Pregnancy and Birth Control Essay Example for Free

Pregnancy and Birth Control Essay Birth Control is the Best Way to Fight with Teenage Pregnancy Teen pregnancy is frequently discussed all over the country and the efforts have not reduced the numbers, as teens continue to have unsafe sex which eventually leads to pregnancy. These developments led different experts to consider the issue of abstinence, abortion, and general sex education in order to reduce the rates of pregnancy among teens. The average teen will be curious about sex when he or she starts puberty and begins to be aware of his or her body. There are different strategies for dealing with teenage pregnancy such as sex education, abstinence, or abortion but the most effective strategy involves the careful use of birth controls. There are lots of factors that lead to teenage pregnancy. The first factor arises from a lack of parental guidance. Most parents evade their children when it comes time to talk about sex. In some cases, they provide false information regarding sex and discourage their children to participate in any informative discussion about sex. However, in other cases, teenagers are not well educated about sex before they get pregnant. This then leads to lack of communication between parents and their children. A second cause of teenage pregnancy is due to the adolescent’s sex behavior. In this case, peer pressure is a major factor that encourages teenagers to engage in sexual activities. Early dating is also another behavior that can cause unwanted pregnancy in teenagers. â€Å"According to research, 29% of teens were pressurized to have sex, 33% of teens were sexually active and that they felt things moving fast sexually (What are the Causes of teenage Pregnancy? 2009).† A third cause of teenage pregnancy is not having enough knowledge about safe sex. Most adolescents are unaware about safe sex. They have little or no information about how to prevent pregnancy. The main reason behind that is that they are too embarrassed or shy to seek information about it. â€Å"Research found that there are more than 80% of teenage pregnancies are unplanned (What are the Causes of teenage Pregnancy? 2009).† A fourth cause of teenage pregnancy is due to social economic factors. In this case, teenagers who belong to poor families are more likely to become pregnant because they do not usually get enough education about sex and birth control. Another cause of teenage pregnancy is contraceptive failure. This is a very common cause of teenage pregnancies today. There are many brands and types of contraceptives and birth control pills that are available in the market, but they are not guaranteed for  complete safety. Sometimes, not knowing how to use a contraceptive properly can lead to unwanted teenage pregnancy. There are also many side effects from contraception including physical changes in the body which can sometimes result in miscarriage or newborn defects; â€Å"emotional trauma of handling a child at such an early age, changes in life styles, and also termination of pregnancy affects the general health (Admin).† So, one should think about all this before he or she gets involved in sex. In addition, there are many ways to help prevent teenage pregnancy. The advice for parents and other groups that directly work with teens is to educate them on the dangers of sex before marriage and that abstinence is the best way to protect themselves from unwanted pregnancies and sexually transmitted diseases. Abstinence is now a trend in the states and different studies have been conducted to evaluate the usefulness and results of abstaining from sex before marriage. A University of Pennsylvania sociologist, John Jemmott, explained the result of the different abstinence sessions conducted on the teen pregnancy issues. â€Å"In a sample this size, the difference between the comprehensive class and the abstinence class – Thirty-three percent vs. Forty-one percent – was not statistically significant†, said Jemmott, so it is accurate to say they perform comparably. The issue of abstinence is being challenged by some groups who say that abstinence only makes teenagers less aware of safe sex if they find themselves in such situations, and that the rate of teenage pregnancy is not high enough to make abstinence the major direction discussed in sex education (Flam, 2010). Bill Albert, the chief program officer of the National Campaign to Prevent Teen Pregnancy says even adults who know better about pregnancies and sexually transmitted diseases still have sex before marriage, Studies shows that only eight percent of adults wait until marriage (Flam, 2010). Abortion is another major factor in the increasing rate of teenage pregnancy. Abortion can be described as the elimination of a zygote before it develops to its full stage. Teens have changed their attitude towards sex because of the availability of abortion and this has led to an increase of more teens becoming pregnant. According to Collison, the teenagers, who were abstaining from premarital sex before the introduction of abortion, are now engaging in it because they know that if they happen to get pregnant, there is a way to get out of such a situation. Some other experts argue that abortion is a positive factor that  has to be put in place if teenage pregnancies are to be reduced, because most of these teens do not have the financial or moral standard to take care of their babies in the normal way (Collison, 2001). â€Å"From 1995 to 1997, the abortion rate decreased 3.9 percent among females younger than 15 years of age (from 2.8 to 2.7 per 1,000), 10.1 percent among females 15 to 17 years of age (from 18.2 to 16.3 per 1,000), and 5.4 percent among females 18 to 19 years of age (from 39.6 to 37.5 per 1,000) (Teenage pregnancy, birth, and abortion. (2002) (Fact 