Korean Christianity Paper Essay Example | Topics and Well Written Essays - 1000 words

Korean Christianity Paper - Essay Example However, the strength of the influence in the clergy, which was once a driving factor in moving the people, now lay down at the side, and materialism as well as influences from other cultures has taken over. Prior to being divided into the south and the north, Korea was once a single nation, being ruled by s single government. Around the 1880’s foreign missionaries started to enter the nation, but was not readily accepted by the people due to various conflicts in their teachings as well as the already present traditions in Korea (Lee 117). Moreover, only some of the educated elite which had the chance to study in Japanese or American universities were successfully converted to Christianity. Common folk, called minjung were still worshipping their ancestors and offering them food and wine, among others, which has been the norm for more than a thousand years (Oak 1). Thus the conversion of Koreans during the start of the 20th century was rather slow and limited. The conversion f rom the pagan religions of the masses and the Confucian and Buddhist principles in the upper class society of Korea was not an easy task. Foreign missionaries did not have an idea that deeply-rooted religions associated with ties to families and ancestors would be hard to break, and converts would have to face ostracism from their families or suffer severe torture or death (Oak 5). Many Koreans also see the conversion as a strong political force that yearns to topple the government, thus many oppose to being converted. Most of the elite that were sent to Japan, the United States or any other country either as a diplomat, a scholar, or exiled were easily converted to Christianity, but their ideals were not easily accepted by many, and people would rather cling to old traditions than lose their families in the process (6). However, after the great depression of the 1920’s and the continuing struggle for independence after being annexed by Japan, Protestant Christianity was prom ulgated by many of the movement’s leaders and revolutions regarding the economic and political reform ensued (118). The association of Korean pride, self-sufficiency and nationalism was spearheaded by a Presbyterian Elder named Cho Man-sik, which was a man with a lot of experience regarding teachings in Christianity, governing a school, and law (Wells 828). In order to initiate the economic stability of Korea (which was struggling due to low wages as well as dependence on Imperial Japan), Cho lived in simple house and worn traditional clothing suited for heavy work, among others. Becoming the symbol for New Korea, Cho held seminars and rallies to push the rest of the nation to become self-governing and self-sufficient (829). Making the people move was something that the socialists were not able to do alone. Protestant Christianity as a religion took its own course and development as well as the integration into the lives of the common folk through the subtle intermingling wit h pagan traditions. Initially, Korean Protestantism was not iconoclastic and sacral in nature, but due to the strong ties of shamanism and other pagan religions, it eventually evolved as such. Also, since the presence of sacred artifacts, people and places was already being practiced, these influenced how converted people worshipped in their faith (Lee 8). And since the lower classes, or minjung were easily converted into Christianity due to the adaptation of old customs, there was an explosion of

Citizenship - Account of activity during work experience Essay Example for Free

Citizenship Account of activity during work experience Essay My Citizenship coursework will be based on the rights and responsibilities of employees and their employers in the workplace. The aim of the coursework is to produce a report explaining the health and safety rules on my work experience placement. This is a citizenship activity because it looks closely at important rights. It will also look at my roles, and those of others, during the activity. I have chosen my work experience place because this will give me the opportunity to get an experience and will make me or introduce me to the world and get vital points on how to develop my life skills towards working. The placement that I have been given is not close to my house but I am willing to work hard and grab this opportunity. I am also interested in the financial market and promoting of products and Ill learn from this. I went for my work experience to Comet Stores. My work experience was for a two week period staring on the 6th of June 2005 and ending on the 16th of June 2005. The area that I was allocated for the work experience was in Fosse Park, which is near the outer ring of the city near to the motorways. Comet Stores is a well-known brand, which sells household electronic devices. The placement that I was in was the biggest store in the city. The complex comprised of two floors namely the sales floor (which was the first floor) and the warehouse, which was the second floor. Before attending the work placement I had to phone up and book an interview with the manager in charge of the store. A week after the phone call was the date of my interview. In the interview I was told the basics about the company such as start and finish times, the dress code and passwords to enter the staff room. I was told that at the first day of my work experience I would be told in more detail about my individual and team tasks. At the start of the first day of my work experience I was feeling anxious as well as nervous. This was the first time I would be entering a working environment. At the start of the day I was taken by the manager for an assembly. I was told to report to the designated area where each person would be given a briefing each morning. A gentleman named Chris was to look after me for the first day. He was in charge of the warehouse stock and was very helpful. He gave me some advice and told me many people have visited the store for work experience and that the store will challenge my ability individually and with a team. The manager had told Chris to take me to the boardroom where I was shown Health and Safety videos that were made by the store. After each key fact Chris would explain to me what it meant, how it concerned the store and asked me if I had any questions. I was also given additional leaflets on Health and safety in the building such as the fire exits and where the fire extinguishes were. I was given a wide range of activities during work experience. The main task I was given for the first few days was to pack and check the shelves. This consisted of me checking the availability of the stock, ordering the stock from the warehouse if it had run out and then packing the shelves with the item. I was also given the chance to analyze the security system of the work place and told how to alarm and disable the alarm system. I was put on my first test with this task, as I had to wire all the flat screen monitors in a sequence to alarm the security if any person may try to take the item. I had noticed as the days went on the store gave me different and more tasks to do which would challenge my ability. I was promoted to assisting the sales staff and to analyze the way in how the sales person would work. This task was to communicate with the public and gave a lot of confidence. I was also placed in the warehouse where I was given a lot of responsibility. I was asked to check the stock, the handling of goods, taking orders and also using the elevator belt, which I was given a Health and Safety guide to. The elevator belt could go upward towards the warehouse and when giving items to the sales floor going downwards. Special buttons were needed for this and great care was needed. All the staff members assisted me but as I was put on different jobs there was different staff members that would help me. As I was on the warehouse level the elevator belt had suddenly come to a halt. As I was not a technician I had asked from a member of staff from the warehouse level. He kindly came and tried to help me but could not fix the problem. As a result he sent a technician to come and assist. The problem was sorted and both members of staff assisted me when I asked for some help. Whilst on the placement I had learnt a lot about rights and responsibility of employers and their employees. I was given a sheet, which told me all the rights.

Coal Mining and Its Impacts Essay -- Coal Dangers Mines Essays Papers

Coal Mining and Its Impacts Coal is a hard, black colored rock-like substance. It is made up of carbon, hydrogen, nitrogen, and varying amount of sulphur. Coal was form as decomposition took place in the absence of oxygen and much of the hydrogen content of the matter was eroded away, leaving a material rich in carbon. The material was compressed over the years by sand and dirt, leaving the form of a carbon known as coal. The different types of coals are Anthracite, bituminous, lignite, peat, coke, and charcoal. Coal is mined out of the ground and used to produce energy. However, they are many deaths, injuries, and sickness involved in mining coal. The earliest known use of coal was in China. Coal from the Fun-Shun mine in northeastern China may have been used to smelt copper as early as 3,000 years ago. Since then there have been several deaths and injuries in mining coal. â€Å"In 1966, an unstable waste tip from the Merthyr Vale mine in Wales released an avalanche of sludge over the village of Aberfan, engulfing not only houses but the primary school, killing 114 children†( Boyle, Everett, & Ramage p. 165). In Britain in the mid-nineteenth century it was estimated that one in every miners would face a fatal accident before completing their mining career. â€Å"1913 saw Britain’s worst mining disaster, with 439 miners killed in an explosion at the Senghenydd mine in Walse†( Boyle, Everett, & Ramage p. 165). It is important to note that the work of a coal miner is one of the most dangerous occupations in the world. The life expectancy of a miner is very low. Mining coal involves going underground to remove coal on to conveyor belts. The deeper the miners go the higher the potential for a disaster becomes.... ...use surface mining which uses machine instead of people to extract coal. The coal companies could provide incentive to workers that suffer from pneumoconiosis. Protective clothing and face mask could also be enhancing to ensure workers safety in coal mining. With government policies and public support the fatalities involved with mining coal could decrease within the next few years. Reference Page Boyle, G., Everett, B. & Ramage, .J. (2003) Energy System and sustainability. United Kingdom: Open University Energy Matters(2003) Energy Matters: Fossil Fuels-coal. Retrieved February, 8, 2007. From http://library. Thinkquest.org Zou CQ, Gao Y, Ma Y. (1997). Pneumoconiosis in China: Asian-Pacific News Letter on Occupational Health and Safety. Retrieved February, 8, 2007, From http://www. China/pneumoconiosis.org Coal Mining and Its Impacts Essay -- Coal Dangers Mines Essays Papers Coal Mining and Its Impacts Coal is a hard, black colored rock-like substance. It is made up of carbon, hydrogen, nitrogen, and varying amount of sulphur. Coal was form as decomposition took place in the absence of oxygen and much of the hydrogen content of the matter was eroded away, leaving a material rich in carbon. The material was compressed over the years by sand and dirt, leaving the form of a carbon known as coal. The different types of coals are Anthracite, bituminous, lignite, peat, coke, and charcoal. Coal is mined out of the ground and used to produce energy. However, they are many deaths, injuries, and sickness involved in mining coal. The earliest known use of coal was in China. Coal from the Fun-Shun mine in northeastern China may have been used to smelt copper as early as 3,000 years ago. Since then there have been several deaths and injuries in mining coal. â€Å"In 1966, an unstable waste tip from the Merthyr Vale mine in Wales released an avalanche of sludge over the village of Aberfan, engulfing not only houses but the primary school, killing 114 children†( Boyle, Everett, & Ramage p. 165). In Britain in the mid-nineteenth century it was estimated that one in every miners would face a fatal accident before completing their mining career. â€Å"1913 saw Britain’s worst mining disaster, with 439 miners killed in an explosion at the Senghenydd mine in Walse†( Boyle, Everett, & Ramage p. 165). It is important to note that the work of a coal miner is one of the most dangerous occupations in the world. The life expectancy of a miner is very low. Mining coal involves going underground to remove coal on to conveyor belts. The deeper the miners go the higher the potential for a disaster becomes.... ...use surface mining which uses machine instead of people to extract coal. The coal companies could provide incentive to workers that suffer from pneumoconiosis. Protective clothing and face mask could also be enhancing to ensure workers safety in coal mining. With government policies and public support the fatalities involved with mining coal could decrease within the next few years. Reference Page Boyle, G., Everett, B. & Ramage, .J. (2003) Energy System and sustainability. United Kingdom: Open University Energy Matters(2003) Energy Matters: Fossil Fuels-coal. Retrieved February, 8, 2007. From http://library. Thinkquest.org Zou CQ, Gao Y, Ma Y. (1997). Pneumoconiosis in China: Asian-Pacific News Letter on Occupational Health and Safety. Retrieved February, 8, 2007, From http://www. China/pneumoconiosis.org Coal Mining and Its Impacts Essay -- Coal Dangers Mines Essays Papers Coal Mining and Its Impacts Coal is a hard, black colored rock-like substance. It is made up of carbon, hydrogen, nitrogen, and varying amount of sulphur. Coal was form as decomposition took place in the absence of oxygen and much of the hydrogen content of the matter was eroded away, leaving a material rich in carbon. The material was compressed over the years by sand and dirt, leaving the form of a carbon known as coal. The different types of coals are Anthracite, bituminous, lignite, peat, coke, and charcoal. Coal is mined out of the ground and used to produce energy. However, they are many deaths, injuries, and sickness involved in mining coal. The earliest known use of coal was in China. Coal from the Fun-Shun mine in northeastern China may have been used to smelt copper as early as 3,000 years ago. Since then there have been several deaths and injuries in mining coal. â€Å"In 1966, an unstable waste tip from the Merthyr Vale mine in Wales released an avalanche of sludge over the village of Aberfan, engulfing not only houses but the primary school, killing 114 children†( Boyle, Everett, & Ramage p. 165). In Britain in the mid-nineteenth century it was estimated that one in every miners would face a fatal accident before completing their mining career. â€Å"1913 saw Britain’s worst mining disaster, with 439 miners killed in an explosion at the Senghenydd mine in Walse†( Boyle, Everett, & Ramage p. 165). It is important to note that the work of a coal miner is one of the most dangerous occupations in the world. The life expectancy of a miner is very low. Mining coal involves going underground to remove coal on to conveyor belts. The deeper the miners go the higher the potential for a disaster becomes.... ...use surface mining which uses machine instead of people to extract coal. The coal companies could provide incentive to workers that suffer from pneumoconiosis. Protective clothing and face mask could also be enhancing to ensure workers safety in coal mining. With government policies and public support the fatalities involved with mining coal could decrease within the next few years. Reference Page Boyle, G., Everett, B. & Ramage, .J. (2003) Energy System and sustainability. United Kingdom: Open University Energy Matters(2003) Energy Matters: Fossil Fuels-coal. Retrieved February, 8, 2007. From http://library. Thinkquest.org Zou CQ, Gao Y, Ma Y. (1997). Pneumoconiosis in China: Asian-Pacific News Letter on Occupational Health and Safety. Retrieved February, 8, 2007, From http://www. China/pneumoconiosis.org

