Science Classroom 14 Figure 3: Frequency of Conducting Group Activities 16 Figure 4: Perceived Usefulness of Labs or Hands-On Activities 16 Figure 5: Student Understanding of Concepts through Hands-On Activities 17 Figure 6: Teaching Method That Helped Students Better 18 1.0 Introduction The term hands-on lear ning means â€Å"learning through doing† (Gardiner, 2005, para.2). Hands-on learning is used commonly in the science classroom to describe a form of learning where students investigate and develop understanding of a scientific concept by active involvement in an activity or an experiment (Gardiner, 2005). Askell-Williams and Lawson (as cited in Brophy, 2010) reported that middle school students frequently mention hands-on activities when asked about interesting elements of lessons, together with features which satisfy their need to for independence, competence and relatedness, experiments, outdoor learning, design projects, and innovative and creative assignments. Meanwhile, high school students enjoy classes for different reasons, and tend to rate highly those related to learning, creation,... Grounded on the findings of the study, all groups of respondents demonstrated their concurrence with the thesis statement that â€Å"hands-on learning motivates students in the science classroom†. The following conclusions were drawn for the specific objectives of the study. This report makes a conclusion that the uniqueness of each individual is one of the perplexities of humankind. Even twins have different set of fingerprints and different ways of learning styles and preferred teaching method. Even student teachers who are well-versed on the efficacy of various teaching methods prefer different teaching styles. The experienced science teachers recognized such individual differences and attributed different favorite teaching styles to such differences. The teachers declared that there is no one single style which can help develop the cognitive competence of students in science. In some concepts, however, one or a combination of two methods have proven to be more efficient that other styles. Teachers have to be aware of student preference and needs to adapt lessons and activities to these varying needs. The Science teachers enumerated several advantages and disadvantages of hands-on activities. Among the advantages identified were: hands-on activities e nable students to experience scientific phenomena through experiments with physical materials; these activities teach a student in planning investigations, utilization of scientific instruments, and in the collection, recording, and analysis of data.

Academic dishonesty Essay Example for Free

Academic dishonesty Essay The primary objective of Phil 1010 (which fulfills an Area B requirement in the Core) is to help you improve your critical thinking skills. Critical thinking is the skill of recognizing, composing and evaluating arguments. All college courses rely on arguments. Examples include: arguments about business plans, arguments about the qualities of a novel, arguments about the significance of historical events, and arguments about the nature and function of genetic material. Doing well in this course should increase your chances of successfully completing the core curriculum, the courses required by your major, and other courses required to earn your degree. This course is not intended to be an introduction to philosophy and it does not focus on ideas discussed in most philosophy classes (e. g. , justice, knowledge, mind). For an introduction to philosophy, take Phil 2010, Introduction to Philosophy (which fulfills an Area C requirement in the core). Phil 1010 is not a prerequisite for Phil 2010. See more: Old Age Problem essay Prerequisites: There are no other courses required for taking this course; however a significant portion of the course grade involves writing in English, so completion of English composition courses is recommended. REQUIRED MATERIALS: Critical Thinking: The Art of Argument, 2nd custom edition. Rainbolt Dwyer, ISBN 9781133269458 There are used copies of this book available online and in the bookstore. Aplia for Critical Thinking: The Art of Argument PURCHASE ONLINE ONLY at Aplia. com. Other handouts will be sent electronically. IMPORTANT NOTE ON THE VARIOUS EDITIONS OF THE TEXT: There are four different versions of the textbook, but of course you only need one of them. Two are GSU custom editions, and two are national editions. The GSU custom editions are exactly the same as the national editions except that they are printed in black and white and have chapter six removed, since we do not teach chapter six here at GSU. The GSU custom editions were made to save students money and are typically cheaper when purchased new, but the opposite may be the case with used copies, as there are many more used copies of the national edition