Kids Worst Nightmares :: essays research papers

Kid’s Worst Nightmare   Ã‚  Ã‚  Ã‚  Ã‚  The worst nightmare for a child in elementary school is to hear his/her teacher say they will have no recess. Most children look forward to recess every day and some could even play everyday all day if they could. It is a time for them to let off all the stress that has built up from school work, and a time for them to be themselves. The council on Physical Education for Children agree that recess is a necessity, they state that â€Å"Recess is a time that gives children opportunities to engage in physical activity, to developing, healthy bodies which in return would create healthy minds and bodies that would be capable for learning† (COPEC, 2001). Recess is needed in all schools because it is healthy for all children, it improves social skills with one another, and it revitalizes the children.   Ã‚  Ã‚  Ã‚  Ã‚  Recess is an important part of child development in Elementary Schools because it allows the children to get the necessary exercises they need, which is healthy for all children. Due to some parents’ work loads, community violence, and safety issues some children are unable to play freely. As a result of these issues, children are leaning more towards watching television, playing video games and other inactive activities that endanger their health (Jarrett, 2003). Therefore, children are at high risk for early signs of heart disease, diabetes, and obesity. Recess is a way that Elementary schools help prevent health issues in some children’s lives. It also serves as a developmentally appropriate strategy for reducing stress. Olga S. Jarrett did a study on recess, she stated that â€Å"Recess allows children to be active which will make the child more assertive and able to focus on their class work when he/she starts on it† (Jarrett, 2003). Jarr ett also study how recess works with the brain and she concludes that â€Å"Recess involves that valuable, unstructured downtime, that research says is crucial for recycling brain chemicals that formulate long term memory† (Jarrett, 2003). During play, children breathe in oxygen which helps fuel their brains, creating more connections between neurons. This helps their brain to process information, and leads to better grades. Recess also helps with the development of children’s social skills and in the long run, being an adult in society.   Ã‚  Ã‚  Ã‚  Ã‚  While children play, they are still learning; they are learning life-long skills that will help them as adults. Skills such as working together, resolving conflicts, motor skills, and cognitive abilities are being taught.