52)† Furthermore, the bad name given to abortion has made it almost impossible for teens to get rid of unwanted pregnancies which could ruin their lives. Research has shown that some teens who cannot abort unwanted pregnancies decide to kill the baby after birth, which is infanticide. An example of this kind of situation is the story of two college students, Amy and Brian who drove from New Jersey to Delaware and rented a motel room. There, Amy gave birth to a baby boy. Brian, it was reported, beat the baby to death, stuffed him in a plastic bag, and threw him in a trash container. (Collison, 2001). Birth control has its negative and positive effects, but one thing is for sure, it is a very effective way of preventing pregnancy. For the first time in fourteen years teen pregnancy rose in the year 2007 (Stacey, 2009). Researchers are discovering that there are certain patterns in teen’s behaviors that are connected to a higher and more consistent birth control use. A study in 2007 published in the journal â€Å"Demography†, Contraceptive Use Patterns across Teen’s Sexual relationships: The Role of Relationships, Pa rtners, and sexual histories provides information on teen birth control usage. According to the study many teens use birth control inconsistently (Manlove, Ryan, Franzetta, 2007). In fact, four out of ten teens do not use contraceptives properly. Teens that have used birth control in the past are shown to be more likely to use it in the future. This proves that teens may learn from their past relationship experiences. However, teens in romantic relationships are more likely to use birth control for the first time, but fail to use it anytime after that. Approximately 67 percent of teens 12 to 19 years of age feel that if they were to offer advice to leaders in Washington regarding teen pregnancy, they would suggest greater emphasis on both encouraging teens not to have sexual relations and on birth control or protection (Teenage pregnancy, birth, and abortion, 2002 (Fact 71). Forty percent of women who  use birth control experience side effects for the first three months. After the first three months, side effects seem to diminish (Theresa, 2001). Mild negative side effects of the pill include: irregular menstrual bleeding, missed periods, spotting between periods, nausea, weight gain or weight loss, headaches, dizziness, breast tenderness, mood changes, and an increase in vaginal infections. The more serious negative effects of the pill include: blood clots, stroke, heart attack, worsening of migraine headaches, gall bladder disease, increase in blood pressure, and a rare liver tumor. Any person who smokes, is older than thirty-five, has diabetes, high blood pressure, heart or vascular disease, high cholesterol and triglyceride abnormalities is at a much higher risk for the birth control side effects. Even though there may seem to be negative side effects, not all are harmful. Many women in fact are put on the pill to help with cycle problems rather than to prevent pregnancy (Theresa, 2001). Positive side effects of the pill include: lighter menstruation, reduction of cramps, improvement of acne, protection against non-cancerous breast growth, reduction in anemia and ovarian cysts, decreased risk of uterine cancer, decreased risk of infection of the fallopian tubes, decreased risk of ectopic pregnancy and less incidence of rheumatoid arthritis. The bad side effects of the pill are very rare. Using birth control pills is a reliable way to prevent teen pregnancy, and has a success rate of 99.9%. When a young teen weighs the pros and cons of birth control, most see the pros out weighing the cons. Abstinence is the only way to be completely sure to not get pregnant and to be 100% safe, however birth control is the next best method. Teen pregnancy is a very hot topic that concerns many people and organizations, who are trying to slow the epidemic. There are many reasons why teen pregnancy needs to be reduced in America. Many pregnancies are not planned which lead to a number of problems for the mother and family members. 88% of teens 12 to 19 years of age think the number of teenage pregnancies in the United States is a serious problem (Teenage pregnancy, birth, and abortion (2002) (Fact 67). The United States has almost double the amount of teen pregnancies that Canada has. This is reflected by the many programs and ways that U.S. organizations are trying to lower teen pregnancy rates. One of the most popular programs that are used to reduce teen pregnancy is sex education in schools. According to Finger, sex  education is the best way to reduce teen pregnancy. Sex education needs to be taught to every child starting at a young age by trained professionals in school (Finger, 2002). In a study done in a low income rural neighborhood, children from five to eighteen years of age were put through sex education classes over a three year period. After three years, pregnancies in teens fell from sixty out of every 1,000 kids to twenty-five out of every 1,000 kids (Finger, 2002). This is a good sign that sex education can help lower teen pregnancy by more than half. Most students are taught at an average age of sixteen and a half. This is too late; at that point many kids have already experimented sexually and have formed their own opinions about sex. From kindergarten to twelfth grade kids only spend forty-six hours in health classes which is where sex education is taught (Roleff). One of the largest issues is training professionals to teach sex education. â€Å"Training teachers is a key element of successful sex education programs, and the lack of good training has been a big problem† says Dr. Waszak (Finger, 2002). Sex education is the best way to prevent teen pregnancy and with these few adjustments it can be very effective. On the other side are people