Alaotra Grebe

Many of our wetlands today house our animals so they may mate and accommodate our resources so we may survive. We treat this land carelessly; polluting it and not becoming aware of our damages until it is too late.This is notably true by the recent acknowledges extinction of the Alaotra grebe. The Birdlife International announced its extinction in May and how the introduction of alien fish to the wetlands killed off the species. We must learn from the extinction of the Alaotra grebe and prevent other species from this destiny of life.Alaotra GrebeThe Alaotra grebe, scientifically known as Tachybaptus rufolavatus of the Madagascan wetlands joins the list of the Five Great Extinctions in the history of the planet Earth. The bird species was last spotted in 1985 and it has now been confirmed to be extinct (Walker, 2010).Scientists claim that the Alaotra Grebe is the first extinction that has been caused by man and therefore becomes the sixth great extinction to be recorded in the histor y of the earth (Wu, 2010). The other five earlier extinctions include the Cretaceous-Tertiary extinction that swept the dinosaurs from the face of the Earth (McCarthy, 2010). This extinction was characterized by 75 percent of the species being wiped out in the last 65 million years (McCarthy, 2010).A meteorite that hit the earth is suggested to have resulted to this great catastrophe. Another example of extinctions was the Triassic-Jurassic extinction which occurred in about 205 million years ago and a number of non-dinosaur species got wiped (McCarthy, 2010). The dinosaurs were then left with minimal terrestrial competition. The last 251 million years also saw the vanishing of 96 percent of marine species and an additional 70 percent of land species (McCarthy, 2010).This extinction was known as the Permina-Triassic or The Great Dying. Another prolonged extinction, the late Devonian took over 2 decades from 360 to 375 million years ago (McCarthy, 2010). The fifth extinction, the Ord ovidician-Silurian was recorded as the second worst of all extinctions and it happened between 440 and 450 million years ago (McCarthy, 2010).Alaotra grebe was a medium sized rusty-colored bird which inhabited Lake Alaotra and areas surrounding Madagascar. The bird was thought of having problems flying for long distances perhaps because of having tiny wings. The bird lived sedentary mainly inhabiting the lakes and the surrounding ponds. The Alaotra grebes started vanishing in 1980s when only 12 birds were spotted at Lake Alaotra in December 1982. In September 1985, two birds were spotted in Lake Alaotra near Andreba.Afterwards in 1985, 1986 and 1988, some of the birds sharing same characteristics with Alaotra grebe were spotted although these birds were just thought to be hybrids of grebe and another species. Experts made surveys and visits to Lake Alaotra in 1999 and 2000 but never found any species of grebe or any of the birds of the genus Tachybaptus. This was an indication of fu ll extinction since there have not been any direct observations that have been made on the species.Chances of having the birds surviving at present are negligible since recent visits to Lake Amparihinandriamabavy which is near Lake Alaotra have shown no evidence of the grebe species surviving. As a result, officials of BirdLife International announced that the bird was extinct and declared that the species be included in the International Union for the Conservation of Nature (IUCN) Red List of the Five Great Extinction (McCarthy, 2010).This extinction is yet another whip to environmental economics as scarce resources such as biodiversity keep vanishing from our wetlands. In the future, these resources will no more be seen by our children as more extinction continues to take place. Birds form an important part of our environments in sustaining the food web and acting as tourist attractions thus earning income. The vanishing of Alaotra grebe means that these benefits are no more going to be realized in the future.Madagascar and Environmental EconomicsThe Madagascar wetlands form an essential site for birds as well as other biodiversity. The wetlands are a source of food and water to the Madagascan populations and to millions of people globally. However, these wetlands are very fragile environments and can be polluted and disturbed easily as in the case of Madagascar (Wu, 2010).Madagascar has been an example so that the world can learn that human actions on biodiversity can have grave consequences to the environment and the world economy (Wu, 2010). Elsewhere in Cuba, people introduced alien species and the Zapata rail is feared of extinction (Patt, 2010).   The introduction of exotic fish and mongooses has had serious impacts on the Zapata rail and joins the Madagascan case of Alaotra grebe extinction (McCarthy, 2010).Fishermen in Madagascar are blamed to have caused the serious environmental damage by covering much of the lake with nylon nets. The monofilamen t nylon nets have the potential of killing diving waterbirds. While the fishermen in Madagascar introduced the nets after significant extinction of Alaotra grebe had occurred, this action is blamed to have led to further extinction of the remaining grebe species.The goal of the government in Madagascar as well as in the entire world in the protection of biodiversity has been missed. According to policy makers and scientists, the vanishing of the rusty-colored bird, Tachybaptus rufolavatus was due to the failure of the government of Madagascar to prioritize an important aspect of conservation of the delicate and sensitive biodiversity.The extinction of the grebe species has significant effect to the country’s economy. It can be said that the plan for the people of Madagascar to have more fish by killing the grebe species was a missed target.While it is a common practice for governments to check for solutions that will mitigate pests and diseases affecting the fish industry, th e introduction of carnivorous fish was a missed target according to Gross and Williams (2010). The economists may agree that the action was reasonable as the fish pests were eliminated but the same argument must be exposed to political and ethical criticism.It however seems that nothing makes people persuaded other than financial gain and the people of Madagascar were easily lured with financial benefits. As a consequence, the helpless grebe species continued to be decreased to extinction level for the sake of money obtained from fish trading.Environmental economists in deed differ from other financial economists in one aspect: the valuing of biodiversity among all other benefits. While the actions to kill the birds using nylon gillnets and drowning them could result to more fish as the competition pressure would be reduced, environmental economists would view this as a loss to the entire biodiversity.The importance of wild nature for societies and industries is frequently mentioned as a political argument and an additional interest to protect our biodiversity. It was necessary for the government of Madagascar to have this approach of environmental economists to save the dear bird species Alaotra grebe.