Gas Laws Lab Essay

Introduction: The four basic physical properties of a gas sample are pressure, volume, temperature, and number of moles. The volume simply indicates the volume of the container since a gas will take up all space available to it. The temperature indicates the average kinetic energy of the gas particles. For gases, the temperature must be converted to the Kelvin unit. The pressure of the gas indicates the number of collisions with each other and the wall of the container. The number of moles indicates the amount of gas particles. Gases do not have a definite shape of volume. Gases spread out into their container and occupy the entire volume available, which means they are free to move around and have large amounts of empty space. In many chemical reactions, gases are produced; for example, reactions involving metal carbonates that react with an acid produce gaseous carbon dioxide. Objective: To determine the volume of gas produced from a reaction between a metal carbonate and acid and to determine the identity of an unknown carbonate salt. Pre-Lab Questions: 1. If you increase the temperature what happens to the speed of the particles? Explain. 2. What is the formula to convert Celsius temperature to Kelvin? a. Â °C+273.15=K 3. What are the standard conditions for a gas? Are you at standard conditions in the lab? 4. Boyle’s Law – The principle that the volume of a given mass of an ideal gas is inversely proportional to its pressure, as long as temperature remains constant. Boyle’s law is a subcase of the ideal gas law. P1V1 = P2V2 Charles’ Law – The law of volumes. The volume of a fixed amount of gas at constant pressure is directly proportional to the Kelvin temperature of the gas. (Temperature must be in Kelvin). V1T1= V2T2 V/T = K V1T2 = V2T1 Gay-Lussac’s Law – Pressure is directly proportional to temperature if the volume is constant. P1/T1 = P2/T2 5. What is the Ideal Gas Law in formula form? What is the value for the proportionality constant with units? Why are those units so important? b. PV = nRT c. C = PV / T 6. Write the balanced equations for CaCO3, BaCO3, Li2CO3, and Na2CO3 reactions with hydrochloric acid. 7. Calculate the molar mass of these same four metallic carbonates. LiCo3 = mass/mole; 3.0036g/0.0344 mol = 87.31 g/mol Materials/Equipment: * 3.0 M HCl (aq) * 5 ml graduated cylinder * Balloon String * Scissors * Weighing paper * 3g of unknown #2 carbonate salt * Funnel Procedures: First measure out 5ml of 3.0 M HCl into the graduated cylinder and weigh 3 g of the unknown carbonate salt. Using the funnel, pour the unknown carbonate salt into the balloon and put the open end of the balloon over the graduated cylinder and secure with a string. It is important to make sure the string is very tight to prevent the gas from leaking. Empty the contents of the balloon into the graduated cylinder that contains the 3.0 M HCl. After the gas fills the balloon, use a string and measure the circumference of the balloon.| Observations:Carbonate is limiting reactant.| Conclusion: Based upon our experiment, equations, and calculations that our unknown Carbonate Salt for Unknown # D was Li2CO3 – Lithium Carbonate. There could be a number of factors that could have caused us to receive an 18.1% error. How we held the balloon when tipping it over the acid could greatly affect the radius of our balloon.

Advantages of Strategic Intent Thinking Essay

Introduction Though strategic intent thinking and strategic planning aim at one thing, they are quite different from one another. The former involves development and application of high-level and unique business strategies with the aim of attaining competitive advantage for the firm. Strategic intent helps firms to focus on new capabilities to tap future opportunities. The notion is internally focused and has serious implications on how a business competes. The process is characterized by broad and long-term target, and relates sense of urgency as well as lengthens attention.   The major purpose of strategic intent is to help organizations share a common intention in order survive business competition and adapt to changes in the business world. Strategic planning is defined by (Miztberg, 1994) as an analysis of business operations. The analysis involves breaking business goals into manageable parts, designing how steps are implemented and estimating the anticipated outcomes of each goal. According to this definition, the process elaborate goals and strategies that already exist. Strategic planning supports strategies that have been developed through strategic thinking. The two processes aims at raising the performance of the firm. However, they have significant differences. Strategic intent thinking is intent focused. It allows managers and all other stakeholders to commit themselves for as long as a certain strategy works. When applied to Costco Company, it can be noted that Costco employees are well  Ã‚   paid, which eliminates workers turnover. This means that the employees at Costco are motivated to ensure strategy works no matter the time it takes. Strategic intent thinking takes into consideration the past, the present and the future, unlike strategic planning which considers the future only. This means that strategy should not be driven by the future intent alone. The gap between today and tomorrow is very important when devising a business strategy. In addition to this, strategic intent think is responsive to business opportunities. This means that managers who employ this system of thinking are able to identify future opportunities and prepare to take them. Costco seems to employ this strategy. The company managers anticipate its sales to rise by 2017 because of the increased use of the internet. Internet continues to create new demand for goods and services. This means that Costco must revise its goals and missions to tap the demand being created by the use of the internet. According to( DeGeus ,1988) the traditional view of strategy emphasizes on the degree to which a business fits between current opportunities and existing resources while strategic intent brings misfit between ambitions and resources.   He further argues that the process requires a number of people who should understand their organization’s work. This way, they will be able to think strategically and work towards achieving organizational goals. Back to our case study, it can be noted that Costco understands that a business does not operate in vacuum.   With this in mind, Costco strives to conserve the environment by reducing greenhouse gas emissions. This is one way of cutting down operational costs, and can help the company achieve a competitive advantage. On the other hand, Costco pays its employees more salary than the industry average. This way, Costco is able to operate at serene environment, which has no disruptions such as strikes. References DeGeus, A. P. (1988, March/April). Planning as learning. Harvard Business Review, 70-74. Mintzberg, H. (1994). The fall and rise of strategic planning. Harvard Business Review, 107-114.

John H. Ostrom - A Profile of the Famous Paleontologist

John H. Ostrom - A Profile of the Famous Paleontologist Name: John H. Ostrom Born/Died: 1928-2005 Nationality: American Dinosaurs Discovered or Named: Deinonychus, Sauropelta, Tenontosaurus, Microvenator About John H. Ostrom Nowadays, pretty much all paleontologists agree that birds descended from dinosaurs. However, that wasn’t the case in the 1960s, when John H. Ostrom of Yale University was the first researcher to propose that dinosaurs had more in common with ostriches and swallows than with snakes, turtles and alligators (to be fair, the heavyweight American  paleontologist Othniel C. Marsh, who also taught at Yale, had proposed this idea in the late 19th century, but he didnt have enough evidence at his disposal to carry the weight of scientific opinion). Ostroms theory about the dinosaur-bird evolutionary link was inspired by his 1964 discovery of Deinonychus, a large, bipedal raptor that displayed some uncannily birdlike characteristics. Today, its (pretty much) an established fact that Deinonychus and its fellow raptors were covered with feathers, not a popular image a generation ago, and one that even current dinosaur enthusiasts have difficulty accepting. (In case you were wondering, those Velociraptors in Jurassic Park were really modeled after the  much bigger  Deinonychus, disregarding the fact that they were portrayed with green reptilian skin rather than feathers.) Fortunately for him, Ostrom lived long enough to learn about the trove of indisputably feathered dinosaurs recently discovered in China, which cemented the dinosaur-bird connection. When he discovered Deinonychus, Ostrom opened the dinosaur equivalent of a hornets nest. Paleontologists werent used to dealing with muscular, man-sized, predatory dinosaursas opposed to familiar, multi-ton carnivores like Allosaurus or Tyrannosaurus Rexwhich prompted speculation about whether an ostensibly cold-blooded reptile could engage in such energetic behavior. In fact, Ostroms student Robert Bakker was the first paleontologist to forcefully propose that all theropod dinosaurs were warm-blooded, a theory thats currently on only slightly shakier ground than the dinosaur-bird connection. ​By the way, he wasnt responsible for either discovering or naming this dinosaur, but the type species of Utahraptor (U. ostrommaysorum) was named after John Ostrom and Chris Mays, a pioneer in animatronic dinosaurs.