available for purchase online. As indicated above, I will use the 2nd custom edition, and I recommend that you get this version as well. You may purchase the 1st national edition, however, if you find a copy. Here’s where it gets weird. The 2nd custom edition corresponds to the 1st national edition. If you get either of these texts, you’ll be okay. The 2nd national edition is brand new and has changes in almost every chapter that make it substantially different from the text you need. Do NOT get the 2nd national edition, and do NOT get the 1st custom edition. Specifically, here are the points you need to keep in mind: 1. Critical Thinking: The Art of Argument, 2nd custom edition. (RECOMMENDED, you should purchase this text) Cover picture: the roof of a Greek Temple http://www. amazon. com/Critical-Thinking-Argumet-Edition-University/dp/1133269451 2. Critical Thinking: The Art of Argument, 1st custom edition. (DO NOT PURCHASE) Cover picture: phrenology diagram (four cartoon heads appear on the cover) http://www. amazon. com/Philosophy-Critical-Thinking-Georgia-University/dp/0536864853 3. Critical Thinking: The Art of Argument, 2nd edition (National edition, DO NOT PURCHASE) Cover Picture: a bridge http://www. cengagebrain. com/shop/isbn/9781285197197 4. Critical Thinking: The Art of Argument, 1st edition. (National edition, you may purchase, but NOT recommended) Cover Picture: a bisected nautilus on the cover (a nautilus is a spiral sea shell) http://www. cengagebrain. com/shop/isbn/9780495501572 The links presented above are not purchasing recommendations. I have only provided them so that you can see a picture of books in question. The bookstore is often more expensive than many popular websites. Hunt around for good deals. The authors of this textbook do not receive any money from the sale of the textbook or other course materials to GSU students. GRADE COMPOSITION 1. Components By Weight: Supplemental Instruction Sessions (SIs)10%2 per month minimum, January excluded. Quizzes/Attendance10% Aplia Exercises10% Midterm10% SE 1 10% SE 2 10%Note that later assignments are weighted more to give SE 320%students credit for improvement and to minimize any Final Exam20%penalty for not knowing the material earlier in the term. 2. Grading Scale Assignments in this class are scored on a scale from 1 to 100. Scores transfer to point scale and letter grades as follows: A+4. 398 – 100C+2. 3 77 – 79 A 4. 00 93 – 97C2. 00 73 – 76. A-3. 7 90 – 92C-1. 7 70 – 72 B+3. 3 87 – 89D1. 0060 – 69 B3. 00 83 – 86F0. 000 – 59 B-2. 7 80 – 82 3. To pass the course, students must earn an overall average of 60, get least a 60 on either the midterm or the final, and complete the final, and the SEs. 4. I reserve the right to withdraw any student who, prior to March 4, 2014, misses more than 2 exercises or misses more than 2 quizzes/classes. However, missing more than 2 exercises or 2 quizzes/classes does not guarantee that I will withdraw you. If you want to withdraw, you need to do that yourself via GoSOLAR. 5. If you are not doing as well as you would like in this or any of your other courses, consider making an appointment with the Undergraduate Studies Office, Sparks 224. It offers one-on-one academic coaching, as well as workshops and tutorials on study skills. Important Tip: It is hard to get less than a C in this course if you take all the quizzes, come to all of the class sessions, do all the exercises, take both exams, and complete all three SEs. It is easy to get an F if you miss more than 2 quizzes or class periods, miss more than 2 sets of exercises, miss an exam, or miss an SE. In other words, effort counts. SEs: â€Å"SE† stands for â€Å"Standardize and Evaluate an Argument. † These will be discussed in detail in class. I reserve the right to use any student’s SE for pedagogical purposes. Students’ names and any other identifying marks will be removed to ensure anonymity. Quizzes: Some class meetings will begin with a quiz. The quizzes will begin promptly and last precisely 5 minutes. They will be composed of two multiple-choice questions that cover the reading assigned for that days class. The questions will be easy if you have done the reading. For merely taking the quiz and remaining in class for the full 50 minutes, you will get 50 of a possible 100 points. You will get 75 of 100 if you get one question right, and 100 of 100 if you get both questions right. This is an ideal opportunity to get an A on 10% of your course grade. Exercises Aplia: Exercises are completed electronically via Aplia. You must purchase the software at Aplia. They are due once a week by or before 11:45 pm on Sunday Eastern Time (be careful not to choose Pacific time! ). Note that the computer will close at precisely that time so you need to be sure your exercises are submitted before that time. See the handout on page 6 for accessing Exercises on Aplia. Your grade on each set of exercises is the percentage of the questions you get right. For example, if there are eight questions in an exercise set, and you get six of them right, your grade on that set is a 75. However, your actual Aplia grade will be based on your good faith effort. If you attempt to do all of the questions on the exercises every week, and you average between 60—93%, your total Aplia grade will be set at 93. Scores over 93% will be recorded as they are. This is an ideal opportunity to get an A on 10% of your course grade. Make-Ups: 1. Late assignments and absences are excused only when there is a sufficiently documented, last minute significant emergency. 