Disaster Assessment and Recovery Plan

In the given scenario, my establishment was badly damaged when the child of a customer left in a running vehicle; he accidentally shifted the car into forward, destroying the store’s main entrance causing enormous damages to my facility. Herewith is the disaster assessment and recovery plan for my business facility.In assessing the damage, I need to identify what areas have been damaged, what products were affected, how much its estimated cost, was the damaged area repairable, how much might it costs, were there anyone hurt, what kind treatment they need, and how much would be the overall cost of the damaged items and products, the facility, and the injured customers. Initial assessment shows the glass towards the front and left side area was broken due to the impact of the car.Many product items littered the floor and some in glass container were broken and two of the customers inside were hit by flying debris from the broken glass. The series of questions above could help de termine not only the extent of the damages but also what course of actions are needed, and which one urgently needs attention. Obviously, the two customers who were hurt were the top priority as they urgently need to be brought to the hospital for treatment. Fortunately, the incident did not cause any problem on the power supply.However, there were some items that were broken and damaged including some frozen foods. Product items that were damaged or broken will be itemized and will be collected as part of data collection. In case the power supply was lost, all the perishable goods that could not be refrigerated will be considered damaged and will be charged to the owner of the car. After all the data is collected; it is time to evaluate these data to determine the exact overall costs of the incident.The recovery plan Based on the results of disaster assessment, I need to appoint somebody who has a wide organizational influence to prepare a business contingency plan project and to m anage it. His task includes insuring cooperation from other concern departments to make sure the on going project is properly funded and to provide strategic direction for the business. He or she will act as the contingency planning coordinator, who is responsible for the successful completion of the project.I should then meet with him to define the scope of the project, the project timeline, and expectations. The repairs and completion of the project will take two weeks, which includes assessment of the overall cost of the damages. Next to this, the planning coordinator must select his team who will work with him. They should create the project plan to be implemented in managing the project and to execute this plan. He should oversee its implementation.When everything is done and the business is back to its previous form, I should keep the contingency manager and his team in my business not only as a token of appreciation but knowing they can do great in my business. To avoid this incident to happen again, I would include in the project the construction of parking lot situated opposite the store with hump and support beam on the immediate perimeter of the building. I will also hire security guard to man and check the parking lot area to avoid the occurrence of similar incidence.