The Internet Essays (1724 words) - Internet Protocols, Free Essays

The Internet Essays (1724 words) - Internet Protocols, Free Essays The Internet The Internet: How it Works and How it Effects the World Many people do not understand what the Internet is the power that it has over the world. The Internet is an extraordinary learning and entertainment tool that, when used properly, can significantly enhance a user's ability to gather information. Advanced Research Projects Agency Network (ARPANET) started the Internet. It was a project under taken by the Department Of Defense (DOD) in 1969. It started as an experiment to link together DOD and military research including Universities doing military-funded research. The reliable networking part involved dynamic rerouting. (Levine 12) If one of the computers was under enemy attack, the information could be automatically transferred to other links. Fortunately, the Net is not usually under enemy attack. The ARPANET was very successful, and every university in the country wanted to sign up. Because so many people wanted to use the Net, ARPANET started getting hard to manage, especially with many university sites on it. Therefore, it was broken into two parts: MILNET, which had all the military sites, and ARPANET, which had all the nonmilitary sites. The two networks remained connected, however, thanks to a technical scheme called IP (Internet Protocol), which enabled traffic to be routed from one net to another as needed. All the networks connected by IP in the Internet speak IP, so they can all exchange messages. (Levine 12) Even though there were only two networks at that time, IP was made to allow thousands of networks. The IP is designed so that every computer on an IP network is compatible. That means any machine can communicate with any other machine. The Internet, also called the Net, is the world's largest computer network. The Internet is the network of all networks. (Levine 7) The networks are connected to big companies like AT&T, as well as to home computers. About 1,000 networks join each month. Every computer that is attached to the Internet is called a host. Hosts can be super computers with thousands of users, regular PC's with only a couple of users, or specialized computers, like routers that connect networks together or to terminal servers that let terminals dial in and connect to other hosts. Each computer has its own host number. Being computers, the kind of numbers hosts like are 32-bit binary numbers. (Hayden 32) Here is an example of a binary number: 1011010010010100100100101000 Binary numbers are easier to remember by breaking them up into eight 4-bit groups. Then each group is translated into it's Hexadecimal equivalent. (Levine 18) So the number above would translate into this: B.49.49.28 This number is easier to use and remember. Every four digits in the binary number stands for one hexadecimal number. Below is a list of each four binary numbers and its hexadecimal equivalent. To figure out the binary number in the example into its Hex equivalent is in this way: 1011 is the first four digits of the binary number. Looking at the table, it can be determined that its hexadecimal equivalent is a B. The second set of four binary numbers is 0100. That changes into 4 and so on. The first four numbers of a host number tells you what class the network is. The chart bellow states classes and sizes: Class First Number Length of First No Max No of Hosts A 1-126 1 16,387,064 B 128-191 2 64,516 C 192-223 3 254 Big companies like IBM and Apple usually have class A networks. For example, IBM has network 9, and AT&T has network 12, so a host number 9.12.34.56 would be at IBM, and 12.98.76.54 would be at AT&T. (Levine 19) Medium sized companies and universities have class B networks. Rutgers University has network 128.6 and Goldman Sachs has network 138.8 (Levine 19) Small organizations use class C networks. Network 192.65.175, for example, is used by a single IBM research lab. To make it easier the Internet uses names, not numbers. For example, the machine we have heretofore referred to as 140.186.81.1 is named chico. (Levine 21) When ARPANET first came out, they had simple names; the machine at Harvard was called HARVARD. But since there are millions of names on the Net they had trouble coming up with different names. To avoid this problem they created the Domain Name System (DNS). Host names are strings of words separated with dots. For example,