2. There are no make-ups for daily quizzes. If you have an excused absence on that day, that day’s quiz will simply be dropped from the calculation of your quiz grade. Email: 1. Email is the best way to contact me. 2. You should check your official Georgia State email at least once every 24 hours. 3. By University policy, I must use your official Georgia State student email address. If you send an email from a non-GSU email account, I cannot respond. 4. If you email me from your GSU account and have not received a reply within 24 hours, you should assume that I did not receive the message. Contact me in person. 5. If you turn in any assignment by email, it is your responsibility to confirm that I received it on time. You will know that I got it because I reply to all student emails. If I do not receive it on time, you will not get credit for the assignment without time-stamped email proof that you sent it before it was due. Having trouble with your email, computer, or ISP is not an excuse for a late assignment. Attendance: Everyone’s presence is an intrinsic and vital feature of the class. Even if you do not speak, your presence has an effect on what is said by others. Attendance can be the deciding factor for course grades on the borderline. Class Format: The class will be a combination of lecture, discussion, and practice. This format demands that students be well prepared for class. You do not have to understand all the readings before class, but you need to read all the readings before class and be prepared to ask questions about what you do not understand. Electronic Devices: No computers, cell phones, smart phones, PDAs, pagers, or other electronic devices may be used in the classroom. Please turn off all devices before class begins. Students with Disabilities: If you have a disability that may impair your ability to successfully complete this course, contact your instructor as soon as possible to arrange accommodations. GSU has two programs that provide supports services to students with disabilities. Office of Disability Services http://www2. gsu. edu/~wwwods/ 404. 413-1560 Accessibility At GSU http://www2. gsu. edu/~wwwada/ 404. 464-9044 Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services (second floor in the Student Center; [emailprotected] edu). Students may be accommodated only upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought. ACADEMIC DISHONESTY: Failure of the course is the default departmental penalty for plagiarism, cheating on a test, copying someone else’s work, letting someone else copy your work, or any other form of academic dishonesty. For example, copying someone else’s standardization of an argument is a case of plagiarism and will result in failure of the course. You are encouraged to study for tests with your classmates, but all work turned in for credit must be either your own work, or correctly cited. If you use even a small part of a classmate’s work or a line from an online source, you must use proper citation. If you don’t, you have violated GSU’s academic honesty policy. Finally, note that on assignments in this class, no outside sources are permitted for in-class tests or SEs. Moreover, you are liable for further administrative action, which might include expulsion with notation on your permanent record. See the GSU Policy on Academic Dishonesty attached to this syllabus, available in the University Student Handbook, and found online at http://www2. gsu. edu/~wwwcam/overview/index. html In addition, be sure you give due consideration to what it means to be a good friend! Not infrequently, students draw the natural but erroneous conclusion that allowing or facilitating a friend’s cheating is somehow helping that friend. FAR FROM IT! Good friends, truly good friends, help us to avoid cheating and any other kind of dishonesty. HOW TO DO WELL IN THIS COURSE: Come to Class and Come on Time: Because of the way grades are computed, and the fact that so much of the course is discussion based, your grade will suffer if you are not present for discussions, and your grade will be favorably affected if you are present. Study Outside of Class: 1. A normal expectation is that undergraduate students will spend a minimum of two hours studying outside of class for every hour spent in class. 