Equality vs. Athletics Essay -- Title IX Sports Women Essays

Equality vs. Athletics In 1929, the 19th Amendment gave women the right to vote. This was a breakthrough for America and an enormous step towards equal opportunities for women everywhere. Being given the right to vote created a sense of long awaited and greatly deserved equality with men. Even though women were given the right to vote, over 70 years ago, the government still has to make a law to ensure that equal treatment is given. Title IX was instated in 1972 to provide women with the same athletic opportunities as men in universities across the United States. While Title IX has helped advance female athletics, there are arguments that it has discriminated against male athletics. Attorney Curt Levey makes a drastically bias argument against Title IX in his article, Title IX’s Dark Side: Sports Gender Quotas. The argument focuses on the pressures of upper level schools complying with Title IX’s proportionality rule, the lack of female interest in intercollegiate athletics, and the bit ter cutting of several men’s teams since Title IX was established. Levey, along with many others opposed to Title IX, seem to think the law is slowly destroying male athletics, which was not what it was intended for and definitely is not the case. Title IX was created in order to provide women with equal opportunities in intercollegiate athletics, and that is exactly what it has done so far and what it will continue to do. Levey’s first problem with Title IX and its attempt to increase women’s athletic opportunities, found in paragraph four, is directed towards the proportionality rule (Levey 626). The proportionality rule is one of three options schools are given to comply with Title IX. This requires high schools, colleges, and u... ...een sitting on the bench for years, and now it’s time for men to â€Å"take one for the team.† Work Cited Bestwick, Dick. â€Å"Title IX’s proportionality rule is patently unfair to men.† Athens Banner-Herald. 2 Feb. 2003. 16 Apr. 2003. Levey, Curt. Title IX’s Dark Side: Sports Gender Quotas. Good Reasons with Contemporary Arguments. Needham Heights: Pearson, 2001.626-627. Rpt. in The Humanist. The National Coalition for Women and Girls in Education. Title IX at Thirty: Report Card of Gender Equity. June 2002. The National Coalition for Women and Girls in Education. Title IX Athletics Policies: Issues and Data for Education Decision Makers. Aug 27. 2002. The Secretary of Education’s Commission on Opportunity in Athletics. â€Å"Open to All† Title IX at Thirty. Feb 28. 2003. Equality vs. Athletics Essay -- Title IX Sports Women Essays Equality vs. Athletics In 1929, the 19th Amendment gave women the right to vote. This was a breakthrough for America and an enormous step towards equal opportunities for women everywhere. Being given the right to vote created a sense of long awaited and greatly deserved equality with men. Even though women were given the right to vote, over 70 years ago, the government still has to make a law to ensure that equal treatment is given. Title IX was instated in 1972 to provide women with the same athletic opportunities as men in universities across the United States. While Title IX has helped advance female athletics, there are arguments that it has discriminated against male athletics. Attorney Curt Levey makes a drastically bias argument against Title IX in his article, Title IX’s Dark Side: Sports Gender Quotas. The argument focuses on the pressures of upper level schools complying with Title IX’s proportionality rule, the lack of female interest in intercollegiate athletics, and the bit ter cutting of several men’s teams since Title IX was established. Levey, along with many others opposed to Title IX, seem to think the law is slowly destroying male athletics, which was not what it was intended for and definitely is not the case. Title IX was created in order to provide women with equal opportunities in intercollegiate athletics, and that is exactly what it has done so far and what it will continue to do. Levey’s first problem with Title IX and its attempt to increase women’s athletic opportunities, found in paragraph four, is directed towards the proportionality rule (Levey 626). The proportionality rule is one of three options schools are given to comply with Title IX. This requires high schools, colleges, and u... ...een sitting on the bench for years, and now it’s time for men to â€Å"take one for the team.† Work Cited Bestwick, Dick. â€Å"Title IX’s proportionality rule is patently unfair to men.† Athens Banner-Herald. 2 Feb. 2003. 16 Apr. 2003. Levey, Curt. Title IX’s Dark Side: Sports Gender Quotas. Good Reasons with Contemporary Arguments. Needham Heights: Pearson, 2001.626-627. Rpt. in The Humanist. The National Coalition for Women and Girls in Education. Title IX at Thirty: Report Card of Gender Equity. June 2002. The National Coalition for Women and Girls in Education. Title IX Athletics Policies: Issues and Data for Education Decision Makers. Aug 27. 2002. The Secretary of Education’s Commission on Opportunity in Athletics. â€Å"Open to All† Title IX at Thirty. Feb 28. 2003.