that say teens will have sex no matter what they are told and do not want to waste the time and money. This point is validated in a study which is done every twelve years. In 1980, federal and state governments spent $350 million in sex education. In 1992, that number has risen to 645 million dollars (Kasun, 2000). No numbers were available from 2004, but were estimated to have grown in cost. That is a lot of tax money being spent on such a controversial topic. A large problem is there is no time in school for sex education. With Math and English classes taking importance over most subjects in a college and career based school system there is no room for sex education. The last problem is where to get professionals to teach sex education classes. This will cost tax payers even more money to hire a professional or to train a current teacher. The most important thing is to just educate kids about sex and teen pregnancy. Sex education, abstinence, and abortion are the ways to lower teen pregnancy rates. There are different strategies for dealing with teenage pregnancy such as sex education, abstinence, and abortion, but the most effective strategy involves the careful use of birth controls. Some of these are very expensive ventures, but teenage pregnancies have cost our society billions of dollars in the  last thirty years. Divorce, single parent families, teen suicide, sexually transmitted diseases, juvenile crime, child abuse, and abortion, have all at least doubled from thirty years ago (Collison, 2001). Knowledge is power and the awareness that different options are available gives power to teens to make the right decisions. Bibliography: Collison, Joseph. (2001). The Legalization of abortion had influenced teen attitudes toward sex. Flam, Faye. (2010, February 22). Study offers nuanced view of abstinence education. Finger, James. (2002). Teenage pregnancy is a serious problem [Vol I]. (Adobe Digital Edition Version). Kasun, Jacqueline. (2000). Sex education promotes teen pregnancy. Manlove, Jennifer; Suzanne, Ryan; Kerry, Franzetta. (2007). Contraceptive use patterns across teens’ sexual relationships: the role of relationship, partners, and sexual histories. [pp. 603-621]. (Adobe Digital Edition Version), Doi: Demography 44. Roleff, Mark. (n.d.). Sex education can prevent teenage pregnancy. Stacey, Dawn. (2009). â€Å"Teen birth control- Teen pregnancy prevention and contraception decision –making†. 2 â€Å"Teenage pregnancy, birth control and abortion.†(Fact Sheet). (2002), SIECUS Report 30.0. 39+ Academic One File. 22. Theresa, H. (2001). Love to know pregnancy [pp 34-36]. (Adobe Digit al Edication Version). â€Å"What are the causes of teenage pregnancy?† (2009, March 12).

Explain The Need For Lesson Pacing English Language Essay

Explain The Need For Lesson Pacing English Language Essay Explain how pacing differs for a class that includes English language learner students from a class that does not include ELL students. Instructional pacing will vary from classroom to classroom based on any special needs of the students that occur in each classroom. A classroom that contains English Language Learners (ELL) needs to maintain a pacing  that is slower than a classroom that does not contain ELL students. ELL students need a pace that is much slower than non-ELL students. They need opportunities to ask questions during and after instruction, extended time requirements for activities, and longer wait times when being asked a question. Teachers need to provide students with a pace that is slower than non-ELL students; however, teachers should take care that the pace is not so slow that the natural rhythm of the English language is completely lost. ELL students need concepts to be broken down into less complex, easy steps that are offered at a more gradual pace. It is also necessary for teachers to check for student comprehension more often in an ELL classroom than it is for a teacher in a non-ELL classro om. It is essential for ELL students to receive instructional pacing that is according to their language and academic abilities. Teachers may need to make accommodations in their lesson plans to provide students with instruction that is paced according to their language abilities, but it is necessary for the ELL student to achieve academic and language success that the pace is adapted according to his/her needs.When a lesson is particularly complex, the teacher needs to provide students with a pacing that coincides with their ability levels. This is essentially the case in a classroom that contains ELL students. While a moderate pace could be adapted for a classroom that does not contain ELL students, a complex lesson may need to have a slower pace in a classroom with ELL students. ELLs need complex concepts broke down into simple and easy components, and sometimes need additional instruction in their first language, in order to gain appropriate comprehension of the subject. Because ELL students need more complex materials to be broken down into more easier, manageable steps, the instructional pacing that the teacher has established of planned for could be directly affected. Pacing would become much slower when concepts need more extensive instruction than what would normally be required. However, it is essential to remember that pacing must always take a backseat to the student being able to gain mastery of the content. Pacing does not govern the classroom-student learning does and with ELL students, that pace could become much slower at times and cause teachers to pick the essential content that must be taught and maybe foregoing extensive instruction on easier to grasp subjects. (I did not write thisà ¢Ã¢â€š ¬Ã‚ ¦copied from a website. It looked pretty good.) http://www.associatedcontent.com/article/1820697/instructional_pacing_in_the_classroom_pg2.html?cat=4 