Think Your New ACT Writing Score Is Wrong Recent Issues, Explained

Think Your New ACT Writing Score Is Wrong Recent Issues, Explained SAT / ACT Prep Online Guides and Tips If you took the ACT with Writing in September, October, or December of 2015, you may have been taken by surprise by the change in the essay prompt (compared to previous ACT Writing tests). And when you got your scores back...well, you may have been even more confused. While the change in the ACT essay format was announced ahead of time, the full explanation of how the Writing scores would be normalized was not made clear until after the first administration of the new ACT Writing test. Because of this, ACT, Inc. faceda bit of controversy about the scoring of the new Writing test.Now they've returned to a 12-point scoring scale, with a more transparent calculation system. Read on to learn what all this means for you. feature image credit: Shock and Awe by Pascal. Public domain. Some Quick Background Information Saturday, September 12, 2015 was the first worldwide administration of the new ACT Writing Test. The changes to the essay included a completely different assignment, a different scoring system (essay scores range from 1-36 instead of 2-12), and a different amount of time for the essay (40 minutes instead of 30). These parameters were made publicly available beforehand (although they were not perhaps publicized as widely as they could have been), so while some students didn’t realize the test was changing, that part wasn't entirely ACT, Inc.'s fault. Deadline Drama Many students applying early decision or early action to schools had thought that taking the September ACT would leave plenty of time for their scores to be ready before those November 1st Early Decision or Early Action deadlines. After all, in the past, multiple choice scores had been released by a couple of weeks after the test date, and Writing scores by a couple of weeks after that. Even though ACT, Inc. gave its standard caution that scores could take as much as 8 weeks, most students expected (reasonably) that their scores would be in and sent to colleges well before the ED/EA deadlines. It rapidly became apparent, however, that scoring the Writing tests was taking longer than usual, presumably because of the new scoring for the new Writing test. On October 14th (about one month after the September 12th test date), one student complained: "My writing score isn't up yet, even though I got my multiple choice scores 2 weeks ago. This is so frustrating." Six days later, students and parents alike were starting to get nervous. As one parent wrote, "...apparently most people who took the September 12th test have still not received their complete scores, which is putting some ED applications in jeopardy. (I have a niece in this situation.)" The concern students were feeling about not having their Writing scores back rapidly snowballed when it was realized that, if you take the ACT with Writing, ACT, Inc. won't send out your score report at all until your essay has been graded. This meant that if your essay wasn’t graded before the end of October (or before October 15th, in the case of some ED/EA deadlines), whatever school(s) you were applying to wouldn’t even get to see your multiple choice scores on English, Math, Reading, and Science for the September ACT. Soon, the frenzy about the delay in Writing scores spread beyond (mainly student-populated) forums to online news sites. As Examiner.com reported: So far, ACT has refused to support students affected by the absence of Writing scores by sending colleges official score reports minus the Writing score for those needing these results for early consideration. No reason has been provided, only an indication that it’s not the policy of ACT to send partial results. This policy made many students and parents less than happy with ACT, Inc. â€Å"Still no writing score. As many of you, cannot get scores out without writing. We reached out to some colleges to let them know that an updated score would be coming. Very disappointing, as ACT released the MC choice later than expected (states on their website "most" score are released within 2 weeks.... So of course they did not release the MC scores timely, and then once again, falsely state that the writing score would be available 14 days after MC scores are released again, did not occur. So, same story as you all and then of course those who still have not even received your MC scores my heart goes out to you... Bottom line - ACT needs to revise their processes, it's just not working well or fairly.† (source: College Confidential) Most likely as a result of the outcry from students and parents, ACT, Inc. reached out to schools in October to notify them of the issue with the delay in score release. Inside Higher Ed reported that ACT, Inc. had sent an email to the National Association of College Admission Counseling urging colleges to allow screenshots of multiple-choice scores from the September ACT as a stopgap measure. While many students were unhappy with the score delay, however, it was clear that ACT, Inc. was still within the timeframe it had set out for itself for grading the essays. As another College Confidential poster wrote: "There is no "fiasco". When we signed up for the Sept. test, the website very clearly stated what bluebayou posted above. This means that some people will not have their complete score report until after Nov. 1, since 8 weeks after Sept. 12 is clearly after Nov. 1. D has received all of her scores, including writing, as of last week. But we went in knowing that they might be late enough that she'd miss an EA date or two. I don't know why it's shocking to people that ACT is releasing scores exactly as the website says it will." Because of the scoring issues in September, when students asked if the December ACT with Writing scores would be available by January, I advised that the answer was probably NO. The Plot Thickens So...some students thought they’d be able to squeeze in one more ACT before early decision/early action deadlines, but it turns out they were wrong. So what? Well, the ACT Writing scoring saga doesn’t stop there. When students finally did get their scores back, confusion still abounded over how exactly these scores were reached. Students who were used to getting in the 30s on all the other sections of the ACT found that they were getting essay scores in the low 20s on the Writing section. One student posted on Reddit: â€Å"I was really disappointed that I got a 20 on writing but 32 composite.. I pretty much can't send this score anymore.† For students who didn’t know there was a new prompt, or who have difficulty writing under pressure, low Writing scores weren't all that surprising. But some students soon realized that there seemed to be a disconnect between their writing subscores and their overall essay scores. As another confused student put it: â€Å"I received a 9 on all subscores for Writing, but my score came out to a 24. Is this correct on ACT's part, or is there a scoring error† It seemed that the Writing scores on, for instance, the September 2015 ACT were equated differently from how ACT, Inc. had announced they'd be scored. For instance, one commenter on our blog received 11/12 on all four subscores but a 31/36 for her ACT Writing score, whereas the Preparing for the ACT 2015-2016 PDF indicated that 11/12 on all four subscores should result in a 34/36 Writing score. Another student on a different site noted this same issue, writing: â€Å"†¦what's also weird is that the curve for the writing section changes for each administration. So, 11/11/11/11 may be a 31 on one test (like the September one) and a 34 on a different test (the 2015-2016 Official Practice Test). It seems odd that there isn't a uniform curve for the writing section. How is one prompt harder than another prompt?† Was ACT, Inc. changing how the Writing test was scored from test to test? If so, it hadn't made that fact clear beforehand. Still other students saw a precipitous drop in their essay scores from one administration of the new Writing test to the next. One angry student wrote: â€Å"I literally just got my Dec 12th test back, and my composite is a whopping 35, but my writing score is 09. This is extremely peculiar, because the last two times I took the test, my writing scores were 34 and 35, respectively, and if anything, I only IMPROVED during my most recent attempt. Clearly my writing booklet has been mixed up with someone else's, because this is not only an inaccurate measure of my abilities, but a clear CLERICAL error.† What Happened? Why the huge issues with scoring for ACT Writing? Why were normally 32+ composite scoring students getting single-digit scores on the ACT Writing? I believe that there were a couple of reasons that things went so wrong. 1. Grading Error Every time the ACT is administered, a few tests are graded incorrectly. Whether the wrong score report gets sent out, or the scanner read a â€Å"7† instead of a â€Å"27,† or you didn't fill in your multiple choice answers darkly enough†¦these things happen. The fraction of students who are affected by these errors is so small that it’s normally not an issue. In addition, any scoring errors on the previous ACT Writing test might not have been as noticeable, since there were smaller gaps between the score points. It was conceivable that you could go from a 11/12 on a good day to a 6/12 on a not-so-great day. However, the September and December ACT administrations were critical for early and regular admissions deadlines, which made students hyper-conscious of any unusual blips in their scores. Add that to the change in scoring method, and there were just more people complaining about oddly low scores than usual. 2. Norming Error ACT, Inc. did finally release a concordance chart for the new ACT writing test in late September. This chart explains how the current system of ACT Writing scoring and the old system are linked. Basically, ACT, Inc. ran a special score concordance study where the same group of students took both essay tests. The scores for the new ACT Writing were then normalized so that the same numbers of students got scores at each new score point as they would have on the old essay (although it wasn’t necessarily the same students in each percentile). Normalizing scores like this is a little tricky because, just like when comparing the SAT and ACT, the scores aren’t on the same scale, so some extra math is required to equate the scores. Here is a copy of the chart the ACT has released comparing the previous out-of-12 Writing scores to the current out-of-36 Writing scores: Former ACT Writing Score Concordant Current ACT Writing Score 2 1 3 7 4 10 5 12 6 16 7 19 8 23 9 30 10 32 11 34 12 36 (source: ACT.org) As you can see, there are some pretty large leaps in the concordant scores, particularly between what used to be an 8/12 (both graders giving the essay 4/6) and a 9/12 (one grader giving the essay 4/6 and one giving it 5/6). Now, when you look at the ACT’s percentile ranking for the new Writing test, it’s clear that a 23/36 on the Writing still places you in the 83rd percentile, which is not too shabby. Score Writing Percentile 36 99 35 99 34 99 33 99 32 99 31 98 30 98 29 97 28 95 27 95 26 93 25 90 24 88 23 83 But as one concerned parent pointed out: â€Å"My DD also got a 35 composite and a 23 on writing. This sounds really low, but actually correlates to the 83rd percentile. But a 23 on the other sections correlate to percentiles in the 60s. So when colleges see a 23, will they also see the 83rd percentile, or will they assume it's much worse than it is?† And as ACT, Inc. itself admitted in a January 2016 report, "A casual observer may assume that a student who received a score of 32 on ACT English, ACT Composite, and ACT writing demonstrated consistent performance, but that would be incorrect." To explain why, we need to look at the percentile ranks for all the sections, side by side. I've combined the most recent information ACT, Inc. has released for the Writing scores and for composite and section scores in the below chart: Score (/36) Composite Percentile English Percentile Math Percentile Reading Percentile Science Percentile Writing Percentile 36 99 99 99 99 99 99 35 99 99 99 99 99 99 34 99 98 99 98 99 99 33 99 97 98 97 98 99 32 98 95 97 95 97 99 31 96 93 96 92 96 98 30 95 92 95 89 95 98 29 92 90 93 86 94 97 28 90 88 91 84 92 95 27 87 85 88 81 90 95 26 83 82 84 78 87 93 25 79 79 78 75 83 90 24 74 74 73 71 77 88 23 68 69 67 66 70 83 For a refresher what percentiles rankings mean, read our guide to percentiles and score ranking on the ACT. As you can see, there is a pretty big discrepancy between a 23 on the Writing (which places you at or above 83 percent of all test takers) and a 23 on any of the other sections (which only places you at or above 66-70 percent of all test takers). Here's a graph that illustrates this contrast even further: (source: ACT.org) That jagged purple line to the left, lagging behind all the other section scores? That's the Writing scores for the September and October 2015 ACT. Because of this discrepancy, ACT, Inc. warns against comparing scores on the Writing test directy to scores on the other sections of the ACT. Quoted verbatim: "However, the new writing test combines the four domain scores, which are also reported to students, into an overall summary score on the 1–36 scale, making comparisons with other scores much more tempting. Perhaps too tempting!" What’s particularly weird is ACT, Inc.'s explanation of this scoring difference. In the same article in which the graph appears, the writers stated that it made sense that there was more variation in writing scores because it was just one question. True enough, but the rest of their explanation left me baffled: "Therefore, the writing test does have significantly greater variation than other scores because it is a single task, evaluated by raters using a 6-point interval scale, while other ACT tests are comprised of 40 to 75 questions." One of the big changes with the new ACT essay is that the essay graders aren’t giving essays a holistic score any more - two graders are giving each essay four domain scores out of six, for total domain scores out of twelve. Which means that the essay is really evaluated out of a 48 point raw score - not entirely dissimilar to the rest of the sections. So where does the score out of 36 come from? How is it being equated from the sum of the domain scores (which would be out of 48)? Well, according to ACT, Inc.: "The new writing scale score (1–36) is a nonlinear transformation of the sum of the two 1–to–6 rater scores on four domain scores (8–48)." But while ACT, Inc. released a preliminary chart for how this would work for the Preparing for the ACT 2015-2016 practice test, it appears, as I noted earlier, that the equating may be changing from test to test. Alas, it does not appear that a copy of the equating chart is sent out with the score report, so students have no way of knowing how the score out of 36 was arrived at. Without transparency about the process, it’s understandable why some students are confused and upset. Lifeless Face #038, by Nottsexminer, used under CC BY-SA 2.0/Cropped and resized from original. This hinge is just as upset as you. If not more so! Look at that face. UPDATE: More Changes to ACT Writing Ahead Just one year after ACT, Inc. completely overhauled the ACT Writing test, the scoring for the test is changing yet again. As of September 2016, the ACT Writing Test will no longer be scored on a scale of 1-36. Instead, students will receive a Writing score on a scale of 2-12 that is the average of all four of their domain scores (Ideas Analysis, Development Support, Organization, and Language Use), which are also each scored on a scale of 2-12. In addition, there are some "minor changes" to the wording of the prompt that removed the necessity of discussing all three perspectives in your essay. Here's a look at what the ACT essay task looked like up through June 2016: Write a unified, coherent essay in which you evaluate multiple perspectives on the conflict between public health and individual freedom. In your essay, be sure to: analyze and evaluate the perspectives given state and develop your own perspective on the issue explain the relationship between your perspective and those given Your perspective may be in full agreement with any of the others, in partial agreement, or wholly different. Whatever the case, support your ideas with logical reasoning and detailed, persuasive examples. And here's what it'll look like from September 2016 onwards. I've bolded the relevant change below. Write a unified, coherent essay about the conflict between public health and individual freedom. In your essay, be sure to: clearly state your own perspective on the issue and analyze the relationship between your perspective and at least one other perspective develop and support your ideas with reasoning and examples organize your ideas clearly and logically communicate your ideas effectively in standard written English Your perspective may be in full agreement with any of those given, in partial agreement, or completely different. ACT, Inc. announced the changes to the Writing test would go into effect September 2016 as part of ACT, Inc.’s effort to â€Å"reduce confusion among users.† As stated in both the official press release and in the FAQs about the Writing section, the reason for the scoring change was due to the larger differences between the scoring of the Writing test and the English, Math, Reading, and Science subject scores. "Students assumed that the scores on the 1-36 scale meant the same thing from one subject test to another. We recognize that this is a logical assumption, but it is not a correct assumption" (source: ACT Writing FAQs). The formal announcement of the changes to the ACT Writing test scoring occurred June 28, 2016; however, these changes didn’t come entirely out of nowhere. We at PrepScholar first noticed something odd when reading through the newly-released â€Å"Preparing for the ACT 2016-2017† PDF in mid-June 2016. Here's what it says on page 8, under the discussion of the ACT Writing Test: You will receive a total of five scores for this test: a single subject-level writing score reported on a scale of 2–12, and four domain scores based on an analytic scoring rubric. The four domain scores are: Ideas and Analysis, Development and Support, Organization, and Language Use and Conventions. Note: The subject score is the rounded average of the four domain scores. On page 62, further information was given on how to calculate your ACT Writing score for the practice test included in the PDF: So other than Step 2 (which on the real ACT will involve adding the two essay graders' scores on each rubric area together, rather than just multiplying each area score by two), this domain-score-averaging process is how the ACT Writing test will be scored starting September 2016. What Does This Mean For You? At this point, many colleges are aware of the issues ACT, Inc. had with the score release of the new ACT Writing. As Boston College states on its admissions website, "ACT has notified us that delivery of scores this year will be delayed due to their implementation of an enhanced design to the Writing portion of the test.† Plus, by now most college application deadlines for Fall 2016 have passed, so whether or not the scores were released in time is kind of a moot point. But what if you're applying to colleges next year, or are still worried about a low Writing score? What can you do about it? Option 1: Order Hand-Scoring Some students have resorted to ordering hand-scoring for their essays to see if it affects their scores (since ACT will only send colleges the new score if it is higher). In the case of at least one student, this was a success – the re-score took a Writing score of 22 (80th percentile) up to a 28 (95th percentile). Because hand-scoring for the essay is so expensive ($50.00), it might only be worth doing if you believe that you really did receive someone else’s scores in error (i.e. if your Writing score is 6 points different from what you expected), or if the subscores don’t seem to correlate to your writing score out of 36 (e.g. subscores of all 10s, writing score of 11/36). Unfortunately, this means that some students will be at a disadvantage, because fee waivers do not apply to hand-scoring. You do get refunded the fee if a scoring error is found, but the initial investment of $50 may still be something that economically disadvantaged students don’t want to risk (if there is no score difference). Option 2: Re-take ACT Writing in September 2016 In other cases, it might be worth taking the September or October ACTs in order to get an essay score on the more-familiar (to admissions officers) 12 point scale. I would strongly urge against depending on either of these test dates if you're applying early decision or early action for most schools, given the score reporting delays that were rampant last year. If you're applying regular decision, though, taking the September or October ACT Writing test could have a positive affect on your application, since a lower Writing score won't look quite as discrepant against the rest of your ACT scores. Now that ACT Writing is scored out of 12, rather than also being out of 36, schools will be less likely to compare your Writing score directly to your ACT English, Math, Reading, Science, and composite scores, and give a sideeye to any huge discrepancies. Option 3: Wait It Out For many students, however, the lower-than-expected writing scores are just a byproduct of the way the new ACT Writing section is normed. Take heart, though – many schools already view standardized test essays with a skeptical eye. As the National Council of Teachers of English has noted, â€Å"With respect to writing ability, the ACT's figures indicate at best that students who do well on the test can perform the writing tasks required on the test.† It's unlikely that the ACT's updated September 2016 scoring system is going to do anything to dispel this skeptical attitude. With the SAT essay becoming optional as of March 2016, it’s likely that fewer and fewer schools will care about the Writing section at all. And if you’re really worried about a low ACT Writing score, make sure to blow admissions officers away with a great personal statement to showcase your real writing skills. What Should You Do Now? If you want to retake the ACT to increase your Writing score, you'll need to make sure you completely understand the new prompts, what the rubric looks like, and how scoring works. Definitely make sure to check out our articles on how to get a perfect score on the ACT essay and how to write an ACT essay, step by step. Are you within three months of the date you took the ACT and want to get your essay re-scored? You're in luck! Find out all about how hand-scoring works here. Curious about what the difference is between test information release and hand scoring? Get the details on what TIR is and why you might want to order it in this article. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses.Along with more detailed lessons, you'll get your ACT essays hand-graded by a master instructor who will give you customized feedback on how you can improve. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Science-molecules and the mind Essay Example | Topics and Well Written Essays - 500 words