Managing Operational Activities to Achieve Business Results

London School of Science & Technology ASSESSMENT COVER SHEET – RESIT Unit Number and Title Assessment Title Course Title Assessment Code Hand Out Date Unit 15: Managing Business Activities to Achieve Results Managing Operational Activities to Achieve Business Results HND Business HND Bus-Unit 15/ MBAAR Feb 2013 RESIT 01st March 2013 Hand In Date 11th May 2013 Lecturer(s) Anup Bista Adrian Gauci Dhaneswar Chooramun Internal Verifier Jonathan Cartmell Course Notes / Slides / Activities / Handouts. 1.Recommended Learning Textbooks: BPP (2010) Management: Communication and Achieving Results – Business essentials – supporting HNC/HND and foundation degrees, BPP Learning Media: London Slack N. , (2007) Operations Management, 5th Edition, Financial Times: Prentice Hall Watson, G. and Gallagher, K (2005) Managing For Results, London: CIPD. 2. Recommended BMW Documentaries on Business Activities: CNBC Documentary – BMW Quality Processes http://www. youtube. com/wat ch? v=OPSCh3Ys_B8 National Geographic – Megafactories Doc BMW / Mini Quality http://www. outube. com/watch? v=kk98q1N4XXI 3. Recommended Learning Weblinks: www. bsieducation. org (British Standards Institution) http://www. bmwgroup. com (BMW Education) http://www. wincanton. co. uk (Supply Chain Management) www. times100. co. uk (Times Resources) http://www. quality-foundation. co. uk(UK Quality Foundation) http://www. efqm. org/ (EU Foundation Quality Management ) Sources of information To be filled by the student Student Name Student ID Lecturer Group(e. g. ) HND Bus-Unit 15/ MBAAR Feb 2013 RESIT 1|Page London School of Science & TechnologyAssessment Requirements †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ An electronic copy of your assessment must be fully uploaded by the deadline date and time. You must submit one single PDF or MS Office Word document. Any relevant images or screenshots must be included within the same M S Office Word or PDF document. The last version you upload will be the one that is marked. The file size must not exceed 20MB. Answer the criteria in order, clearly indicating the CRITERIA number. Ensure that all work has been proof-read and checked prior to submission.Ensure that the layout of your documents are in a professional format with font style Arial, font size 12 for the text, font 14 for sub heading and font 16 for main heading, line spacing 1. 5 and justified. Use the Harvard referencing system and provide references [e. g. (Smith, 2011)] within the text and an entry in a references list. Otherwise it will be considered as plagiarised work. Ensure that you back-up your work regularly and apply version control to your documents. Ensure that any file you upload is virus-free, not corrupted and not protected by a password otherwise they will be treated as a non-submission.You must NOT submit a paper copy or email of this assessment to any member of staff at LSST. Your work must be original with the appropriate referencing HND Bus-Unit 15/ MBAAR Feb 2013 RESIT 2|Page London School of Science & Technology WHAT TO DO: You are required to read the following scenario and attempt all tasks given in the table below by relating your response to the context of the given organisation in the scenario. CASE STUDY Imagine you are the Operations Manager at the BMW Headquarters in Munich.You have been asked by the Board of Directors to review the below business activities to improve the operations, quality and efficiency of a BMW manufacturing plant in the UK. Your review will be used by the Board of Directors to improve the operational activities such as BMW’s business functions, processes and quality standards to achieve better results in 2014. The review should be structured to cover areas of: TASK 1 – Business processes in delivering outcomes based upon business goals and objectives. TASK 2 – Plans for own areas of responsibility for managin g business activities.TASK 3 – Monitoring appropriate systems to improve organisational performance. TASK 4 – Managing health and safety in the workplace. Due to the continuous changing nature and complexity of managing business activities within an organisation, you are required to research, gather and present the appropriate information. This will include the use of management theories and practical examples applicable to BMW company. You are to present your responses in a detailed report format to fulfill each Pass Criteria with appropriate Harvard Referencing technique for the tasks below.Additional Information/Advice: A support textbook is also available for this Unit, which you may find helpful to explore theoretical knowledge and understanding. You may also access the following links to carry out your further research to support your responses with some practical examples in the context of BMW company. YouTube – Official International BMW Channel http://w ww. youtube. com/user/BMW CNBC Documentary – BMW Quality Processes http://www. youtube. com/watch? v=OPSCh3Ys_B8 National Geographic – BMW – Megafactories Series Documentary http://www. youtube. com/watch? =kk98q1N4XXI HND Bus-Unit 15/ MBAAR Feb 2013 RESIT 3|Page London School of Science & Technology PART A – PASS CRITERIA ONLY Pass In order to achieve Pass, students must achieve all the pass criteria below. TASK 1: Business processes in delivering outcomes based upon business goals and objectives. PASS CRITERIA 1. 1 (Approx. 150 words) Recommended interim deadline 9th March Describe briefly the importance of two core organisational functions and evaluate the interrelationship between these functions in managing business activities to achieve results in a company like BMW.Guidelines: In order to complete the above task, your answer should: †¢ Include a definition of what operations management is as a function. Identify the two most important function s for business operations at BMW. †¢ Establish the interrelationship between at least two chosen functions above and evaluate how each function operates, interacts and supports to each other in operation. †¢ Bear in mind, your response should relate to the given company BMW in the scenario. In answering this question, you will have covered the following assessment criterion: †¢ 1. Evaluate the interrelationship between the different processes and functions of the organisation. PASS CRITERIA 1. 