Providing content clarity for ELL students requires a significantly slower pace of instruction in the classroom than teaching students who possess a fluent understanding of the English language at there age/grade level. Although preparation for a classroom with or without ELL students requires similar planning procedures, such as defining objectives and providing activities that reinforce what the students are learning, executing the lesson and reaching those objectives differs. Because ELL students do not possess the level of proficiency that non ELL students at a similar age possess, the teacher must speak more slowly and articulate the language on a level that students can understand, never assuming that they know what he/she is talking about. The teacher must also provide visual assistance more often in the form of words, pictures, graphic organizers, etc. The teacher must also provide more opportunities with ELL students to interact with one another in the classroom. This can be done by utilizing group work with partners, groups of three or more students, or teams that vary in language development so as to reinforce and encourage further language development. This gives children an opportunity to practice new language concepts that have been taught. Teaching ELL students also requires a special knack for providing lessons that incorporate a well rounded task set. Students that learn lessons that allow them to hear, speak, read and write words experience more effective reinforcement than students who only have one or two of those concepts provided in a lesson. Teach and Assessà ¢Ã¢â€š ¬Ã‚ ¦.teach and assessà ¢Ã¢â€š ¬Ã‚ ¦teach and assessà ¢Ã¢â€š ¬Ã‚ ¦must be a constant and consistent technique. Explain how the complexity of lesson content can influence lesson pacing with a class that includes ELL studentsà ¢Ã¢â€š ¬Ã‚ ¦ Referring to the above paragraphà ¢Ã¢â€š ¬Ã‚ ¦see key concepts and build on different ways in order to present them in the classroom. Each concept requires a framework that engages the students in using multi-sensory activities. If they seeà ¢Ã¢â€š ¬Ã‚ ¦written letters that make words that make sentences that make paragraphs that actually communicate somethingà ¢Ã¢â€š ¬Ã‚ ¦word walls, word study books, etcà ¢Ã¢â€š ¬Ã‚ ¦, hear words spoken as vocabulary with definition and spoken in contextà ¢Ã¢â€š ¬Ã‚ ¦word usage, touchà ¢Ã¢â€š ¬Ã‚ ¦using manipulatives in the classroom. Where words are concerned, writing them is key concept. Writing words and sentences that make sense. Speakà ¢Ã¢â€š ¬Ã‚ ¦ talking to the teacher and one another makes a huge difference. Interaction, interaction, interactionà ¢Ã¢â€š ¬Ã‚ ¦immersion in the language!!!

Developing Conceptual Framework in Accounting

Developing Conceptual Framework in Accounting Accounting is playing an important role in nowadays society. It provides financial information to the user to make business decision. However, accountants have to follow accounting standards when they are providing the information. We may question what the principle of those standards is. Financial accounting theory was created as the principle in making standards, and conceptual framework for accounting built up. This essay is going to talk about whether developing a conceptual framework is an impossible possibility. In order to talk about this, I am going through some history of accounting, the definition and compare the conceptual framework under different standards. Accounting was created for thousands years ago. It dates back more than 7,000 years which is the time of ancient Babylon, Assyris and Sumeria. (Friedlob, G. Thomas Plewa, Franklin James, 1996) At that time, people did accounting for their personal need. With the change of the times, accounting no longer work for personal need. People need common standards for stakeholders to use when making decisions. Countries built up Generally Accepted Accounting Principles (GAAP) to set up rules for accountants to do accounting. When the business is becoming bigger, people find out that it is hard to understand other countries accounting report. People need international standards, so some international standards come out, Such as International Financial Reporting Standards (IFRS) and Financial Reporting Standards (FRS). They are built by International Accounting Standards Board (IASB), Financial Accounting Standards Board (FASB) and Accounting Standards Board (ASB). When standard-setters were making standards, they considered about accounting theories. Geoffrey (2007) stated out that three main approaches which are used to create current accounting theories: The empirical inductive approach. This consists of distillation of theoretical principles from accounting practice. The deductive approach. This is the logical derivation of theoretical principles by deduction from assumptions. The new empiricism based on positivism, derived from the Chicago school of economics. This regards theories as worthwhile only if they are testable against empirical evidence. à ¯Ã‚ ¼Ã‹â€ 2007à ¯Ã‚ ¼Ã¢â‚¬ ° Financial accounting theories were made in these three steps in present day. In 1976, FASB defined financial accounting theories as A coherent system of interrelated objectives and fundamentals that can lead to consistent standards. According to Elliot (2004), accounting is a mean which used to recording, classifying and summarizing financial activities which include cash flow, transactions and events. It means accounting is really important for users to analyse a company, such as shareholders, investors and employee. For example, investors want to invest a company. They need to know whether a company is good to invest, so they come to accountants and get the financial report. Without accounting standards, they may feel difficult in reading those reports. For this