Science-molecules and the mind - Essay Example Ethylenediamine Tetraacetic acid (EDTA) is a well-known sequestering agent with the capacity to chelate almost every positive ion in the periodic table. The EDTA molecule can bind to metal ions by forming six bonds (and six rings) to it - two from nitrogen atoms in amino groups and four from oxygen atoms in carboxyl groups. As the number of ring enclosures is very large (six) the formed chelate is very stable. Obviously, it is the most widely used chelating molecule. Answer: Metals contaminate the food by finding their way from the soil and from machinery during harvesting and processing. Metals such as copper, iron and nickel degrade the quality of food stuffs by catalyzing the oxidation of the fats and oils in the food. Due to this oxidation, the oil becomes rancid. Rancid oils are a major source of free radicals in our diet which can cause cancer, diabetes, Alzheimer's and other diseases associated with them. Hence the metal ions in oil-based foods can cause severe health problems and it is important to remove them from oil-based foods. Sequestering agents can be used to remove these metal ions from oils. EDTA is commonly added to fatty, oily foods as an antioxidant that prevents metal ions that have entered from metallic food-processing equipment. Answer: Washing the oily spot with plain water is di

The Ed Sullivan Show and the (Censored) Essay Example | Topics and Well Written Essays - 1000 words

The Ed Sullivan Show and the (Censored) - Essay Example However, the censorship of the creating party should not be accomplished through any form of governmental interference. There are only a few exceptions within this argument, but for the most part censorship should not exist in a society that is based on the ideologies of freedom. High levels of information censorship exists in countries that do not base their ideologies on basic democratic freedoms. As an example, in many countries in the Middle East the news is censored in order to control what is reflected about the nations in question. Israel censors the news that is released from occupied Palestine as a way to control information that comes out of this region (Bowne and Early 79). Censorship is a form of control that asserts the will of the governing party over that of the people. Information is power, and these types of governments want to retain that power within their own control. In this case, the act of censorship defines the roles of a nation through those who know and thos e who don’t know. However, it is not only through ideology, but through cultural understandings that censorship exists. The one certain example of universally accepted censorship is concerned with pedophilia. In the United States it is illegal to own material that is considered pederasty. To be even more specific, it would be common sense to believe that the use of a boy by a man would be condemned in every part of the world. However, this is untrue. In Sambia, New Guinea, it is considered part of the rites of passage for young boys to receive the ’benefit’ and ’nurture’ of the oral intake of fluids from their elders (Browning 26). Where in Western societies the exchange is considered feminizing, in Sambian religious and social ritual, this is considered a passage from the feminizing of the mother’s milk to the masculinity of the male fluids (Flood 540). While this type of exchange is considered foul and without any excuse, reason, or accept ance, the rites are considered a valuable part of the transition of boys to men. Where one society assigns value, another defines it as obscene, thus censoring it. This goes to prove that while the United States is a free society, the restrictions on the social interactions may seem to be base upon universal sensibilities of right and wrong, it is a Western cultural belief that this type of interaction is outside of accepted social practice. Freedom, in this case, extends to the point where innocent victims are used, thus creating a system in which each individual is only as free as it affects only themselves. However, this is not always the case either. Individual actions are censored, such as drug use and prostitution, because it is believed that these acts lower the integrity of the moral and ethical status of a society. Therefore, even a free society will have censorship of information and actions if it believes that those freedoms will lead to the overall detriment of society. In the United States there is a persistent state of censorship on entertainment. As an example, Ingles reveals that three performances on the Ed Sullivan Show in the 1960s were censored with different outcomes. Bob Dylan was asked to change his performance and walked away, never to appear. The Rolling Stones were to sing their new single Let’s Spend the Night Together, but the insinuation made by the word Night was too suggestive and the word was changed to

The Morality of Law Essay Example | Topics and Well Written Essays - 500 words

The Morality of Law - Essay Example erstood that possessing and consuming drugs is an offence if caught and being a police officer, it becomes a responsibility of promote law and regulations. In this case professional discretion should be applied as possessing and consuming drugs is an offence affecting the society in a wrong and bad manner and up to some extent questioning conscience of an individual responsible to the society. Being a responsible citizen and friend, it becomes important to stop illegal activities along with making people understand on its consequences. Moral realism does not allow to being a spectator for activities affecting individuals and later, the society. In that position, it is important to communicate with the actual friend along with asking him to pull a break on these activities. It would have been followed by a warning as illegal and immoral activities need to be stopped. Anyone offering a gift with a good intention is usually well accepted in the society irrespective of personal and professional spheres but offering something not in front of others raises questions over the intention and behavior of the giver raising moral issue. In this case, it cannot be considered as a mere gift. In this case professional discretion is required as the officers are not supposed to accept gifts and kinds from the society. It becomes important to appreciate the kindness along with stating the inappropriate manner of giving the gift. The police officers are civil servants responsible for promoting law and order rather than manipulating it for personal benefits and interests. If the gift would have been offered in front of everyone with a personal touch, it would have been considered as a gift but behind the back of others, it can be considered as a bribe, an intention to highlight one’s personal kindness. Being a homosexual is not a crime and immoral behaviour. The moral issue is not with police department but with the officer Davis, whose behavior and conscience is not allowing

Global strategy case study Example | Topics and Well Written Essays - 750 words

Global strategy - Case Study Example Another way would be through the development of a good customer base through adherence to the concept of value for consumers. Indian consumers have always been bent towards being satisfied by the quality of the services offered; ‘paisa vassol’. Even though India is not developed, Tesco should make an effort of avoiding bias and should treat the customers in India just as they do in their branches in developing countries. The development of branches in cities in the states all over India would also give Tesco an edge in the market while ensuring that she is able to reach more consumers. One of the conditions for the clearance by FIPB was that she should open retail outlets in cities with populations that reach a million (Chandrasekhar, 2014 p 3). There are many cities with such populations and the vibrant establishment of branches would ensure that Tesco has access to both a huge market and gains market influence over time. Tesco would also gain an edge through the creation of a cooperative partnership with her new partner, Trent Hypermarkets. Tesco should honor the shared venture and will definitely benefit from the relationship. This will be so because Trent has experience in the market especially in India and its success in many countries lends more credence to her credentials. Trent will help Tesco understand the Indian market and this knowledge be an added advantage if other competitors enter th e Indian market. Tesco was a world leader in the global hypermarket and had presence in many nations that needed her service of grocery and general merchandise retail. This global presence that she had developed over time has a chance to be utilized in the Indian market as a name definitely sells. Tesco used the hypermarkets in different countries since this in this way; profits could be realized in the shortest periods possible. This is because customers always

Effective schools are inclusive schools Essay Example | Topics and Well Written Essays - 2500 words