2 (Approx. 150 words) Recommended interim deadline 15th March Explain the adopted economic system approach (i. e. input – output model) including transformation process within BMW and evaluate the effectiveness of the used forms of transformation process to achieve operational objectives. Guidelines: In order to complete the above task, your answer should: †¢ Provide evidence to demonstrate the adopted system approach such as input, output and method of transformatio n.Expand your thoughts into â€Å"the transformation process† of operations management including at least one example for each material, customer and information processing operations. †¢ Describe the effectiveness of the used forms of transformation processes to the context of the operation to map processes for achieving operational objectives. †¢ Bear in mind, your response should relate to the given company BMW in the scenario. In answering this question, you will have covered the following assessment criterion: 1. 2 Justify the methodology to be used to map processes to the organisation’s goals and objectives.PASS CRITERIA 1. 3 (Approx. 150 words) Recommended interim deadline 24th March Describe the role of quality gateways in mapping operational processes and evaluate how processes can be designed in order to achieve targeted output, using BMW as an example. Guidelines In order to complete the above task, your answer should: †¢ Include the meaning o f quality gateways and discuss its role in transformation process. †¢ Include the content of a ‘process map model’ in your response if required. HND Bus-Unit 15/ MBAAR Feb 2013 RESIT 4|Page London School of Science & Technology †¢ Evaluate how quality gateways will help to map the operational processes in order to achieve targeted output. Relate to the given company BMW in the scenario. In answering this question, you will have covered the following assessment criterion: 1. 3 Evaluate the output of the process and the quality gateways. TASK 2: Plans for own areas of responsibility for managing business activities. PASS CRITERIA 2. 1-2 (Approx. 150 words) Recommended interim deadline 11th April Briefly explain what you understand by setting up ‘SMART Objectives'. Write two SMART objectives that BMW should embrace to improve quality.Create one operational plan with five stages for one of the above SMART objectives by applying MBO or Planning Hierarchy and Planning Process Models. Guidelines In order to complete the above task, your answer should: †¢ Include at least two SMART objectives for BMW and explain why they are SMART. †¢ Review the concept of MBO again in setting your smart objectives to align people and other resources in an efficient and effective way. †¢ Your plan should promote collective goals and objectives by applying MBO or Planning Hierarchy and Planning Process Models.In answering this question, you will have covered the following assessment criterion: 2. 1 Design plans which promote goals and objectives for own area of responsibility. 2. 2 Write objectives, which are specific, measurable, achievable, realistic and time-based to align people and other resources in an effective and efficient way. PASS CRITERIA 2. 3 (Approx. 150 words) Recommended interim deadline 20th April Identify two appropriate systems and explain how they can be implemented effectively in order to achieve the set SMART objectives by meeting organisational standard of quality.Guidelines In order to complete the above task, your answer should: †¢ Include systems such as ‘accounting/finance system’, ‘management information system’, EDI, ERP, SCM, CRM, the quality system’, ‘CPA (Critical Path Analysis) and PERT (Project Evaluation & Review Techniques) etc. †¢ Consider at least two appropriate systems given above and explain their effectiveness to achieve the set objectives in most efficient way. †¢ Relate to the given company BMW in the scenario. In answering this question, you will have covered the following assessment criterion: 2. Implement appropriate systems to achieve objectives in the most efficient way, on time, to budget and meeting organisational standards of quality. HND Bus-Unit 15/ MBAAR Feb 2013 RESIT 5|Page London School of Science & Technology PASS CRITERIA 2. 4 (Approx. 150 words) Recommended interim deadline 23rd April Identify the Project P lanning model/tools and discuss how you utilise one of these techniques either (i) Project Evaluation & Review Techniques (PERT) or (ii) Critical Path Analysis (CPA) to monitor and control the entire project operation.Guidelines In order to complete the above task, your answer should: †¢ Include the aim of the project planning for managers and discuss the tools involved in project planning process applicable to BMW. †¢ Expand the response with brief explanation on how the planning tools such as Project Evaluation & Review Techniques (PERT) and Critical Path Analysis (CPA) can be used to monitor and control the entire project operation. †¢ Use a diagram for planning tools if necessary.In answering this question, you will have covered the following assessment criterion : 2. 4 Carry out work activities meeting the operational plan through effective monitoring and control. TASK 3: Monitoring appropriate systems to improve organisational performance. PASS CRITERIA 3. 1 (Ap prox. 150 words) Recommended interim deadline 29th April Explain what you understand by the concept of quality and analyse the implemented quality system in managing and monitoring quality standards within BMW.Guidelines In order to complete the above task, your answer should: †¢ Include a definition of quality and the role of quality concept to BMW. It is essential to recognise the various Quality Management System (QMS) such as Quality Circle, ISO 9000/EN29000 standards, Costs of Quality etc and assess the implication of these systems to the context of BMW. Pick two Quality Control systems at BMW as examples. In answering this question, you will have covered the following assessment criterion: 3. Design systems to manage and monitor quality standards specified by the organisation. PASS CRITERIA 3. 