Describe the Role and Status of Women in the 1940s and 1950s Essay

After the First World War women had gained a huge step towards having equality with men. In 1918 married women over the age of 30 were given the right to vote. During the war women had proved themselves as capable as men, not only as nurses near the front lines working in very dangerous positions but also back in Britain working to help the war effort in jobs that before the war they could never have even had a chance of getting. However women were still a long way of having any vague equality with men, and when the men returned from war things changed as men were still considered far above women. Although it had got worse since the end of the war it should be recognised that womens role in society had been greatly improved since the days before the First World War. During the Second World War many of the men were conscripted to go away to war. This meant that their jobs now needed to be filled in order for the country to work., women got jobs in all areas of employment from working in manual labour to working in banks. They also managed to prove that they could do the jobs just as well as men and were able to work in jobs that had previously been for men only. Gaining all these new jobs had been a huge leap towards women gaining equality with men, however when the men returned from war most if the women lost their war time jobs. This happened because of a number of reasons. Firstly, public opinion in general believed that the soldiers who had been fighting deserved to come back to jobs and not have to struggle with unemployment. Also some bosses of small and large companies felt that men were still better and didnt want to employ women over men. A women who had worked as a welder during the war years was told, â€Å"Oh my goodness, youve got the best qualifications that we ever had apply for the job, but your a woman, and I wonder what the boys would say if I employed a woman† A newspaper editor was told when she was dismissed,†Oh its nothing wrong with your work, but we have to safeguard the succession and the successor has to be a man†. Bosses who were taking this line, and most of them were were infact taking and supporting the governments line. The governments official line said it is doubtless true that there are many jobs done during the war by women for which men are better suited, both mentally and physically. And, if there is to be a nation in the future, there must be children and children mean homes and endless chores. So that there must naturally be a drift back from the services and the factories to domestic work. I believe that this is showing that men and the government (dominated by men) were showing an incompetence to realise that women were able to do the jobs that men traditionally did. So although women had again gained a further step towards equality after the war they had again lost some of that newly gained freedom when the war ended in 1945. However not all women were displeased at societys attitude as after the war many women wanted to start families and now the men had come back from the war they were able to do this. The evidence for this lies in an area known as the baby boom, when the birth rate soared dramatically after the war. Even after the war when women were gaining more equality with men they did not have equal pay rates as men. A woman doing the same amount of work as a man would be paid two thirds of what a man would be paid. Women didnt, understandably find this fair and in August 1943 them women who worked at a Rolls Royce factory went on strike and after a week on strike they were given equal pay. However all over the rest of the country women continued be exploited by societies views. Even the government were not willing to even think about women being equal to men. When female school teachers asked for equal pay with men, Churchill dismissed their demand with one word. Even though now he was falling out of favour with the people and was soon to lose the general election, it showed that some men and in incredibly important positions within society, had no respect still for womens role in society. This meant that their status remained below a mans status even though in some cases they had become more equal, such as the right it do certain types of jobs. Before 1948 the government offered no medical assistance to women or their children only a small amount to men. In 1942 the Beveridge report was published which illustrated the importance of setting up a Welfare State which would look after all citizens equally. In July 1948 the National Health Service Act and the National Insurance Act were introduced for a weekly payment by all people earning wages. This was a huge advance for womens equality and their place in society as it now made them equal. In the first few months thousands of women went to the NHS to be treated of illnesses that they had previously had to suffer in silence. The introduction of the Welfare State also brought about the Butler Education Act. This meant that the minimum age to leave school was now raised to fifteen for all children. This was another huge advance for girls in school as it meant that there was now not only had free secondary education, and therefor this meant that the government recognised girls ability to thrive within a working and intellectual environment. It also meant that they were being put on the same level platform and being given equal opportunities in schools as boys, which would then go onto to effect the whole generations and its way of dealing with women as equals. However the system was slightly corrupt and it was not entirely equal. When pupils went up into secondary schools they had to take an 11+ exam to determine which type of school they would go in to. There were three different types, grammar for the most academic, secondary modern and technical for pupils who would be more suited to manual and primary sector jobs. Although the system seemed to give equal opportunities for both girls and boys there were infact more grammar schools for boys than there were for girls. The Welfare State also introduced family allowances to try and deal with poverty among families with a large numbers of children. It meant that for each child a small payment was paid to the women to help keep the child. This meant that the women now had some control over the finances within the household and that the man could not just go out and spend the money needed for the children. I believe that in the 1940s and 50s womens role in society improved greatly and that there were huge leaps made towards equality. However there were still some major issues that still had not been resolved and needed to be if there was going to get equality between men and women