Effective schools are inclusive schools - Essay Example Normally, a disabled child is sent into a school specifically designed for them or their parents may opt to hire a private tutor that will facilitate the child's education. This is not the case for inclusion. In theory, inclusion states that all student are part of a so-called school society and that students regardless of their physical or mental limitations are entitled to the same level of education that a normal child experiences and that disabled children must develop a sense of belonging with other children, his or her teachers and other school personnel regardless of his or her condition. The concept of inclusion was much well accepted that it gave rise to IDEA in 1997. IDEA is actually an acronym that stands for Individuals with Disabilities Education Act, and it states that schools should provide the necessary tools and techniques necessary to facilitate the learning process of children with disabilities given a normal classroom environment ("Inclusion, 2006; Department of S pecial Education, 2006). Thus far, inclusion has been well received and is also said to be quite effective even for those suffering from autism. However, inclusion has been proven to have high maintenance costs, though these costs can be justified by its effectivity as some experts claim. But in any case, inclusion provides what every child (whether normal or disabled) needs in a proper learning environment: a sense of belongingness as well as a group of friends that are willing to accept him or her despite his or her disabilities. Furthermore, inclusion provides disabled children a number of benefits that were previously unavailable to them such as housing and healthcare (Harchick, 2005). The Definition of Inclusion Inclusion is a teaching method in which children with physical or mental disabilities are integrated in a normal classroom occupied by normal students. It is intentionally constructed to fill in the needs of disabled students ("Inclusion", 2006). Foreign languages for example, are taught using a variety of activities facilitated by educators and specialists which guide both normal and disabled students through the whole learning process. A typical class in an inclusive school appears to be a normal classroom except that there are times that the class may be a little noisier than usual but this is all part of promoting creativity, resourcefulness and productivity among students (Department of Special Education, 2006). Some experts divide into two more categories: partial and full inclusion. Technically, partial inclusion states that a disabled child needs only to be in the classroom for about two-thirds of the total number of school days. In full inclusion, the disabled child is required to attend all of his or her schooldays in the classroom ("Inclusion", 2006) An inclusive school also discourages competition among its students and it is though of to be student centred. Students are also encouraged to set up their own rules and policies and in turn everyone is expected to abide by it, in effect an inclusive school teaches a student how to become a functional and beneficial part of society (Department of Special Education, 2006). Recent Studies about Inclusion The core concept behind inclusion that students who have been

Safety Elements in Aircraft Performance Essay Example | Topics and Well Written Essays - 500 words

Safety Elements in Aircraft Performance - Essay Example The objective of this exercise is to investigate why, if at all, and by how much, if so, each safety element within the overall aircraft performance criteria affects such safety. 6. the take-off thrust performance data is based on take-off thrust setting instructions as per Diamond 1A, General, 2005. These have been left out because they are not considered germane to this paper's purpose. (Diamond 1A, General, 2005) The paper shall now also include the basis on which the operational factors that have been considered for inclusion of the Diamond 1A, 2005, aircraft performance data, the last having been utilized for the purpose of this paper. The decision speed - the speed (IAS), after engine failure or any other cause, at which the pilot may elect to stop or takeoff - varies with weight, temperature, altitude, wind, runway gradient, takeoff flap setting, anti-skid availability, and takeoff speed schedule. (Diamond 1A, p. 6.8, 2005) The IAS at which airplane rotation is initiated assuming a continued takeoff after engine failure . When it is assumed that, under these conditions, the airplane is rotated at nose up body altitude at it will reach a speed of before a height of 35ft is attained the rotation speed will vary with weight, altitude, temperature, takeoff flap setting, and takeoff speed schedule. (Diamond 1A, p. 6.8, 2005) This is the actual speed attained at 35ft above runway surface with engine failure at and

Effective schools are inclusive schools Essay Example | Topics and Well Written Essays - 2500 words

Effective schools are inclusive schools - Essay Example Normally, a disabled child is sent into a school specifically designed for them or their parents may opt to hire a private tutor that will facilitate the child's education. This is not the case for inclusion. In theory, inclusion states that all student are part of a so-called school society and that students regardless of their physical or mental limitations are entitled to the same level of education that a normal child experiences and that disabled children must develop a sense of belonging with other children, his or her teachers and other school personnel regardless of his or her condition. The concept of inclusion was much well accepted that it gave rise to IDEA in 1997. IDEA is actually an acronym that stands for Individuals with Disabilities Education Act, and it states that schools should provide the necessary tools and techniques necessary to facilitate the learning process of children with disabilities given a normal classroom environment ("Inclusion, 2006; Department of S pecial Education, 2006). Thus far, inclusion has been well received and is also said to be quite effective even for those suffering from autism. However, inclusion has been proven to have high maintenance costs, though these costs can be justified by its effectivity as some experts claim. But in any case, inclusion provides what every child (whether normal or disabled) needs in a proper learning environment: a sense of belongingness as well as a group of friends that are willing to accept him or her despite his or her disabilities. Furthermore, inclusion provides disabled children a number of benefits that were previously unavailable to them such as housing and healthcare (Harchick, 2005). The Definition of Inclusion Inclusion is a teaching method in which children with physical or mental disabilities are integrated in a normal classroom occupied by normal students. It is intentionally constructed to fill in the needs of disabled students ("Inclusion", 2006). Foreign languages for example, are taught using a variety of activities facilitated by educators and specialists which guide both normal and disabled students through the whole learning process. A typical class in an inclusive school appears to be a normal classroom except that there are times that the class may be a little noisier than usual but this is all part of promoting creativity, resourcefulness and productivity among students (Department of Special Education, 2006). Some experts divide into two more categories: partial and full inclusion. Technically, partial inclusion states that a disabled child needs only to be in the classroom for about two-thirds of the total number of school days. In full inclusion, the disabled child is required to attend all of his or her schooldays in the classroom ("Inclusion", 2006) An inclusive school also discourages competition among its students and it is though of to be student centred. Students are also encouraged to set up their own rules and policies and in turn everyone is expected to abide by it, in effect an inclusive school teaches a student how to become a functional and beneficial part of society (Department of Special Education, 2006). Recent Studies about Inclusion The core concept behind inclusion that students who have been

Pharmacy Personal Statement Example | Topics and Well Written Essays - 750 words

Pharmacy - Personal Statement Example I believe taking up the field of Health Science and Medicine Pharmacy shall allow me to make a positive contribution towards health science. Therefore, the significance of Health Science and Medicine Pharmacy cannot be underestimated as we can learn from Louis Pasteur’s work that played a major role to save lives of million people against the infection. I believe as we progress further into the twentieth first century the field of health science will face several challenges and I want to play may part to tackle these challenges. I love to work, understand different types of drugs and their contents that may affect people’s health to transform their lives. In my opinion, the field of medicine is a vast field, and by enrolling in the course I shall be able to enhance my knowledge and apply it to make other’s lives better. I have always dreamt of running my own business for Aurvedic medicines, and I believe that by enrolling in the course, I shall be able to accompl ish my dream. The field of Health Science and Medicine Pharmacy is a tough field, which requires students to work with a higher dedication. Though, I have encountered several difficulties during the course of my A-level, my aspiration and hard work towards the field assessed me to gain good grade in the next round. I believe my determination and interest in the fields of sciences shall persuade me to the course more effectively with good grades. For me, the field of Health Science and Medicine Pharmacy is more a passion to me, since my sixth grade. I was always curious to know how these small pills can actually work to fight diseases. In addition, the dream to work in a place where I can dedicate myself to serve the humanity drove me to work harder to acquire good grades in the second round of A levels. I have worded as HSE Assistant Trainee in a Marine company. It allowed me to enhance my knowledge regarding Health and Safety Environment. In addition, it also provides me