2-4 (Approx. 350 words) Recommended interim deadline 1st May Define the Total Quality Management (TQM) philosophy and explain how this philosophy can be used to increase quality and efficiency, and to reduce costs by creating a quality culture of improvement within BMW. Identify at least three required changes or improvements that you would suggest on the BMW quality system with your justification in order to create a sustainable quality culture for continuous improvement.Guidelines In order to complete the above task, your answer should: †¢ Explain the theory of TQM on how it helps to create a quality culture to ensure continuous monitoring, evaluation and development of the process within BMW. †¢ Support your view with some examples from BMW. †¢ Include reference to Business Process Re-engineering for the three required changes. In answering this question, you will have covered the following assessment criteria: HND Bus-Unit 15/ MBAAR Feb 2013 RESIT 6|Page London School of Science & Technology 3. Demonstrate a quality culture to ensure continuous monitoring, evaluation and development of the process. 3. 3 Recommend improvements which align wit h the organisation’s objectives / goals resulting in improvements. 3. 4 Report on the wider implications of proposed changes within the organisation. TASK 4: Managing health and safety in the workplace PASS CRITERIA 4. 1-2 (Approx. 200 words) Recommended interim deadline 10th May Investigate how three different Health and Safety Acts and Regulations have been implemented within BMW and explain why BMW needs to carry out risk assessment as required by the legislation.Guidelines In order to complete this task, your answer should: †¢ Show awareness and impact of relevant legislative requirements for the BMW. †¢ Identify relevant three legislative regulations and explain the impact of these on health and safety procedures within BMW. †¢ Consider how a risk assessment could be carried out and its impact on the organisation. In answering this question, you will have covered the following assessment criteria: 4. 1 Carry out risk assessments as required by legislation, regulation and organisational requirements ensuring appropriate action is taken. 4. Demonstrate that health and safety regulations and legislation applicable in specific work situations are correctly and effectively applied. PASS CRITERIA 4. 3-4 (Approx. 200 words) Recommended interim deadline 10th May Explain a procedure to identify hazards and risks in the organisation and discuss how this should be managed. Guidelines In order to complete this task, your answer should: †¢ Include a procedure to identify and assess hazards and risks in BMW, and show how this would be managed. †¢ Demonstrate that you can distinguish between a hazard [i. e. potential of harm] and a risk [i. . likelihood of harm caused by the hazard] within BMW. †¢ Support your response by producing two examples of hazards and risks at assembly line of BMW manufacturing plant in the UK. In answering this question, you will have covered the following assessment criteria: 4. 3 Carry out a systematic rev iew of organisational health and safety policies and procedures in order to ensure they are effective and compliant. 4. 4 Carry out practical application of health and safety policies and procedures in the workplace. – THE END – HND Bus-Unit 15/ MBAAR Feb 2013 RESIT 7|Page

Problem Of Overcrowding In Prisons - Free Essay Example

Sample details Pages: 4 Words: 1282 Downloads: 9 Date added: 2019/08/02 Category Society Essay Level High school Tags: Prison Overcrowding Essay Did you like this example? Between 1983 and 1989, US prisons have markedly increased in size in order to house the 77 percent increase in prison inmate populations (Welch, 1994).   This phenomenon is occurring at a global scale with the mean daily population approaching 410,000 inmates as of 1989. This figure represents a 6 percent annual increase from the previous year, which is steadily growing (Welch, 1994). Because of the issue of overcrowding in prisons, these confinement centers are lacking the resources to feed and house the increasing rate of population. Don’t waste time! Our writers will create an original "Problem Of Overcrowding In Prisons" essay for you Create order This increase in prison population over time is an effect of societal flaw, where risk factors that may send certain demographics of people may be reduced via implementation of communications and organizations between the individuals and social systems. The individuals who are most at risk for confinement tend to be of a lower social class, have less money, younger in age, have a history of drug abuse problems, uneducated and or unemployed (Welch, 1994). Overcapacity in confinement centers creates chaos in the entire network of prison systems, including the staff numbers, which in turn   causes an increase in institutional problems. To begin to resolve the issue at hand, social problem awareness must be established especially in population dense areas of the world, accompanied by educational and employment programs for the uneducated and unemployed as well as jail system reforms (Welch, 1994). Since   jail policies and social forces are interconnected, it is easy to see that law enforcement and punishment together make up   a social system. Specifically , one case study that concerns prison   overcrowding shows how complex systems have flaws and can be improved. The analysis of this subsystem will reveal the structure of law enforcement and prisons as systems as well as what changes can be made in a separate subsystem such that population in prisons can stabilize or even decrease. Analysis Based off of Luhmanns theory of social systems, the world was born from chaos and had no inherent order. To establish a set order, individuals and groups created the society, groups and organizations we are so familiar with today. These social systems revolve around communication and tend to be autopoietic, meaning that they maintain and reproduce themselves constantly (Luhmann, 2012).   