2. Since this course meets for 2 hours of class time each week, you should plan on spending at least 4 hours outside of class each week studying the material. It is also likely that it will take more than that amount of time to complete the readings in a manner sufficient to understand the material. Remember in Summer session, every day is equivalent to one week in a Fall or Spring term! Read the Assignments Multiple Times: Philosophy is demanding reading. I expect you to do all the readings before class and after class. We will not read a great many pages, but some of the readings might be dense or difficult to follow. First, read the work through quickly to get the general idea and to circle any words you don’t understand. Then look up all the words you don’t know and read the work again slowly. Third, after we cover the reading in class, read it again, slowly. Read. Rinse. Repeat. Final Notes: The course syllabus provides a general plan for the course; deviations may be necessary. Everything in this syllabus can change (and something always does). You are responsible for all changes announced in class, on PAWS, and via email. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take time to fill out the online course evaluation. How to access your Aplia course PHIL 1010- Critical Thinking Spring 2014 Instructor: George Rainbolt Start Date: 01/13/2014End Date: 05/11/2014 Course Key: 5N6Q-MHZW-NQNX Registration Aplia is part of CengageBrain, which allows you to sign in to a single site to access your Cengage materials and courses. 1. Connect to http://login. cengagebrain. com/ 2. If you already have an account, sign in. From your Dashboard, enter your course key (5N6Q-MHZW-NQNX) in the box provided, and click the Register button. If you dont have an account, click the Create a New Account button, and enter your course key when prompted: 5N6Q-MHZW-NQNX. Continue to follow the on-screen instructions. Payment Online Only: http://www. cengagebrain. com/micro/gsuphil1010 After registering, you can buy access to Aplia from myhome. cengagebrain. com. Aplia is NOT available from bookstore. Purchase it online only to get special discount price. If you choose to pay later, you can use Aplia without paying until 11:59 PM on 02/02/2014. After paying, you will have the option to purchase a physical book at a discounted price. For more information on registering for Aplia, please visit http://www. cengagebrain. com/aplia/. Phil 1010TENTATIVE Schedule of AssignmentsSpring 2014. January T 1/14Chap 1, What is Critical Thinking, What is an Argument, Why Think Critically, pp. 4-13 R 1/16Chap 1, Finding Arguments, pp. 13-26; Begin Putting in Standard Form Right Away. F 1/17No class, but last day to Add/Drop S 1/19APLIA DUE: How to Use Aplia Due before 11:45pm T 1/21Chap 1, Putting Arguments into Standard Form, pp. 31-36 R 1/23Chap 1, Standardization Practice S 1/26APLIA DUE Ch 1, Sets 1 and 2, before 11:45pm T 1/28SE1 (standardize a passage in class) R 1/30Chap 2, Two Characteristics of a Good Argument, True Premises, and Proper Form, pp. 42-48 and 51-53 February. S 2/2APLIA DUE Ch 1, Set 3, and Ch 2, Set 1, before 11:45pm T 2/4Chap 2, Deductive and Inductive Arguments and Relevance, Fallacies pp. 55-64 and 70-79 R 2/6Chap 3, Three Kinds of Premises, pp. 86-102 S 2/9APLIA DUE Ch 2, Set 22, before 11:45pm T 2/11SE 2 (standardizing and evaluating a passage in class) R 2/13Chap 5, Identifying Propositional Statements, pp. 146-156 S 2/16APLIA DUE Ch 2, Set 3, before 11:45pm T 2/18Chap 5, Evaluating Propositional Arguments, pp. 159-169 R 2/20Chap 5, How PF test differs for Deductive and Inductive Arguments S 2/23APLIA DUE Ch 3, Set 1, before 11:45pm T 2/25Review. R 2/27Midterm in class March S 3/2APLIA DUE Ch 5, Set 1, before 11:45pm T 3/4Chap 7, Identifying Analogical Arguments, pp. 228-234 Last day to withdraw with a W R 3/6Chap 7, Evaluating Analogical Arguments, pp. 244-256 S 3/9APLIA DUE Ch 5, Set 2, and Ch 7, Set 1, before 11:45pm T 3/11Chap 8, Descriptive Statistics, pp. 258-275 R 3/13Chap 8 Identifying Statistical Arguments, pp. 275-278 S 3/16APLIA DUE Ch 7, Set 2, and Ch 8, Set 1, before 11:45pm T3/18 R 3/20NO CLASS SPRING BREAK T 3/25Chap 8, Evaluating Statistical Arguments, pp. 281-285 R 3/27Chap 8, Evaluating Statistical Arguments continued. S 3/30APLIA DUE Ch 8, Sets 2 and 3, before 11:45pm April T 4/1No Fooling! Chap 9, The Many Meanings of â€Å"Cause† and Identifying Causal Arguments, pp. 294-303 R 4/3Chap 9, Evaluating Causal Arguments, pp. 306-314 S 4/6APLIA DUE Ch 9, Set 1, before 11:45pm T 4/8Chap 9, Evaluating Causal Arguments Continued, pp. 316-321 R 4/10Chap 9, The Scientific Method, pp. 326-331 S 4/13APLIA DUE Ch 9, Sets 2 and 3, before 11:45pm T 4/15SE 3 in class (standardizing and evaluating a passage in class) R 