Texting While Driving Essay Example for Free

Texting While Driving Essay Texting while driving is one of the most common causes of accidents on roads. This is because texting while driving results in physical, visual and cognitive distraction. It greatly increases the amount of time a driver spends not looking at the road. It is a very serious distraction that can cost you your life or the lives of other people. According to recent research by Queensland’s RACQ, using a mobile phone in general can relay reaction time as much as having a blood alcohol content of 0. 08% which is well over the legal limit of 0.05% in Australia. It reduces your reaction time by 35%, even when using hands-free, so texting is obviously going to be even worse because you are effectively driving blind for however long you look at your phone. In fact, every second you spend texting, you double your chances of being in a crash, so why take the chance? If you are ever driving a car and are about to send a text message or use your phone, think about how important it really is. Is it really worth risking your life to tell someone â€Å"lunch was nice† or â€Å"I’ll be home soon†? Is it worth leaving a child fatherless and asking questions like â€Å"Mum, who will look after me if you go to heaven like dad?† as was the case for 5 year-old Harry Stortz after his Dad Jason was killed by an under-age, unlicensed texting driver? Harry will never get to see his Dad again just so someone could make arrangements to pick a girl up and go to his mate’s house. This is just one horrible example of the vast number of deaths caused by texting while driving. We are all disgusted by drink driving, and for good reason, and using a mobile while driving has been proven in many studies to be just as bad, if not worse. Despite this, around 40% of drivers between 18-24 routinely admit to sending or reading texts while driving. This shows that there is an urgent need for greater fines and punishments for drivers who use their mobiles while driving. Texting while driving is one of the most common causes of accidents on roads. This is because texting while driving results in physical, visual and cognitive distraction. It greatly increases the amount of time a driver  spends not looking at the road. It is a very serious distraction that can cost you your life or the lives of other people. According to recent research by Queensland’s RACQ, using a mobile phone in general can relay reaction time as much as having a blood alcohol content of 0.08% which is well over the legal limit of 0.05% in Australia. It reduces your reaction time by 35%, even when using hands-free, so texting is obviously going to be even worse because you are effectively driving blind for however long you look at your phone. In fact, every second you spend texting, you double your chances of being in a crash, so why take the chance? If you are ever driving a car and are about to send a text message or use your phone, think about how important it really is. Is it really worth risking your life to tell someone â€Å"lunch was nice† or â€Å"I’ll be home soon†? Is it worth leaving a child fatherless and asking questions like â€Å"Mum, who will look after me if you go to heaven like dad?† as was the case for 5 year-old Harry Stortz after his Dad Jason was killed by an under-age, unlicensed texting driver? Harry will never get to see his Dad again just so someone could make arrangements to pick a girl up and go to his mate’s house. This is just one horrible example of the vast number of deaths caused by texting while driving. We are all disgusted by drink driving, and for good reason, and using a mobile while driving has been proven in many studies to be just as bad, if not worse. Despite this, around 40% of drivers between 18-24 routinely admit to sending or reading texts while driving. This shows that there is an urgent need for greater fines and punishments for drivers who use their mobiles while driving. Texting while driving is one of the most common causes of accidents on roads. This is because texting while driving results in physical, visual and cognitive distraction. It greatly increases the amount of time a driver spends not looking at the road. It is a very serious distraction that can cost you your life or the lives of other people. According to recent research by Queensland’s RACQ, using a mobile phone in general can relay reaction time as much as having a blood alcohol content of  0.08% which is well over the legal limit of 0.05% in Australia. It reduces your reaction time by 35%, even when using hands-free, so texting is obviously going to be even worse because you are effectively driving blind for however long you look at your phone. In fact, every second you spend texting, you double your chances of being in a crash, so why take the chance? If you are ever driving a car and are about to send a text message or use your phone, think about how important it really is. Is it really worth risking your life to tell someone â€Å"lunch was nice† or â€Å"I’ll be home soon†? Is it worth leaving a child fatherless and asking questions like â€Å"Mum, who will look after me if you go to heaven like dad?† as was the case for 5 year-old Harry Stortz after his Dad Jason was killed by an under-age, unlicensed texting driver? Harry will never get to see his Dad again just so someone could make arrangements to pick a girl up and go to his mate’s house. This is just one horrible example of the vast number of deaths caused by texting while driving. We are all disgusted by drink driving, and for good reason, and using a mobile while driving has been proven in many studies to be just as bad, if not worse. Despite this, around 40% of drivers between 18-24 routinely admit to sending or reading texts while driving. This shows that there is an urgent need for greater fines and punishments for drivers who use their mobiles while driving. Texting while driving is one of the most common causes of accidents on roads. This is because texting while driving results in physical, visual and cognitive distraction. It greatly increases the amount of time a driver spends not looking at the road. It is a very serious distraction that can cost you your life or the lives of other people. According to recent research by Queensland’s RACQ, using a mobile phone in general can relay reaction time as much as having a blood alcohol content of 0.08% which is well over the legal limit of 0.05% in Australia. It reduces your reaction time by 35%, even when using hands-free, so texting is obviously going to be even worse because you are effectively driving blind for however long you look at your phone. In fact, every second you spend texting, you double your chances of being in a crash, so why take the chance? If you are ever driving a car and are about to send a text message or use your phone, think about how important it really is. Is it really worth risking your life to tell someone â€Å"lunch was nice† or â€Å"I’ll be home soon†? Is it worth leaving a child fatherless and asking questions like â€Å"Mum, who will look after me if you go to heaven like dad?† as was the case for 5 year-old Harry Stortz after his Dad Jason was killed by an under-age, unlicensed texting driver? Harry will never get to see his Dad again just so someone could make arrangements to pick a girl up and go to his mate’s house. This is just one horrible example of the vast number of deaths caused by texting while driving. We are all disgusted by drink driving, and for good reason, and using a mobile while driving has been proven in many studies to be just as bad, if not worse. Despite this, around 40% of drivers between 18-24 routinely admit to sending or reading texts while driving. This shows that there is an urgent need for greater fines and punishments for drivers who use their mobiles while driving. Texting while driving is one of the most common causes of accidents on roads. This is because texting while driving results in physical, visual and cognitive distraction. It greatly increases the amount of time a driver spends not looking at the road. It is a very serious distraction that can cost you your life or the lives of other people. According to recent research by Queensland’s RACQ, using a mobile phone in general can relay reaction time as much as having a blood alcohol content of 0.08% which is well over the legal limit of 0.05% in Australia. It reduces your reaction time by 35%, even when using hands-free, so texting is obviously going to be even worse because you are effectively driving blind for however long you look at your phone. In fact, every second you spend texting, you double your chances of being in a crash, so why take the chance? If you are ever driving a car and are about to send a text message or use your phone, think about how important it really is. Is it really worth risking your life to tell someone â€Å"lunch was nice† or â€Å"I’ll be home soon†? Is it worth leaving a child fatherless and asking questions like â€Å"Mum, who  will look after me if you go to heaven like dad?† as was the case for 5 year-old Harry Stortz after his Dad Jason was killed by an under-age, unlicensed texting driver? Harry will never get to see his Dad again just so someone could make arrangements to pick a girl up and go to his mate’s house. This is just one horrible example of the vast number of deaths caused by texting while driving. We are all disgusted by drink driving, and for good reason, and using a mobile while driving has been proven in many studies to be just as bad, if not worse. Despite this, around 40% of drivers between 18-24 routinely admit to sending or reading texts while driving. This shows that there is an urgent need for greater fines and punishments for drivers who use their mobiles while driving.

The Importance of Virginity in Chronicle of a Death Foretold :: Chronicle Death Foretold Essays

The Importance of Virginity in Chronicle of a Death Foretold In "Chronicle of a Death Foretold," the bride-to-be, Angela Vicaro, was returned to her family when her future husband found out that she was not a virgin. The fact that she was not a virgin was enough to prevent a marriage from occurring, bring disgrace to the family, and cause a murder. Obviously, this was extremely important in the novel, and it is of some importance in society today. When a marriage is going to take place, some men feel that it is important for their future wife to be a virgin. Partly, this is because of an insecurity complex that men may have. If the woman is not a virgin, the man may fear that he will be compared to previous partners of his wife, and he may not live up to the woman's expectations. If she has been with no one else though, the man can be more confident, since his wife will have no one to compare him to. His wife is pure and untouched, and since he will be the first man she has ever known, the husband can feel secure heading into the marriage. Besides the jealousy and insecurity factors though, I think many men also want their wife to be a virgin because it is a way of the woman proving that she will be faithful to her husband once they are married. If a woman has been with other men before she is married, a man might see that as meaning that since she could not wait up to that point, she may be unfaithful to him in the future. But if a woman has remained a virgin up until her wedding, it shows that she was willing to wait for her husband, and is much more likely to remain a faithful wife throughout the rest of her life. By remaining a virgin until marriage, the marriage is made to seem more meaningful for the woman. The husband is then reassured that he is the only one his wife desires to be with. In the novel, remaining a virgin was such a big deal that the perpetrator, Santiago, was put to death for causing dishonor to Angela and her family. In that society, this matter was taken much more seriously that it is today, since it was a matter of honor, and it was not acceptable for a woman to not be a virgin before she was married.

Tess of the d’Urbervilles and Perfume: The Story of a Murderer Essay

Control is the social construction constituting exercising authority over other beings. It can take many forms, the most prominent of which between Tess of the d’Urbervilles and Perfume: The Story of a Murderer being physical, psychological, capitalist and patriarchal. Both novels are of the Bildungsroman genre, however whilst Jean-Baptiste  Grenouille has a predatory and psychotic personality, this is something to which Tess  Durbeyfield  is subject without reciprocity until the end of the novel, and it is ultimately this  hamartia  which leads to her oppression. Physical Under the historical influence of Darwin’s natural selection, Hardy attempts to highlight the physical control that Alec has over Tess through an animalistic comparison. In a reference to the rape of Lucrece, and thus to Tess’ rape, he states ‘the serpent hisses where the sweet bird sings’. This imagery highlights the sly, predatory tendancies of Alec, and diametrically opposes them to Tess’ delicate predispositions. Later, Hardy implies  that she  is raped. ‘Feminine tissue, sensitive as gossamer’ displays Alec’s unconscious urges to control such a virgo intacta. The sibilance in this phrase contributes to Alec's presentation as a predator she is also described as ‘blank as snow’, a tabula rasa, a form of innocence Alec physically destroys. These factors, along with the traditional norms of wedding days, culminate to create a grotesque parody of a wedding night. The  moon’s later description as ‘tarnished’ is symbolic of how Tess’ has been physically abused  by Alec, although it also exposes a disrupted parallel between the moon’s 28–day cycle, and Tess’ menstrual cycle due to the development and birth of Sorrow. Lucrece, just like Tess is described as if she wer... ... of the works of D.H. Lawrence Study of Thomas Hardy and Other Essays, D. H. Lawrence, page 99, Cambridge University Press,  25 Jul 1985 [2] Barron’s Book Notes Thomas Hardy’s Tess of the d’Urbervilles, page 114 – Douglas Brown: Social and Individual Fate in Tess from Thomas Hardy, 1961 [3] John Berger, Ways of Seeing, Chapter 1, The social presence of men and women, page 5, 1972 [4] "Tess of the d'Urbervilles by Thomas Hardy." 123HelpMe.com. 04 Jan 2014 . [5] Sin, Society, and the Double Standard, Male and Female Transgressions in Tess of the d'Urbervilles, Scott Fowler [6] Twentieth Century Interpretations of Tess of the d’Urbervilles, Albert J. LaValley, 1969 [7] Kristen Brady, Tess and Alec: Rape or Seduction? 1986 [8] Cruel Persuasion: Seduction, Temptation and Agency in Hardy’s Tess, James A. W. Heffernan