The smaller subsystems behave like small specialized territories in which   society operates. These systems being self-reproducing, Luhmann has also actually been criticized for underestimating the role of the individual, despite the fact these larger groups are made of the collective individual. One of the branches of subsystems of society being discussed here is law enforcement, which naturally lends itself to punishment in some fashion. The subsystem of law enforcement has reproduced and grown itself to produce its own prison system, as a deterrent for individuals to obey the rules of the law. In the context of   Luhmann, a social system includes all functional systems in a modern society   which are equally important and irreplaceable. Prison systems are much like society in the way that there exist differentiable subsystems having unique function, where each subsystem is equally important to the overall system function. Punishment systems seem to represent more of an organizational social system because of the marked hierarchy between the correctional officers and the inmates. Luhmann treated organizations as social systems which reproduce themselves on the basis of decisions. Based on this fact, we can say that prison systems reproduce based on the decisions of the government, which are representative of   organizational social systems.   Society as a social system is a communicative, interconnected system differentiated into various smaller and specialized functional systems such as family, law enforcement, economy, arts, and science. These systems have been structured and codified over time. Luhmann recognized social systems as organic systems capable of   self-organization. In this case, the prison system has risen from society communicating its need to reduce crime and maintain order. It is clear from Luhmann that systems generate their own systemic boundaries and internal structures for self-referencing, since each component refers to the system itself and its closed system. The components of the prison as a system are distinct and closed. Physically, the prison has guards and correctional officers as well as inmates that lie within a closed building with concrete walls and most likely a tall barbed wire fence. This example is a good example of a closed system because the design of a functional prison relies heavily   on its ability to retain prisoners.   Luhmanns concept of autopoiesis is applied to not just this system, but   all systems including non-biological systems. Luhmanns transdisciplinary concept of autopoiesis is very much applicable when the components of a system are reproduced by other components of the system. In this case, prisons are kept inmates alive by providing food and shelter, while receiving inmate work in return. This cycle is self -perpetuating , self-sustaining   and therefore autopoietic. Luhmann detailed the main elements of social systems as having communication (an asymmetrical process of transferring meaning or information from a sender to a receiver) interpretation,   and action within itself. In the context of the prison overcrowding situation, all three exist. However, they are not done at the most efficient levels possible. Improved communication would reduce the overpopulation in prisons by creating understanding and information synthesis between individuals, society and staff. Improved interpretation   would clear up any ambiguities concerning the prison system. Lastly, improvements in action within the imprisonment system could help decrease inmate population by giving incentives to pursue education and employment opportunities. This being said, action is a necessary step required for the system to reproduce itself. Communication on the other hand, is comprised   of utterance, information and understanding, which is necessary for correct action to tak e place. Although important for reproduction in the system,   action by itself cannot account for every decision made, which is a reason why Luhmann advocates against   treating communication as action, since it would mean the death of communication itself. One of   Luhmanns ideas was of   society being   the primary system that creates and recreates all communication. In order to remedy the problem of the overcrowding prison systems, this problem would first need to be recognized, communicated, interpreted correctly and follow the correct course of action.   All communication efforts are produced by the self -communication within the society,   where the borders of society are the borders of communication (Luhmann, 2012). It is the society that encompasses interaction and organization, in which communication can lead to correct action. Therefore, in order to incite change in the prison system, the society social system would need to be involved. Conclusion Overcrowding is currently the biggest problem facing confinement centers today.   Over the last two decades,   the overpopulation of Colombian prisons has risen as an unintended consequence of   policy makers producing arbitrary laws. This action inadvertently increased the number of conceivable illegal behaviors. Societal responses and information on the idea of criminal behaviors are sustained by society, which policymakers abuse when looking for societal approval.   This mode of thinking leads to greater repercussions of any illegal acts no matter how slight, resulting in extended prison sentences. Because of this systemic cycle set forth by the society, we see that the overcrowding of prisons is a result of the extended sentences and newly administered policies that could put anyone in jail. With more people going to prison for longer periods of time, its no wonder why this issue is on the top of the list for prisons. Within the system, each component plays a role which affects another component. It is clear that government policy and prison administration are vastly different subsystems. However, the two functionally different systems are interconnected under a much broader, systemic view. In order to create better policies that meet the necessities and limitations of prisons, there must exist appropriate communication, interpretation and action in the overall system.