4/17Chap 10, Identifying Moral Arguments, pp. 342-345 S 4/20APLIA DUE Ch 9, Set 4, before 11:45pm. T 4/22Chap 10, Evaluating Moral Arguments, Consequentialist Arguments, pp. 351-358 R 4/24Chap 10, Deontic and Aretaic Moral Arguments, pp. 359-366 F 5/2Friday, May 2, 2014, Common Final Exam, 1:30-4:00pm. Room TBA Department of Philosophy General Syllabus Statement Spring 2014 This syllabus provides a general plan for the course. Deviations may be necessary. The last day to withdraw from a course with the possibility of receiving a W is Tuesday, March 4. Students are responsible for confirming that they are attending the course section for which they are registered. Failure to do so may result in an F for the course. By University policy and to respect the confidentiality of all students, final grades may not be posted or given out over the phone. To see your grades, use PAWS. The customary penalty for a violation of the academic honesty rules is an F in the course. See the University Policy on Academic Honesty on the reverse of this sheet. Copying or using material from the internet without citation is a violation of the academic honesty rules. A student may be awarded a grade of W no more than 6 times in their careers at Georgia State. After 6 Ws, a withdrawal is recorded as a WF on the students record. A WF counts as an F in a GPA. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State University. Upon completing the course, please take the time to fill out the online course evaluation. Students who wish to request accommodation for a disability must do so by registering with the Office of Disability Services in Suite 230 of the Student Center. Students may only be accommodated upon issuance by the Office of Disability Services of a singed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which an accommodation is sought. Subscribe to one of our department listservs for current information and events: 1. Undergraduate Students: www2. gsu. edu/~wwwphi/2131. html 2. Graduate Students: www2. gsu. edu/~wwwphi/2109. html For more information on the philosophy program visit: www. gsu. edu/philosophy Policy on Academic Honesty, from the GSU Catalog As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. The university assumes as a basic and minimum standard of conduct in academic matters that students be honest and that they submit for credit only the products of their own efforts. Both the ideals of scholarship and the need for fairness require that all dishonest work be rejected as a basis for academic credit. They also require that students refrain from any and all forms of dishonor? able or unethical conduct related to their academic work. The university’s policy on academic honesty is published in the Faculty Handbook and On Campus: The Student Handbook and is available to all members of the university community. The policy represents a core value of the university, and all members of the university community are responsible for abiding by its tenets. Lack of knowledge of this policy is not an acceptable defense to any charge of academic dishonesty. All members of the academic community—students, faculty, and staff—are expected to report violations of these standards of academic conduct to the appropriate authorities. The procedures for such reporting are on file in the offices of the deans of each college, the office of the dean of students, and the office of the provost. In an effort to foster an environment of academic integrity and to prevent academic dishonesty, students are expected to discuss with faculty the expectations regarding course assignments and standards of conduct. Students are encouraged to discuss freely with faculty, academic advisers, and other members of the university community any questions pertaining to the provisions of this policy. In addition, students are encouraged to avail themselves of programs in establishing personal standards and ethics offered through the university’s Counseling Center. Definitions and Examples The examples and definitions given below are intended to clarify the standards by which academic honesty and academically honorable conduct are to be judged. The list is merely illustrative of the kinds of infractions that may occur, and it is not intended to be exhaustive. Moreover, the definitions and examples suggest conditions under which unacceptable behavior of the indicated types normally occurs; however, there may be unusual cases that fall outside these conditions that also will be judged unacceptable by the academic community. Plagiarism: Plagiarism is presenting another person’s work as one’s own. Plagiarism includes any para? phrasing or summarizing of the works of another person without acknowledgment, including the submitting of another student’s work as one’s own. Plagiarism frequently involves a failure to acknowledge  in the text, notes, or