Divine Command Theory, Objectivism, Diversity and Dep Theses

1. Explain what is meant by saying that a value is intrinsic? How are instrumental values related to intrinsic values? A value is said to be intrinsic if an object has the value for its own sake or because of its nature. A value is said to be instrumental if it aids in achieving or acquiring something with intrinsic value. For example, one’s job could have instrumental value in that it acquires money. Furthermore, money could have instrumental value in that it can provide objects from which one derives happiness or pleasure, something with intrinsic value.Objects or activities with instrumental value typically aid in acquiring things with intrinsic value. 2. According to the Divine Command Theory (DCT), does God command what he commands because it is intrinsically good; or is what God commands â€Å"good† because it is God who commands it? The Divine Command Theory suggests that what God commands is â€Å"good† because He commands it, but this view is not necessa rily valid. According to the DCT, â€Å"goodness† is equated with â€Å"God-willed,† suggesting that the commands of God are â€Å"good† because they are His commands.A statement such as â€Å"God is good† becomes redundant and illogical if â€Å"good† is equated with â€Å"God-willed. † It would be more logical to think that God’s commands have intrinsic goodness since atheists and other nonbelievers can identify with some moral foundation. An atheist might choose to believe that God was correct in saying that â€Å"killing is wrong† not because he believes in God’s word but rather he believes that the rule is intrinsically good. 3. According to the Divine Command Theory why should we obey the moral law?According to the Divine Command Theory, we should obey the moral law because it is the word of God. The DCT suggests that â€Å"morally right† means â€Å"willed by God,† so acting in compliance with moral law is essentially synonymous with acting in compliance with the word of God. Since God determines the moral law, no other reason is required for us to obey. 4. Explain why the DCT logically makes morality arbitrary. Why is arbitrariness a problem for morality? The Divine Command Theory suggests that morally â€Å"right† simply means willed by God.If something is morally â€Å"right† based solely on what God determines, an unsettling arbitrariness arises out of His commands. It would seem that God could just as easily make seemingly â€Å"immoral† acts â€Å"moral† (i. e. rape, genocide). The problem with arbitrariness is that it makes the development of a deeper, more appreciative morality absolutely impossible. An example can be made out of the story of Joshua and the battle at Jericho. If we are to believe that God determines what is morally â€Å"right† and â€Å"wrong,† then we believe that Joshua was just in slaughtering the men, women , and children because it was God’s command.In this scenario, this belief prevents the development of a moral understanding that murder is wrong, a severe problem for morality. 5. Define and explain Ethical Relativism, Ethical Absolutism, and Ethical Objectivism. Ethical relativism is the idea that moral â€Å"right† and â€Å"wrong† are defined within a society/culture or by an individual. The difference between society (conventional ethical relativism) and an individual (subjective ethical relativism) defining morality is very clear. Subjectivists hold that individuals are allowed to define what is â€Å"right† or â€Å"wrong,† but this would suggest that criminals (i. . murderers, cannibals, rapists) are correct and morally â€Å"right† when they engage in their crimes, since no one can ever be wrong. Conventionalists would hold that a society or culture is left to define moral â€Å"right† and â€Å"wrong. † However, it wou ld allow for any group to declare their ideals â€Å"right† or â€Å"just,† suggesting that groups with â€Å"immoral† ideals (i. e. congregations of rapists, murderers, etc. ) would be just as morally â€Å"right† as pro-life activists. Ethical absolutism holds that fundamental, absolute moral â€Å"right† and â€Å"wrong† exist and must not be defied by anyone, regardless of context.However, the ethical objectivist believes that there exists a universal morality relevant to all people and cultures, but with context taken into consideration. For example, the ethical absolutist would believe that a mother stealing medicine to help her sick child is wrong because the bottom line is that stealing is wrong. However, the ethical objectivist would hold that the mother’s reasoning was sound and that her moral obligation to help her child overrides her moral duty to the law. 6.Explain how the â€Å"Diversity Thesis† together with the â€Å"Dependency Thesis† logically imply the conclusion that Ethical Relativism is true. Then, give at least two arguments against ethical relativism. Are there reasons to believe that there are some objective values that apply in any society? The Diversity Thesis is an anthropological fact stating that moral â€Å"right† and â€Å"wrong† vary amongst different societies, so there are no fundamental or universal morals held by all societies. The Dependency Thesis states that what is morally â€Å"right† and â€Å"wrong† is dependent upon what the society defines as right and wrong.If both of these hold true, and conventional ethical relativism is described by a society in which moral â€Å"right† and â€Å"wrong† are defined within the society, then the connection is clear. The Diversity Thesis coupled with the Dependency Thesis entail the conclusion outlined in conventional ethical relativism. There are a number of arguments to be ma de against the idea of conventional ethical relativism. For example, some cultures view their women as inferior to men, withholding basic rights (and in some cases, inflicting genital mutilation).While this may be seen by a majority of the society as acceptable, it is often argued that the disregard for human rights is immoral. The ethical relativist would argue that the society is right in doing whatever it collectively thinks is right. In this case, and in many more, it is clear that the society is not always correct in defining moral â€Å"right† and â€Å"wrong† by its own standards. Additionally, the ethical relativist might argue that the pro-slavery movement in early America was morally sound because the society thought that what they were doing was morally â€Å"right. The notion that slavery is wrong is now more widely accepted, but a glimpse not too far into our country’s past would prove otherwise. This is an obvious example of why ethical relativism is incorrect and can inadvertently allow immorality to be permissible. It is sound to think that the value of human life is an objective value relevant to all societies. While it may be recognized to varying degrees in different parts of the world, it is safe to acknowledge human life as something to be universally valued by all societies.