reason, accounting standards are necessary. To make accounting standards, the conceptual framework of accounting will be need. Carsberg (1984) described that conceptual framework of accounting is used to provide general support and improve the consistency of financial standards. It can reduce the cost of making the standards by helping the standard-setters on what information should be included and how the information should be displayed. It shows conceptual framework of accounting is necessary in making accounting standards. Conceptual framework set up the principle of accounting, so it improved the consistency of financial report and is beneficial to users in analysing the report. Furthermore, à ¢Ã¢â€š ¬Ã‚ ¦conceptual framework should be viewed as a kind of gyrocompass to help us in navigating our way through the self-interest and contending ideologies that always surrounded debate about regulation. (Edwards, 1981, p. 439) Based on this, Conceptual framework should work as guidance in making accounting standards. In 1975, The Corporate Report was the one of the reports which is about conceptual framework in the early stage. Our subject is, in essence, the fundamental aims of published financial reports and the means by which these aims can be achieved. (ASSC, 1975) The report shows the way how financial report should display the financial information. It provided structure for the following standards. In 2004, IASB/FASB started a project in developing a common conceptual framework for financial report. (Murphy, 2012, p.1) In 2006, it comes out some information about the framework. For example, it listed some user groups, such as entity investors, creditors, suppliers. In 2008, more information came out. In 2010, a recent version- Conceptual Framework for Financial Reporting Chapter 1: The Objective of General Purpose Financial Reporting (IASB/FASB, 2010) was released. In this chapter, the efficiency and effectiveness of the entitys management and governing board in discharging their responsibilities to use the entitys resources is included. (IASB/FASB, 2010, para. OB4) In 2012, the IASB discussed how to restart the project on the conceptual framework. This time they believe the framework should focus on elements of financial statements, measurement, reporting entity, presentation and disclosure. (Peter Alan, 2012) The project of developing a common conceptual framework is so comp licated that IASB/FASB took lots of time to do it. Though it is still not complete, we know that it is becoming deeper from identify the users group to the elements of financial report. Statements of Standard Accounting Practice (SSAP) 2 (1971) gave out a conceptual framework of accounting before others. It was replaced by FRS 18 in year 2000. It showed that: Accounting policies assist in this process by providing a framework within which elements of financial statements, such as assets and liabilities, are recognized, measured and presented. They enhance the comparability of financial statements by helping to ensure that similar transactions are reflected in similar way.(ASB, 2000) It provided a way for how the financial standards should be defined and gives out a way for conceptual framework in how it should develop. From the recent standard in FRS, we see that the framework is completing. For example, FRS 30 is setting out the definition of Heritage Assets. A tangible asset with historical, artistic, scientific, technological, geophysical or environmental qualities that is held and maintained principally for its contribution to knowledge and culture. (ASB, 2009) From above, IASB and FASB which are from United States focus more on the methods on how to disclose the financial information. On the other hand, FRS which is used in United Kingdom put more time in building up the definition of building blocks of financial statements. The aspects they concern about are a part of the conceptual framework of accounting. To evaluate the statement, we need to look into the statement. Developing a conceptual framework is an impossible possibility We can go through the process of induction which is Observations-Laws/theories-Prediction. This is similar to the work of Geoffrey (2007) which I have mentioned. From observed IFRS and FRS, we may say that developing a conceptual framework is possible. It is the theory we get from the work have done. Then we come to prediction. We need to find out a fact that against our theory. If there are no such of fact, we may say that it is possible to build up a conceptual framework. We can also analyse it from the sources of knowledge. It includes perception, introspection, memory, intuition, testimony and so on. Through perception, the statement is not right. From above, we know that conceptual framework is made by IASB, FASB and other else. Although they are not perfect, they are rudiment and developing. When reading this statement with introspection, it cannot be an impossible job. Conceptual framework works as a guidance of accounting. It cannot be impossible to create guidance. In memory, since I learn about accounting standards, I consider the standards are made with invisible rules which I recently think it is the framework of accounting. From intuition, developing a conceptual framework may cost lots of time and difficult to complete, for it need to be agreed by different accounting facilities. Once it complete, it will benefit a lot in making accounting standards. Come to testimony, the people who agree with the statement may argue that some definitions of conceptual framework are still fuzzy, such as true and fair view. As I have said above, nowadays conceptual frameworks are rudiment. It is too early to assert that it is impossible to develop a conceptual framework. However, there are some evidences for the statement. Some parts of conceptual framework are based on fallacy. For example, Rayman (2007) has talked about IASB and FASB built their conceptual framework on the present value fallacy. In the IASB/FASB project, the income was showed: That definition of income is grounded in a theory prevalent in economics: that an entitys income can be objectively determined from the change in its wealth plus what it consumed during a period.