Greece Is Experiencing An Unprecedented Economical Crisis

Abstract The past years, Greece is experiencing an unprecedented economical crisis. There is a need for designing and implementing policies aiming to foster economic renewal. A clear need for policies promoting innovation based development has risen. This essay focuses on one of the pre-conditions for innovation based growth in the country of Greece. Priority is given, in the terms of the proper function of labour markets, on the problem of Greek brain drain, with emphasis in the potential effective innovation policies to reverse the current situation. Introduction The economic and financial crisis has hit the Greece hard, with the population being subjected to austerity measures in exchange for financial support from the EU, IMF and ECB. Those measures were drastic and paradigms changes were forced in all the sectors of economic and business life. However, these changes failed to detect the resolve the problem, resulting in even deeper crisis with the violent drop of the quality of life, sudden decline in social welfare and unemployment hitting very high numbers. In this context, it now described as the Greek brain drain, where young and talented Greeks are forced to leave the country and seek employment and a better life abroad. Crisis: Unemployment rates in Greece It is a fact that, despite the reluctant signs of recovery in Greek economy, unemployment rate remains at its highest levels since the beginning of the crisis (27, 2% May 2014).Also Greece has one of theShow MoreRelatedLibrary Management204752 Words   |  820 Pagesown that you think would be useful, we invite you to share them with your colleagues through this Web site. Of course, credit would be given to anyone who submits materials that are used. 1 Introduction Library and information centers are experiencing change in almost every area of responsibility and activity. The only constant in today’s library and information services organizations is change. Recognizing that change is inevitable, coping with its effects, and embracing its outcome are vital

The Extensive Effects of Alzheimer’s Disease - 2480 Words

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There are only a few studies showing Canadian statistics of AD and mental health disorders. Fortunately, the Alzheimer’s disease and Dementia association has a section of research on the military that is available to the public. The keywords used were MOS risk fac tors, Alzheimer’s, Alzheimer’s disease risk factorsRead MoreThe Origins And Development Of Dementia1431 Words   |  6 PagesThe Origins and Development of Dementia Dementia is a disease that affects a vast number of Americans, and people worldwide. As people grow and live longer in today’s world the cases of clinical dementia are increasing. There are many causes of dementia, equally leading to different forms and symptoms of this disease. Most causes of dementia are known, and labeled in order to establish proper treatment. Alzheimer’s disease is the most common form of dementia, accounting for more than half of all

Arguments For Existence Of God Essay Example For Students

Arguments For Existence Of God Essay Many philosophers and theologians have provided varying arguments for the existence of God. These arguments are either a priori, understood independent of worldly experience and observation (Ontological Argument), or a posteriori, dependent on experience and based on observations of how the world is (Cosmological and Teleological Arguments). This paper will focus on the Cosmological Argument, and show that its underlying principle, the Principle of Sufficient Reason, fails to establish it as a sound argument for the existence of God. To accomplish this, I will, first, define the Cosmological Argument and the Principle of Sufficient Reason; then explain the argument, and how it is based on the Principle of Sufficient Reason; and finally, show that there is not enough evidence to prove that the Principle of Sufficient Reason is true, which in turn leads to the flaw in the Cosmological Argument. We will write a custom essay on Arguments For Existence Of God specifically for you for only $16.38 $13.9/page Order now First, what are the Cosmological Argument and the Principle of Sufficient Reason? There are many versions of the argument. Saint Thomas Aquinas (in the thirteenth century) and Samuel Clarke (in the eighteenth century) are the dominant contributors in the development of the argument (Rowe 21). Though their arguments differ slightly, both men based their arguments on the observation that the world is rooted on causal relationships. Their arguments can be summarized into one argument as follows:(1) Either the world is made up of things that dependon others for their existence (dependent beings), or things that are self-existent (independent beings). (2) Not everything can depend on another for its existence. (3) Therefore, there is some self-existing being, and that being is God. The Principle of Sufficient Reason (PSR) maintains that there must be an explanation (a) of the existence of any being, and (b) of any positive fact whatever (Rowe 24). Thus, there is an explanation for why I exist (PSRa), and also an explanation for every feature of my life (PSRb). Second, what is the meaning of the argument and how is it based on PSR? Premise (1) stems from Anselms division of beings into the three cases: explained by another ,explained by nothing,and explained by itself (Rowe 22). The first rule of PSR holds that every being must have an explanation for its existence. A being that is