Inca Star Worship and Constellations

Inca Star Worship and Constellations The stars in the sky were very important to the religion of the Inca. They identified constellations and individual stars and assigned them a purpose. According to the Inca, many of the stars were there to protect animals: every animal had a corresponding star or constellation which would look out for it. Today, traditional Quechua communities still see the same constellations in the sky as they did centuries ago. Inca Culture and Religion The Inca culture thrived in the Andes Mountains in western South America from the twelfth to sixteenth centuries. Although they started out as one ethnic group among many in the region, they embarked upon a campaign of conquest and assimilation and by the fifteenth century, they had achieved pre-eminence in the Andes and controlled an empire which stretched from present-day Colombia to Chile. Their religion was complicated. They had a pantheon of greater gods which included Viracocha, the creator, Inti, the Sun, and Chuqui Illa, the thunder god. They also worshiped huacas, which were spirits which could inhabit just about any remarkable phenomenon, such as a waterfall, large boulder or tree. The Inca and the Stars The sky was very important to the Inca culture. The sun and moon were considered gods and temples and pillars were laid out specifically so that heavenly bodies such as the sun would pass over pillars or through windows on certain days, such as the summer solstice. The stars played an important role in Inca cosmology. The Inca believed that Viracocha had planned for the protection of all living things, and that to each star corresponded a particular sort of animal or bird. The star grouping known as the Pleiades held particular influence over the lives of animals and birds. This group of stars was not considered a greater god but rather a huaca, and Inca shamans would regularly make sacrifices to it. Inca Constellations Like many other cultures, the Inca grouped the stars into constellations. They saw many animals and other things from their daily lives when they looked to the stars. There were two sorts of constellations for the Inca. The first are of the common variety, where groupings of stars are linked in connect-the-dots fashion to make images of gods, animals, heroes, etc. The Inca saw some such constellations in the sky but considered them inanimate. The other constellations were seen in the absence of stars: these dark blotches on the Milky Way were seen as animals and were considered living or animate. They lived in the Milky Way, which was considered a river. The Inca were one of the very few cultures who found their constellations in the absence of stars. Mach’acuay: The Serpent One of the major dark constellations was Machacuay, the Serpent. Although snakes are rare at the high altitudes where the Inca Empire thrived, there are a few, and the Amazon River basin is not far away to the east. The Inca saw serpents as highly mythological animals: rainbows were said to be serpents named amarus. Machacuay was said to oversee all snakes on Earth, protecting them and helping them procreate. The constellation Machacuay is a wavy dark band located on the Milky Way between Canis Major and the Southern Cross. The constellation serpent emerges head-first in the Inca region in August and begins to set in February: Interestingly, this mirrors the activity of real snakes in the zone, which are more active during the Andean rainy season of December to February. Hanp’atu: The Toad In a somewhat surprising twist on nature, Hanpatu the Toad chases Machacuay the Serpent out of the Earth in August as that segment of the Milky Way becomes visible in Peru. Hanpatu is seen in a lumpish dark cloud between Machacuays tail and the Southern Cross. Like the snake, the toad was an important animal to the Inca. The nocturnal croaking and chirping of frogs and toads were listened to attentively by Inca diviners, who believed that the more these amphibians croaked, the more likely it was to rain soon. Also like the snakes, the Andean toads are more active during the rainy season; in addition, they croak more at night when their constellation is visible in the sky. Hanpatu also had the added significance that his appearance in the night sky coincided with the beginning of the Inca agricultural cycle: when he showed up, it meant that the time to plant had come. Yutu: The Tinamou Tinamous are clumsy ground birds similar to partridges, common in the Andean region. Located at the base of the Southern Cross, Yutu is the next dark constellation to emerge as the Milky Way becomes visible in the night sky. Yutu is a dark, kite-shaped spot which corresponds to the Coal Sack Nebula. It chases Hanpatu, which makes some sense because tinamous are known to eat small frogs and lizards. The tinamou may have been selected (as opposed to any other bird) because it exhibits remarkable social behavior: male tinamous attract and mate with females, who lay their eggs in his nest before leaving to repeat the process with another male. Males, therefore, incubate the eggs, which could come from 2 to 5 mating partners. Urcuchillay: The Llama The next constellation to emerge is the llama, perhaps the most important of the constellations to the Inca. Although the llama is a dark constellation, the stars Alpha and Beta Centauri serve as its â€Å"eyes† and are the first to emerge when the llama rises in November. The constellation consists of two llamas, a mother, and a baby. Llamas were of great importance to the Inca: they were food, beasts of burden and sacrifices to the gods. These sacrifices often took place at certain times with astronomical significance such as equinoxes and solstices. Llama herders were particularly attentive to the movements of the celestial llama and offered it sacrifices. Atoq: The Fox The fox is a small black splotch at the feet of the llama: this is appropriate because Andean foxes eat baby vicuà ±as. When they foxes come by, however, the adult vicuà ±as gang up and attempt to trample the foxes to death. This constellation has a connection to earthly foxes: the Sun passes through the constellation in December, the time when baby foxes are born. Significance of Inca Star Worship The Inca constellations and their worship - or at least a certain respect for them and an understanding of their role in the agricultural cycle - are one of few aspects of Inca culture that survived the conquest, colonial era and 500 years of forced assimilation. The original Spanish chroniclers mentioned the constellations and their importance, but not in any great detail: fortunately, modern researchers have been able to fill in the gaps by making friends and doing fieldwork in rural, traditional Andean Quechua communities where people still see the same constellations their ancestors saw centuries ago. The nature of Inca reverence for their dark constellations reveals much about Inca culture and religion. To the Inca, everything was connected: The universe of the Quechuas is not composed of a series of discrete phenomena and events, but rather there is a powerful synthetic principle underlying the perception and ordering of objects and events in the physical environment. (Urton 126). The snake in the sky had the same cycle as earthly snakes and lived in a certain harmony with the other celestial animals. Consider this in contrast to traditional western constellations, which were a series of images (scorpion, hunter, scales, etc) that really didnt interact with one another or events here on Earth (except for vague fortunetelling). Sources Cobo, Bernabà ©. (translated by Roland Hamilton) Inca Religion and Customs. Austin: the University of Texas Press, 1990.Sarmiento de Gamboa, Pedro. (translated by Sir Clement Markham). History of the Incas. 1907. Mineola: Dover Publications, 1999.Urton, Gary. Animals and Astronomy in the Quechua Universe. Proceedings of the American Philosophical Society. Vol. 125, No. 2. (April 30, 1981). P. 110-127.