(Hicks, 1946, pp. 178-179) (Bullen and Crook, 2005, p. 7; cf. Joint Working Group of Standard Setters, 2000, p. 233) This is similar to the work of Sterling (1970) which was provided as fallacy. There is general agreement on the definition of income among the various schools of thought: Income is the difference between wealth at two points in time plus consumption during the period. The problem centers around the method of determining the wealth or well-offness. (Sterling, 1970, p. 19) It looks like there are some mistakes in building the conceptual framework of accounting, but it is also one of the reasons for IASB/FASB to keep improving IFRS. Another evidence for the statement is True and Fair view. It does not have a clear rule or law for this. It works more like an invisible rule. When accountants making financial report, they should make those report bases on true and fair view. There is nothing specific when we look into the view. It depends on accountants culture and faith. Back to the statement I talked about, I think it is still too early to say that developing a conceptual framework is an impossible job. Though it used fallacy in the process of building the framework, it still in the middle of completing. We should give hope to it, for it is so important in making financial standards. In conclusion, the conceptual framework of accounting is vital. From the definition, we can see that the framework will help a lot in building financial standards which will benefit the users in making financial decision. Comparing different standards which are used in present day, we find out that they are still not perfect. At the meantime, there are some problems in the standards. Even though, it is still not good to conclude that it is impossible to come out a conceptual framework of accounting. I believe the conceptual framework of accounting will finally come out in the future.

Relativism Essay -- ethics beliefs cultural relativism essays papers

The year was 1943. Hundreds of Jewish people were being marched into the gas chambers in accordance with Adolf Hitler's orders. In the two years that followed, millions of Jews were killed and only a fraction survived the painful ordeals at the Nazi German prison camps. However, all of the chaos ended as World War II came to a close: the American and British soldiers had won and Hitler's Third Reich was no more. A certain ethical position would state that the anti-sematic Nazi German culture was neither right nor wrong in its actions. In fact, it is this view of the cultural relativist that assumes all actions considered right in a culture to be good for that culture alone. Moreover, the relativist claims that these actions cannot be judged according to their ethical correctness because there is no absolute standard by which they could be compared. In the above case, this position would not allow for the American and British soldiers to interfere with the Nazis; the relativist would claim that the Allies were wrong in fighting the Germans due to a cultural disagreement. In truth, it is the relativist position which has both negative logical and practical consequences, and negligible benefits. The first logical consequence of relativism is that the believer must contradict himself in order to uphold his belief. The view states that all ethics are relative while putting forth the idea that no absolute standard of rightness exists. If this is the case, then what is cultural relativism relative to? From a purely logical point of view, this idea is absurd, for in assuming that something is relative one must first have some absolute by which it is judged. Let the reader consider this example to reinforce the point. A young woman is five feet tall, and her older friend is six feet tall. The younger female considers herself short because she looks at her friend and sees that she is taller than her. It would be illogical to say that the first woman is short if she were the only female in existence; if this were the case then there would not be anyone for her to be relative to in height. However, this logical fallacy is what the relativist assumes by stating that there is no standard of rightness for relativity. Quite simply, the cultural relativist is stating that he is relative to an absolute which ... ...at there cannot be any moral progress in a culture per-say. As discussed, the negligible benefits of cultural relativism such as tolerance, lacking of an absolute standard, and an open mind can only be applied to a limited range of instances. As previously shown, extreme relativism "in its vulgar and unregenerate form7" leads to stagnation of cultural morals and passive acceptance of ethical injustice. Of course, just as in any ethical theory, there are some things to be learned from it. One of these is the idea of not being too critical of other cultures. Also, the theory shows the importance of not becoming so culturalcentric that one looses the ability to learn from other socities. In truth, if more cultures tempered their tolerance with wisdom, then many of the evils that plague us could be effectively eliminated. --- End Notes 1. Rachels, James. "The Challenge of Cultural Relativism." Reason and Responsibility. Ed. Joel Feinberg. p. 454. 2. Rachels, p. 454. 3. Rachels, p. 454. 4. Rachels, p. 455. 5. Rachels, p. 455. 6. Rachels, p. 457. 7. Williams, Bernard. "Relativism." Reason and Responsibility. Ed. Joel Feinberg. p. 451.