Thanatology

Define social death and describe some specific ways in which it is manifested. Social death is described as a concept that â€Å"is defined situationally by observing how a person is treated by others. † (Kastenbaum, 56) Even if an individual is trying to be part of a group, they may be disregarded or rejected. Any person can experience social death because we are all at the mercy of our peers. All people are looking to be accepted and feel like they are part of something greater than themselves.There are many ways that social death can occur. One of the most common occur because of a marriage. In some cultures, if an individual marries someone out of their religious or ethnic group they can experience social death. The individual may be ousted by their group, whether it is family, church, or peers. The individual would likely be completely cut off from that particular group. Social death can also occur if an individual violates some type of law.In western society if a person violates a law they can be jailed and they â€Å"may also strip a person of the rights of citizenship, and the church may excommunicate. † (Kastenbaum, 56) On the same note, in a different culture a tribal person may be subjected to a â€Å"bone-pointing ceremony† (Kastenbaum, 56) where an individual may face a symbolic execution. They may also take away the individuals property and redistribute it among the tribe. Another way a person may be exposed to a social death is by having a physical or mental disability.Many times people who are institutionalized are treated less like a person and more like an object. The individual may be ignored or avoided which leads to a social death. Another social death can occur when an individual has a terminal illness. Many people do not want to acknowledge an individuals pending death, so they pretend as though the dying person is not there. Unfortunately, a social death may be the only option for an individual when people cannot acc ept that someone is dying.The worst part of this type of social death is that most times the dying person is still very much alive and aware of what is going on around them. No matter what the reason a social death must be the worst feeling. An individual must feel a sense of being unimportant and unloved when experiencing a social death. When a person is constantly ignored or discounted it is a deep emotional event that can cause the individual to think less of themselves. â€Å"The concept of social death recognizes that when we die on the eyes of others, we may become somewhat less of a person. † (Kastenbaum, 56)