footnotes the quotation of the paragraphs, sentences, or even a few phrases written or spoken by someone else. The submission of research or completed papers or projects by someone else is plagiarism, as is the unacknowledged use of research sources gathered by someone else when that use is specifically forbidden by the faculty member. Failure to indicate the extent and nature of one’s reliance on other sources is also a form of plagiarism. Any work, in whole or in part, taken from the Internet or other computer-based resource without properly referencing the source (for example, the URL) is considered plagiarism. A complete reference is required in order that all parties may locate and view the original source. Finally, there may be forms of plagiarism that are unique to an individual discipline or course, examples of which should be provided in advance by the faculty member. The student is responsible for understanding the legitimate use of sources, the appropriate ways of acknowledging academic, scholarly or creative indebtedness, and the consequences of violating this responsibility. Cheating on Examinations: Cheating on examinations involves giving or receiving unauthorized help before, during, or after an examination. Examples of unauthorized help include the use of notes, computer-based resources, texts, or crib sheets during an examination (unless specifically approved by the faculty member), or sharing information with another student during an examination (unless specifically approved by the faculty member). Other examples include intentionally allowing another student to view one’s own examination and collaboration before or after an examination if such collaboration is specifically forbidden by the faculty member. Unauthorized Collaboration: Submission for academic credit of a work product, or a part thereof, represented as its being one’s own effort, which has been developed in substantial collaboration with another person or source or with a computer-based resource is a violation of academic honesty. It is also a violation of academic honesty knowingly to provide such assistance. Collaborative work specifically authorized by a faculty member is allowed. Falsification: It is a violation of academic honesty to misrepresent material or fabricate information in an academic exercise, assignment or proceeding (e. g. , false or misleading citation of sources, falsification of the results of experiments or computer data, false or misleading information in an academic context in order to gain an unfair advantage). Multiple Submissions: It is a violation of academic honesty to submit substantial portions of the same work for credit more than once without the explicit consent of the faculty member(s) to whom the material is submitted for additional credit. In cases in which there is a natural development of research or knowledge in a sequence of courses, use of prior work may be desirable, even required; however the student is responsible for indicating in writing, as a part of such use, that the current work submitted for credit is cumulative in nature. ID SHEET Please print or write legibly PRINT NAME GSU EMAIL ADDRESS CELL PHONE EMERGENCY CONTACT Name EMERGENCY CONTACT Phone Freshman, Soph, Jr, Sr, PostBac? Number of credit hours completed MAJOR 2ND MAJOR. MINOR 2ND MINOR PREVIOUS PHIL COURSES Intro to Phil or Great Questions? Others at GSU? Phil Courses taken elsewhere? If so what and where? Check reason(s) for taking this course (a) Fulfills Area B Core Reqmt (b) Fulfills another reqmt (C) Good time of day (d) Phil major or minor (e) Other reason: specify Give a definition of Critical Thinking Why are you here? (at least one paragraph, continue on next page) ***********************************TEAR OFF HERE***************************************** Complete the following before or on the first day you attend class, and turn it to your instructor. NAME______________________________DATE__________________ I have received, read, or will read, and accept responsibility for following the policies noted in the syllabus. I have also received, read, or will read, and accept responsibility for fulfilling the requirements outlined in the schedule of assignments. I understand that not following the course policies or not completing all assignments can negatively affect my grade in the course. I also understand that FAILURE OF THE COURSE is the departmental default policy for cases of academic dishonesty, including, but not limited to plagiarism, cheating on a test, copying someone else’s exercises or other work, letting someone else copy my exercises or other work, or any other form of academic dishonesty. I also understand that I am responsible for using and checking my GSU email account daily, and that my instructor is required by university policy to use my GSU email account for all academic correspondence.