Israel essays

Israel essays Thesis- Israel has preserved their culture, land, and well being by defending their borders stopping any attempt to disrupt the Jewish state. Israel is extremely different than their surrounding countries. Being very unique in their niche of the world has made Israel have some enemies. Other countries have tried to break Israels back by constantly attacking all the hold sacred. Sometimes going to such extremes as to attack during religious holidays and killing children. Israel has preserved their place in the world by defending their borders and stopping any attempt to ruin the Jewish state. (World Book Online...par 6-7) In 1948 the UN decided to break Palestine up into two parts, one Arab the other Jewish. Theist created the state of Israel. The Arabs however, rejected the split. What was to come was Israels first war. But instead of fighting one enemy they had to fight several. Armies were sent by Egypt, Jordan, Syria, Iraq, and Lebanon to fight the UNs decision. The result was the war of 1948-49. The Arabs had an enormous strategic advantage. With Jordans 10,000 British trained troops artillery experienced, and Iraqs army planning to cut the Jewish state in half things looked good for the Arabs. The Egyptian forces were planning on giving Israel a deafening blow by going through Gaza and towards Jerusalem in two different forces. All in all the Arabs were very confident with their numbers compared to the Israelis with the Arabs at 37,000 and Israel at 28,000. If performed correct the Arabs could make the Israelis fight on three differ fronts. That would prove to be very beneficial to the Arabs for the Israelis were ill equipped and inexperienced for such a fight. The first of the attacks began when Syria attacked Northern Israeli villages. The Syrians started on May 14 with an artillery attack concentrated on the Ein GeV area. This was accompanied with an attack...