explained by nothing violates this first rule, and as a result, is left out of premise (1). This allows for only two possible types of beings either dependent or self-existent. If you hold PSR to be true, them premise (1) is uncontroversial. Because it is an either, or statement, only one of the two types of beings needs to exist for the premise to be true. We know that there are at least dependent beings, so premise (1) is true. Premise (2) states that everything cannot be a dependent being. Why is this the case? William Rowe does an excellent job of explaining why if PSR is true, then premise (2) is also true. He (Rowe 24-25) says lets suppose that there has never been a self-existing being, but only an infinite series of dependent beings. In this series, every being has an explanation, because it is explained by the being that came before it and that caused its existence (follows with PSRa), but what caused the series? PSRb says that the fact that the series exists requires it to have an explanation, but if there have only existed dependent beings, the series will not have an explanation. It wont do to say that As have always been producing other As we cant explain why there have always been As by saying that there have always been As (Rowe 25). Thus, a self-existing being is the only explanation for the series, and premise (2) is true. Thus, because prem ise (1) shows that there are only two kinds of beings (dependent or self-existent), and everything cannot be a dependent being, it follows that there must be some self-existing being. So far, it seems that the Cosmological Argument indeed proves the existence of a self-existing being. Both of its premises have been shown to be true, so it passes the premise test, and also, the conclusion follows from the premises it passes the inference test. But has anything been overlooked? Yes, it has. The only way that premise (1) and (2) can be true is if the Principle of Sufficient Reason is also true. The question, of course, is whether or not PSR is true. What reasons for its truth could we offer? Rowe suggests two traditional reasons offered in favor of accepting the truth of PSR. The first reason is that some have held that PSR is (or can be) known intuitively to be true (Rowe 29). Just as we know that two plus two equals four is true, the defender of PSR claims that the same sort of thin g is true about PSR. Once PSR is understood, the understanding in itself reveals that it is true and must be true. The problem with the first defense of PSR is that while everyone who understands 2+2 knows that it does and must equal 4, very few people who reflect on PSR find that it must be true, and some even claim that the principle is false (Rowe 29). Why couldnt the world be such that there were things and positive facts that had no explanation? The second reason traditionally offered for defending PSR is by claiming that although it is not known to be true, it is, nevertheless, a presupposition of reason, a basic assumption that rational people make (Rowe 29). The defender of PSR suggests that all of us presuppose that PSR is true, and that we couldnt engage in our everyday activity if we took seriously the possibility that it might be false. The problem with this second defense of PSR is that it even if it were true that we all presuppose PSR to be true, that wouldnt show tha t it was true. Even if PSR is a presupposition we all share, the premises of the Cosmological Argument could still be false. For PSR itself could be false (Rowe 29). Ultimately, if we want to use the Cosmological Argument to prove the existence of God, then we need more evidence to prove that the Principle of Sufficient Reason is true. PSR is the basis for the premises of the Cosmological Argument, and Rowe has shown that the traditional arguments in favor of the truth of PSR are unsound. Until there is evidence to prove that PSR is true, the Cosmological Argument is not able to provide support for the existence of God. .u350ee6d4719a0fab6385682e5746a0f3 , .u350ee6d4719a0fab6385682e5746a0f3 .postImageUrl , .u350ee6d4719a0fab6385682e5746a0f3 .centered-text-area { min-height: 80px; position: relative; } .u350ee6d4719a0fab6385682e5746a0f3 , .u350ee6d4719a0fab6385682e5746a0f3:hover , .u350ee6d4719a0fab6385682e5746a0f3:visited , .u350ee6d4719a0fab6385682e5746a0f3:active { border:0!important; } .u350ee6d4719a0fab6385682e5746a0f3 .clearfix:after { content: ""; display: table; clear: both; } .u350ee6d4719a0fab6385682e5746a0f3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u350ee6d4719a0fab6385682e5746a0f3:active , .u350ee6d4719a0fab6385682e5746a0f3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u350ee6d4719a0fab6385682e5746a0f3 .centered-text-area { width: 100%; position: relative ; } .u350ee6d4719a0fab6385682e5746a0f3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u350ee6d4719a0fab6385682e5746a0f3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u350ee6d4719a0fab6385682e5746a0f3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u350ee6d4719a0fab6385682e5746a0f3:hover .ctaButton { background-color: #34495E!important; } .u350ee6d4719a0fab6385682e5746a0f3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u350ee6d4719a0fab6385682e5746a0f3 .u350ee6d4719a0fab6385682e5746a0f3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u350ee6d4719a0fab6385682e5746a0f3:after { content: ""; display: block; clear: both; } READ: The Man with the Twisted Lip EssayPhilosophy

single sex education Essay Example