Reaction Paper to Ethics Essay

In chapter 1 we discuss the study of â€Å"ETHICS†. Ethics came from the word ethos which means the characteristic way of acting and its Latin word is mos., mores which means the traditional line of conduct or custom. It is form this root word that the word moral or morality is derived. Example of ethos of man as man is revealed that he is able to distinguish between good and evil, right or wrong, moral and immoral. Ethics is defined as the â€Å"practical and philosophical science of the morality of human act†. In science it is a body of systematized knowledge arranged with its accompanying explanation. In a practical science ethics consists of principles and laws that are applied in daily living. In philosophical science it presents and deliberates its subject matter. Ethics has an object material object to human, formula object to morality act, formula object quo to human reason, and formula. Ethics also has importance first is to sharpen the moral nature of the lear ners by inculcating the moral norms it means that to open to the mind to people that ethics is important. Second is to make them aware of the moral principles and laws governing man’s action It’s importance to aware to man’s moral principles and laws to what are their limitation as a man. Third to help the students become aware of the intimate relation between their moral natures and law, student must know also their relations as a man and be aware what they’re doing as man are. Fourth to show to the learners acting in accordance with the rational and moral nature could lead them supernatural destiny-God and fifth is to develop in the students in the students realize that people cannot live together harmoniously in society without the ethical norms and laws applied or followed. There are two types of ethical system. First is the Atheistic which he/she believes that God does not exist or we can say that this kind of man is an Anti-Christ. It’s characteristic that only matter exist, Man is responsible only to himself, morality is an invention of man to su it his requirements and top preserve his society, and moral truths are temporary and mutable depending on the situation. The concept of good and evil is always relative and changeable. Their theories is that matter is the reality that man is matter and does not have spiritual dimension, man is free and  must exercise his freedom to promote the welfare of society, and man is accountable only to state. Second ethical system is the Theistic that he/she believes that God is the supreme lawgiver. Man is free and must use his freedom to promote his personal and social interest along with his fellowmen, has an immoral soul which cannot die, and is accountable for his actions, both good and evil. In chapter 1 we also discuss that ethics has a relation to other sciences. Ethics and logic that doing follows thinking as knowledge or right leads to doing of right. Ethics and psychology both deals with the study of man, human nature, and human behavior its difference is that psychology is not interested in the morality of human act, unlike ethics. Ethics and Sociology it deals with the moral order which includes the social order. Society depends on ethics for its underlying principles. And finally ethics and economics man is also an economic being because he has to support himself y earning a living this to aspects of one and the same human nature. Chapter 2 we discuss â€Å"Man and His Existence† in this chapter we recognize some Greek thinkers (The founder of philosophy of man). First Socrates (469-399BC) his is a teacher of Plato he believes that man is made of body and soul. The soul is distinct from the body, and is likened to God in memory, understanding, indivisibility, immortality, and the highest value if man is happiness. Second Plato (427-347 BC) he believes that man is essentially a soul that souls are spiritual and immortal and death liberates the soul from the prison of the body. And third Aristotle (384-322) He also believes that man is made of body and soul. Some Christian thinkers like St. Augustine of Hippo, St Anselm of Italy and St. Thomas Aquinas accepted the philosophical teaching of ancient philosophers in their view that man is composed of body and soul. But they incorporated the idea on the church’s teaching. They hold that the human soul is spiritual being essentially present in his body. Some Oriental philosophers Lao- Tse who encourages man to be virtuous in order to attain Tao The term Tao means â€Å"way†, â€Å"path† or â€Å"principle†, and can also be found in Chinese philosophies and religions other than Taoism. Confucius who taught man with his â€Å"Golden Rule† Do not impose on others what you do not wish for yourself. Had order to attain happiness and self-protection. Gautama â€Å"Buddha† Siddharta who is â€Å"The  Enlightened one† believes that man must strive for happiness, that can’t not be attained in this world for it is a state of peace. They hold the only way for man to reach happiness is liberate him from the slavery of sensual pleasures of this world and from selfishness. There some various notions of man. Man as body – soul composite Man as a rational animal Man as embodied subjectivity Man is a being – in this world Man as socius and interhuman Man as a person and Man as an absolute value. We also discussed in chapter 2 the human existence the meaning of existentialism a reaction to the depersonalization, dehumanization, the loss of the uniqueness of the individual during the Industrial revolution. Rene Descartes a French philosopher (1956-1650) Father of modern philosophy. He started with his â€Å"methodic doubt† he claimed that everything was dubitable even hid own body. But doubting is an concludes that if we think therefore we exist â€Å"COGITO ERGO SUM† some of human existential experiences are. The experience of the good Man experience the good things here on earth the experience of the beautiful the beautiful how we live  the experience of love the love to each other  the experience of existence of being a human and as a man and the experience of the of happiness while living here on earth. Socrates told that â€Å"Know thyself† and unexamined life is not worth living that soul is imprisoned in the body Plato tells death about liberation world of forms over idea which soul (real man) its parts is rational, appetitive, and spiritual. Aristotle tells that a rational animal of being a Hylemopshism- Being In Chapter 3 we discuss â€Å"Man and his end† Man does not act without any motive or objective in view. He always acts to achieve something by the action. End is both termination and a goal of activity. It is that which completes of finishes a thing, and it is that for which the thing is finished. End as something good the end of human is apprehended as good desirable. If the end  is desirable or attractable to the agent, then it must be good. There are three modes of perceiving and using the good. Good as to utility an object or act is perceived as good when it is useful for one’s proposed and satisfaction. Good as to beauty an object or an act is a thing of beauty when it satisfies their aesthetic appetite. The judgment if beauty remains both subjective and objective. And good as to nature or reality it is not accidental. End has four classifications. End of the act it is the natural termination of an activity, thus, what is good and desirable is also the end of the act. End of the agent it is a personal purpose intended by the person performing the relax himself. Temporal ends, intermediate ends this is intermediary in that they are used as means to attain other ends. And Ultimate end this is the last final goal of a human act and human agent. It is the end of all ends. This is a permanent and absolute one. End also has two aspects first is the subjective ultimate end is the subjective possession of the objective ultimate end by the person. The possession results to enjoyment or happiness. Second is objective end gives the agent happiness by possession thereof. There are some ultimate goals of life chosen by certain thinkers. First is materialistic ethics holds that the supreme good of man are human pleasures and satisfaction. It has three kinds hedonism holds that the highest end of man is found in sensual pleasures and bodily s atisfaction. Utilitarianism insist that the ultimate end of man is the possession political power through conquest of the other nations Social Utilitarianism claims that the greatest value of man consists the maximum welfare of the entire society Second is the Ultra-spiritualism takes spiritual matters and virtues in this life as ultimate end. And it has two kinds of it Greco Roman stoicism believes that the virtue and abstinence from sensual pleasures as the highest end of man. Humanistic Personalism holds that the ultimate end of man consist of human perfection through knowledge, virtue, honor which must be acquired. Last is the Progressive ethics the final goal of man is the continuous acquisition of all temporal goods which may be socio-economic political and moral progress, taken as a while as general or individual well-being in society. We also discuss the Christian ethics came from the  Greek word Christus this simply shows us about the history of salvation from eternity to eternity. Eth ical Ultimate Goal of Chrisitanity are to glorify to God (God’s glory) that Christians worship God through prayers and by attending a mass and listening to pastors or priest to the word of God by the Bible. And Salvation of Mankind by spreading the word of God to mankind especially when you read John 3:16 : For God so love the world that he gave his only begotten son for whosoever believeth in him should not perish but have an everlasting life† In chapter 4 we discuss â€Å"Human Acts† is an activity that man wants to obtain. In wide sense, human act means any sort of activity, internal or external, bodily or spiritual done by a human being. Acts of man is an activity of man as animal. There are three signs of acts of Man they act are done in deliberately, they are not done freely, and they are done involuntary. Acts of man are instinctive, and are not within the control of the will. Human act is an act which proceeds from the deliberate free will of man. In order that an act is human, it must possess three essential qualities. There are three essential attributes of human acts. First an act which is deliberately done, it must be performed by conscious agent who is aware of what he are doing and of its consequences Second an act which is done freely or with freedom, it must be performed by an agent who is acting freely and the act must not be done out of far. And Last one is an act is done voluntarily on voluntariness the act must be performed by the agent who decides willfully to perform the act, it emanates from the bottom of his heart. Human acts must be done knowingly, freely and voluntarily. There are also kinds of human act and its classification. First is an Elicited act it is that begins and are perfected in the will itself. These acts find their adequate cause in the will alone. Wish the first tendency of the will towards a thing, natural, inclination of the will towards an object. Intention the purposive tendency of the will towards a thing regarded as realizable. Consent the acceptance of the work of the means necessary to carry out intention. Election is the selection by the will of the precise means to be employed in carrying out intent. Use the employment by the will of powers to carry out its intention by the means selected. And fruition the enjoyment of a thing willed and done. We also discuss in his chapter the will and freedom. Wills is man’s natural  tendency of being attracted to what is good and beautiful and be repulsed from what is evil and ugly after they have been presented by intellect. Moral distinctions is the human acts may either be in conformity or not with the dictates of season shows what is permissible in a given situation, the best option as a matter of facts. Moral actions are those actions which are in conformity with the norm of morality. Immoral actions are those actions which are not in conformity with the norm of morality. and Amoral action are those action which stand neutral in relation to the norm or morality. Ignorance is the absence of the intellectual knowledge in a man. There are some aspects of ignorance. Ignorance of the law is the absence of knowledge of a person ought to possess Ignorance of the fact is the ignorance of nature of circumstances of an act that is generally forbidden in the community. Ignorance of penalty is the lack of knowledge of the sanction imposed by low to violators. And ignorance it its subject it lies in the agent who has no knowledge of the law, fact or penalty. In chapter 5 we discuss â€Å"The Norms of human act† Norm is a standard of measurement. It is an instrument or which the quality or quantity of a thing is determined. It is something we distinguish the goodness and evilness of the man act. Norm has two human acts. First is Law is an ordinance of reason, promulgated for the common good by one who has charged of a society. Law is an ordinance an order coming the legitimate authority law is an ordinance of reason its result of the law gives reasonable wills it should not contrary to higher law. law is promulgated it made known to those bound by it and made it publicly. Law is promulgated for the common good it must serve for the public good. And law is promulgated in a society it is applicable only to those the social institutions, society and community and pertains to the legitimate lawgivers. There are also norms of morality Eternal law it is the divine reason and will commanding that the natural order of things be preserved and forbidding that it disturbed. Natural law or the law of nature (Latin: lex naturalis), is a system of law that is purportedly determined by nature, and thus universal. Classically, natural  law refers to the use of reason to analyze human nature—both social and personal—and deduce binding rules of moral behavior. Natural law is contrasted with the positive law (meaning â€Å"man-made law†, not â€Å"good law†; posit) of a given political community, society, or nation-state, and thus serves as a standard by which to criticize said positive law. And last we discuss about kinds of conscience. Corrects or true conscience it discerns and dictates to the person that is good as good what is evil as evil. Erroneous or False Conscience it mistakes what is good as to evil and what is evil to good. Scrupulous Conscience this is extremely cautious or fearful to the point that the person refuses to do or judges the act. Lax conscience this finds excuses for an evil act to be no sinful. Certain Conscience a person acts in the state of good faith And Doubtful Conscience he is not sure on the goodness or badness of an act.