Broadening Your Prospective Essay Example for Free

Broadening Your Prospective Essay 1. Compute the activity-based overhead rate for each activity cost pool. Activity-based overhead is determined by dividing estimated overhead by the estimated cost drivers. Activity cost Pool Estimated Overhead /Cost drivers=ACB Overhead Rate Market analysis 1,050,00015,000$70 Product Design2,350,0002,500$940 Product development3,600,00090$40,000 Prototype testing1,400,000500$2,800 2. How much cost would be charged to an in-house manufacturing department that consumed 1,800 hours of market analysis time, was provided 280 designs relating to 10 products, and requested 92 engineering tests? The total charged to an in-house manufacturing department would be $1,046,800. This dollar amount is determined by multiplying the overhead rates of each activity to the amount consumed for that activity and added together for a total. (1,800*70= 126,000), (280*940=263,200) (10*40,000=400,000), (2,800*92=257,600) 3. How much cost would serve as the basis for pricing an R&D bid with an outside company on a contract that would consume 800 hours of analysis time, require 178 designs relating to 3 products, and result in 70 engineering tests? $539,320 would serve as the basis for pricing an R&D bid with an outside company because that dollar amount is the breakeven point. (800*70=56,000), (178*940=167,320), (3*40,000= 120,000), (70*2,800=196,000) 4. What is the benefit to Ideal Manufacturing of applying activity-based costing to its R&D activity for both in-house and outside charging purposes? The benefit to Ideal Manufacturing of applying activity-based costing to its R&D activity for both in-house and outside charging purposes is it will allow the company to gain control of the operating costs of the department. Activity-based costing allows a company to appropriately assign overhead head cost. For example, Ideal manufacturing activities fell into four pools and activity-based costing helped the company to properly allocate its overhead dollars. Under using or over using overhead dollars means the company has to supplement those funds from or to another activity which is a waste to the company. The basis of activity-based costing is to assign cost only to those activities of a product that is actually using the activity in essences cutting costs. This is not only a benefit to Ideal Manufacturing but to any company that is looking to become more efficient and effective. Broadening Your Prospective. (2016, Apr 26). r-prospective-essay We will write a custom sample essay on Broadening Your Prospective specifically for you

Environmental Health Essay Example | Topics and Well Written Essays - 750 words

Environmental Health - Essay Example Environmental Protection Agency, 2012). The definition of medical waste was effectively provided in the Medical Waste tracking Act of 1988 which aptly states its meaning as â€Å""any solid waste that is generated in the diagnosis, treatment, or immunization of human beings or animals, in research pertaining thereto, or in the production or testing of biologicals." This definition includes, but is not limited to: blood-soaked bandages; culture dishes and other glassware; discarded surgical gloves; discarded surgical instruments; discarded needles used to give shots or draw blood (e.g., medical sharps); cultures, stocks, swabs used to inoculate cultures; removed body organs (e.g., tonsils, appendices, limbs); and discarded lancets† (U.S. Environmental Protection Agency, 2012, p. 1). 2. Describe the factors that contribute to its toxicity. Information from the World Health Organization (WHO) revealed that as much as 20% of medical wastes are classified as hazardous which â€Å" may be infectious, toxic or radioactive† (WHO, 2011). The factors that allegedly contribute to its toxicity include presence of micro-organisms, as well as preponderance of specifically identified drug-resistant micro-organisms. Likewise, disposing of these medical wastes improperly could pose indirect risks in terms of release of toxic pollutants. As emphasized, â€Å"incinerated materials containing chlorine can generate dioxins and furans2, which are human carcinogens and have been associated with a range of adverse health effects. Incineration of heavy metals or materials with high metal content (in particular lead, mercury and cadmium) can lead to the spread of toxic metals in the environment† (WHO, 2011, p. 1). 3. Name the environmental and occupational sources of exposure to it. The environmental and occupational sources of exposure to medical wastes include landfills, which â€Å"can contaminate drinking-water if they not properly constructed. Occupational risk s exist at disposal facilities that are not well designed, run, or maintained† (WHO, 2011, p. 1). Likewise, medical wastes which are not properly incinerated pose significant hazards. 4. How is it evaluated and treated? According to the Healthcare Environment Resource Center, medical wastes were previously monitored and regulated by the Environmental Protection Agency; but currently, various states have allegedly taken control and governance. The different regulations that stipulate guidelines and monitor, evaluate and treat medical wastes include: the State Medical Waste Regulations, OSHA Regulations, the US EPA Regulations, as well as the Department of Transportation (DOT) Regulations (Healthcare Environment Resource Center, n.d.). 5. What action could you, the nurse, take to reduce exposure of yourself, your co-workers, patients, and the community? As a nurse, the action that must be taken to reduce exposure to medical wastes include adherence to safety procedures as prescr ibed by OSHA and infection control. Likewise, proper disposal in designated waste receptacles must be followed. In addition, the role of nurses in educating other health care practitioners on its hazard and possible effects, if contaminated, should be enforced as a firm advocate for promoting a safe and secure environment. 6. List at least three web sources about it. References Healthcare Enviro