Essay --

Behavioural Biases of Individuals/Analyst Traditional finance perspective theorist believes that individuals who have will to venture into investment activities does not allow their emotions to be guided by how investment information is presented to them. However, the same cannot be said for the behavioural finance perspective. Through psychological studies, researchers of behavioural finance have come to the understanding of how human behaviour and behavioural finance connected. This connection can create behavioural biases which can positively or negatively impact on the growth of investment opportunities. This research is on behavioural biases is categorized into two specific groups, cognitive errors and emotional biases. Cognitive Errors Cognitive errors are seen as basic statistical information processing, or memory errors that cause the decision to deviate from rationality. This may involve incorrectly updating or overlooking the prospects of investment information, which can be pertinent to growth of an investment. Additional, Cognitive errors are separated into two classifications types; Belief Perseverance and Information Processing Biases. Belief perseverance, with is relative to cognitive dissonance, is the mental discomfort that humans experience when recent information can contradict the previously held one. Information processing biases are considered as processing errors that are used irrationally in financial or investment decision making. Belief perseverance is spread across five sections; conservatism, confirmation, representation, illusion of control and hindsight. Conservatism is when individuals fail to incorporate new information as it becomes available, and continues to maintain their existing fore cast. Inve... ...s doing nothing to make positive changes to an outcome. This occurs when person are accustom to the way situations are. The endowment bias is where individuals place a greater value on an asset that they own than one that they do not own. This is, an individual may want to purchase a valuable item for less than it is being offered for, however, if they receive the purchase they will value it higher than the original asking price. The avoidance of decision making due to the fear of unfavourable decision outcomes is called regret-aversion. This consists of two types; error of commission and error of omission. Error of commission is when there is fear of taking an action whereas; error of omission is the fear from not taking an action. Here investments tend to be over conservatively made and there in more comfort in doing what the other players in the market are doing.

Quality Education, the Need of the Hour in the Societ Essay

QUALITY EDUCATION, THE NEED OF THE HOUR IN THE SOCIETY. What is education? Education is an act or process of educating to give intellectual, moral and social instruction. It is a formal and prolonged process. It is also a development of character or mental powers which decides the future of an individual. Why do we need education? With the advancement of science and technology, the world scenario and the environment have changed. In order to fit and survive with the changing world, one has to educate himself. One cannot survive with the traditional systems and cultures whenits surroundings are already in the stage of computerization i.e., advanced technology. We have to catch and absorbed ourself with the changing technologies. Education for what? The human development report of 1993 turned the economic growth of the developed countries as â€Å"jobless growth† with adverse consequences. While we pride ourselves as processing a large stock of high quality manpower, the critical index of development will be the number of job created in relation to the population. Both extensive job creation and urgent population and social harmony. Considering the limited scope for extensive job creation in the government job only is likely to end in frustration. NGO’s & Self supporting enterprise:- the Government of india has recently developed a policy to encourage youth in the development works through Non-government organizations or throught self supporting schemes. There are several projects under the government of india which could be taken up by educated unemployed youth for the development of specifies areas. For implementing such project, one needs quality educated youth. Education should be taken as the only means to secure Government job. (the wise man/educated man should build his house upon the solid rocks). Economics of Education:- it is painful to see some youth who have considered himself educated but could not compete others and could not do anything good for himself and his supporting parents. He spent all hi youth days in school/colleges at the expense of his parents. It is not only the wastage of time & money but the total productivity & ecnomy of his families were also adversely effected. The hope and aspiration of the parents also shattered as he could not acquired the desire quality of education to compete the every growing competitions. This the reason why we are at this day in which we should not. Considering the changing scenario of competitiveness in education, it is my personal opinion that every individual and parents should study the capacity & capabilities of the child before the subject of his education is decided. Washing time and money in education without been able to reach the desired level of quality education is the main reason for our economic backwardness. One should set his own goal and accordingly plan to achieve the set target. Only then success and recognition in the society shall follow.