single sex education Essay Single Sex Education Single sex education consists of separating males and females and putting them in different classrooms or buildings in order to teach them differently. This type of schools relieves some of the pressure that parents have due to the stories they hear about the kids in co-education schools. Single sex education is psychologically, educationally and socially more effective than co-education due to scientific researches that have been held over more than a 100 elementary schools. Many people look at the idea of single sex schooling as a negative way of teaching. They ctually dont look at all the facts that have been proven scientifically. Scientific researches have concluded that there are brain differences between both boys and girls. They both need different teaching styles that will benefit each one academically in a specific way. For example, in an only-girls class, talking and discussing is used as a learning tool which results in an observation. While in a boys class, talking mainly results in a punishment. Other studies by David Chadwell have also proven that The composition of the male eye makes it attuned to motion and direction. Boys interpret the world as objects moving through space, he says (as mentioned in Kaufmann, C. ,n. d. , para. 4). This is why its suggested that the teacher should keep moving while explaining to keep them concentrated. However, girls are oriented towards shapes with a lot of details so to get their attention; the teacher sits them in a circle. David Chadwell also stated that the male eye is attracted to cool colours like blue, silver, grey, brown and black, while the female eye is attracted towards warm colours like red, yellow and orange. We will write a custom essay sample on single sex education specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on single sex education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on single sex education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In addition to the sight, they also hear differently. Girls have a more finely tuned aural structure; they can hear higher frequencies than boys and are more sensitive to sounds,(as mentioned in Kaufmann, C. , n. d.. Para. 7) for example, girls get annoyed when a teacher raises her voice, while boys enjoy it as they find it exciting. Another reason for supporting single sex schooling is that it is more comfortable for the students to share their opinions and respond to questions in class. This causes them to become more competitive. They also act freely and arent afraid to be themselves as there is no pressure of trying to impress the opposite sex. Students choose the subjects they would like to study without having to think how theyd appear in front of the opposite sex. For example, girls can study math, science and technology subjects without the fear of appearing as tomboys; boys can study arts, poetry, music and advanced subjects without being afraid to be called a nerd or a freak. Scientists also found out by tests that girls mature earlier han boys and this might be the reason for the different thinking ways of the two sexes. Finally, an important factor found in single sex schools more than the co- educational ones is the fairness factor. In 1993, two professors in the American University, Myra and David Sadker, published a research that noted student-teacher interactions. They reached a conclusion which stated that in co-educational schools, female teachers always prefer male students and male teachers prefer female students. For example, when boys keep calling out answers and yell, the teacher oesnt remind them that they have to raise their hands first. While if a girl yells out Proponents of single sex schooling claim that the amount of academic improvement in this type of education is more than that in co-education. The idea of separating both genders eliminates any distractions that can be caused due to the relationships that could occur between them or the way both genders care about what the opposite sex thinks. When only one sex is available, it is easier for the teacher to find the most suitable technique for teaching her students. She becomes more effective due to the time spent trying to engage with the students through physical activities. Its also easier to explain topics that might embarrass girls when taught in front of boys, for example, the menstruation cycle. Opponents think that the social skills of students are affected by this type of education in a negative way. They assume that they wont know how to handle and socialize with the opposite sex. However, this idea can be easily refuted by scientific researches that have interviewed people who were n single sex schools and now are working and socializing normally. When interviewed, they totally disagreed with this assumption. They also said that single sex education tends to break social stereotypes that can be found in most of the co- educational schools. One of the most important social advantages of single sex schools is that the amount of bullying is very low. This is very important because some children who go through bullying eventually end up having socializing problems or becoming criminals. In single sex schools, students arent Judged by what they study, how they dress or how they look. They are accepted the way they are. It is a new experience that everyone should try. A new feeling not everyone gets the chance to feel! The school eventually becomes like a second home to the students and the people in the school are considered as a second family. People against this type of schooling should reconsider the idea and try it because there is a big possibility they will change what they think of it!