Century

The 14th century was anything but pleasant for the people living In Europe at the time. There were so many factors and conditions that ultimately helped pave the way for the Renaissance. I will focus on the key influences during this period that contributed to the development of this â€Å"rebirth†. The most significant impact that you must address right off the bat Is, the Black Death. With the plague wiping out nearly one-third of Rupee's population, this catastrophe led to many economic, political, social, ideological, and cultural changes.Before getting into details of conflicts of the middle ages, I think it is important to know that In the beginning of the 14th century the medieval warm period had ended which resulted in a â€Å"little Ice age†. The climate had gotten colder and the farmland was becoming less fertile because of soil unrest from generations using the same land. The Malthusian Crisis was a prediction that ultimately became true–the population of Europe had gotten too large and there wasn't enough available resources.Hunger and famine caused a big spike in the death rate and as things were starting looking pretty grim, then comes the plague.. The Black Death is believed to have arrived in Europe by sea in October 1347 when Genomes trading ships docked at the Sicilian port of Messing after a long journey at sea (the pathogen Yearly's Pestles supposedly carried In certain Infected rodents had transmitted the disease). People ready to greet the ships were shocked to see a bunch of dead and diseased sailors. It didn't look good whatsoever.The victims showed strange black, oozing swellings about the size of an egg or an apple In the armpits and groin, Before anyone could try and quarantine the sick, it was too ate. Merchants and marmots would help spread this deadly disease, making no one have any idea knew where it was coming from or why it was happening. It is believed that since the plague spread so quickly, the infection had to airborne which was the biggest Issue. Once the disease reached the lungs of the malnourished, It was then spread to the wider population through sneezes and coughs.The sick suffered severe pain and died quickly within five days of the first symptoms. Pneumonia plague which targeted your respiratory system would kill 95% of people within 2 says, and If you were said to have skepticism plague, your bloodstream Is directly Infected leaving you with no chance. Before you know It, graveyards throughout Europe were filling up and towns had to make mass burial pits to help rid the dead bodies. It came to the point where it was basically considered ordinary to be burying a family member quite often.All these problems along with confusion, led people to start questioning life and what they did to deserve all this. The mall question the plague had everyone asking themselves was, why are we being punished by god? Since the church was always their only answer, citizens needed a new react ion. Before the Black Death hit Europe, almost all things including elements of daily life, were under the Influence of the church. In medieval times the most Important thing was that the church had always told people right from wrong.Since the afterlife was judged more importantly than ones actual lifetime, it was considered 1 OFF salvation. A result from that were the Flagellants. Flagellants began as a militant pilgrimage for religious extremists who demonstrated their religious passion and ought self-punishment for their sins by vigorously whipping themselves in public as displays of penance. Who in their right mind would even do that? As the Black Death is taking over, the public believed it to be a punishment from God and now they have to pay.Conditions were so bad that they felt as if turning toward the church for help as they always do, was no hope. How could they find a solution when even the priests and bishops were dropping dead like flies from the plague too!? So it coul dn't be that God was mad at the general public, however more specifically mad at the church. In return, the Catholic Church lost a lot of its influence and for many people, their view of the world changed significantly.The Italian peninsula (mostly Florence at the beginning) was pretty much the center of the newer learning at the time because they had wealth, religion, and many eager people ready to stop living strictly everything by the church. Francesco Patriarch (1304-1374) lived in Avignon, which was an international community of lawyers and churchmen at the papal court, which was where he copied ancient works including Tulips Cicero (106-BOB. C. ). This rediscovery of Latin antiquity began a fascination on reviving and revitalization classical learning.Cicero ultimately led Patriarch to see in a classical philosophy, a guide to life based on experience. Patriarch's successors found and copied manuscripts including writings from Sophocles, Constantinople, and certain libraries. His use of Roman ideology attracted Giovanni Biostatic, a Florence leader during this time who adopted his ideas and even turned away from writing in the medieval tradition to the classical tradition. This all helped ignite a large focus on humanism, an alternative approach to knowledge and culture.This helped lean away from Scholasticism, which was narrow-minded insistence on traditional doctrine at the time. Scholar's most respected sources and ideas were being spread throughout Europe as a response to the standard educational program that focused only on logic and linguistics. As citizens of Florence and the surrounding areas in Italy were overcoming the Black Death, they experienced a great awakening in self-awareness. They desired to become closer to God and take pride in their humanity. Writers during this period soused on individualism and artists sought to make their artwork more realistic.The Medici and the papacy, who became the greatest patron in Rome, gained an interest in art that reflected both human and religious qualities. Painters started creating man in the image of God and helped to humanism religion, and revealed the self- worth and beauty of oneself. With all of the new learning taking place because of conditions that faced Europe in the 14th century, people's lives started to get back together. Instead of only focusing on agriculture for the main source of food, animal husbandry arose which also had a positive health impact.Since the population had plummeted, there was plenty of food and resources to go around. At this point, the public did not have to spend as much time worrying about where their next meal is coming from, but perhaps more time thinking about creative aspects in life such as painting, acting and inventing. The 1 5th century held Johannes Gutenberg to invent the printing entire world. If it weren't for the harsh realities of the 14th century, the Renaissance may have not had such a lasting impression as we know it to be.