Directed Independent Adult Learning Essay

Course Essentials Principles of Statistics (STA-201-GS) is designed to meet the needs of students in many disciplines and professions. The sciences, social sciences, and business are increasingly using quantitative methods. This course provides the tools and techniques needed to design studies that provide representative data for mathematical analysis and statistical interpretation. Topics include types of statistics, data representations (tables, graphs, and charts), measures of location and variation, probability concepts, continuous and discrete distributions, confidence intervals, hypothesis tests, and regression and correlation analysis. The emphasis of the course is on the application of statistical methods to real-world problems. In solving these problems, you are required to use the appropriate notation and formulas. Problems may be viewed as statistical studies, and as such you should be able to interpret results and justify conclusions. This course is also designed to measure your competency in quantitative reasoning/literacy, one of the nine institutional learning outcomes. Course Objectives The overall objective of Principles of Statistics is to provide you with the skills needed to perform statistical computations and analyze data. These S-3 skills have practical applications in many disciplines, including the sciences, technology, and the social sciences. Upon completing the course successfully, you should be able to: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · CO1 Recognize basic principles of statistical design. CO2 Organize and summarize data into tables, charts, diagrams, and graphs. CO3 Calculate and interpret measures of central tendency and variation. CO4 Evaluate the likelihood a statistical inference is correct. CO5 Apply concepts of the normal distribution. CO6 Apply the appropriate procedures to test hypotheses. CO7 Examine associations between variables. CO refers to Course Objective. Required Textbooks In addition to the Course Syllabus, you will need the following textbook and solutions manual to do the work of the course. These texts are available from the textbook supplier, MBS direct. Introductory Statistics, 9th ed., by Neil A. Weiss (San Francisco: Pearson/AddisonWesley, 2012). ISBN-13: 9780321691224 Student’s Solutions Manual to Accompany â€Å"Introductory Statistics,† 9th ed, by Neil A. Weiss (San Francisco: Pearson/Addison-Wesley, 2012). ISBN-13: 9780321691316 Course Structure Principles of Statistics is a three-credit, twelve-week course consisting of six modules. The modules and their respective topics, textbook sections, and time frame are as follows: MODULE TOPICS TEXTBOOK SECTIONS WEEK(S) 1 The Nature of Statistics Descriptive Statistics 1.1–1.4 2.1–2.5 3.1–3.4 1 2-3 2 S-4 SYLLABUS for STA-201-GS 3 Probability 4.1–4.6 and 4.8 5.1–5.3 6.1–6.4 7.1–7.3 8.1–8.4 9.1–9.3, 9.5, and 9.6 10.1–10.3 and 10.5 12.1, 12.2 and 12.3 13.1–13.4 14.1–14.4 15.1–15.4 4-5 4 Normal Distributions 6-7 5 Inferential Statistics 8-9 6 Measures of Association 10-12 Each module in the syllabus includes a brief description of the topics covered, a list of learning outcomes, study materials, and written assignments. In addition to twelve written assignments, the course requires you to take four modular quizzes and one final examination, and complete a final project. For details on the assignment schedule, see the â€Å"Course Calendar† and the individual modules. Adhering to the schedule outlined in the â€Å"Course Calendar† should ensure adequate preparation time for the exams and timely completion of the course. Written Assignments You are required to complete twelve (12) written assignments. Many of the written assignments draw on case study discussion exercises at the end of chapters with focus on application and data analysis. Click to view Written Assignment Grading Rubric. Assignments should be prepared electronically with a word processor, preferably using whatever equation editor comes with your word processing software. However, you may check with your mentor to determine if handwritten and scanned assignments are acceptable. (Important: Use the equation editor to insert equations into your word-processed document, not to create the document itself.) When preparing your answers, please identify each exercise clearly by textbook section and exercise number. Be sure to include your name at the top of the paper, as well as the course name and code and the semester and Course Essentials S-5 year in which you are enrolled. To receive full credit for your answers, you must show all work and include complete solutions. Quizzes There will be four modular quizzes for this course. The quizzes should be taken after you complete the reading assignment, online discussion, and written assignments for each module. There will be various number of multiple-choice questions in each quiz, each worth one point. The quizzes will be worth 100 points each. You have 30 to 90 minutes to complete the quiz and may take it only once. The quiz is an unproctored online quiz. It is open book, but not open notes. In this regard you are permitted to use only a scientific (nongraphing) calculator and the authorized textbook. Final Examination Principles of Statistics requires you to take a proctored online final examination. The final exam is three hours long and covers modules 5 and 6 of the course (textbook chapters 8, 9, 10, 12, 13, 14 and 15). It consists of twenty multiple-choice questions. The exam is open book, but not open notes. In this regard you are permitted to use only a scientific (nongraphing) calculator and the authorized textbook. But you are not allowed to consult a solutions manual, notes of any kind (including graded or ungraded activities), or any other reference sources or sources of information. The use of blank scratch paper for doing math calculations is permitted during online test administrations. For the final, you are required to use the College’s Online Proctor Service (OPS). Please refer to the â€Å"Examinations and Proctors† section of the Online Student Handbook (see General Information area of the course Web site) for further information about scheduling and taking online e xams and for all exam policies and procedures. You are strongly advised to schedule your exam within the first week of the semester. Online exams are administered through the course Web site. Consult the course Calendar for the official dates of exam weeks. S-6 SYLLABUS for STA-201-GS Final Project You are also required to complete a final project. This project will address a real world problem by designing a study, collecting data, analyzing the data, and writing up the results. See the Final Project section at the end of this syllabus for further details. Grading Your final grade in the course will be determined as follows: Written assignments (6 odd numbered) Written assignments (6 even numbered) Quizzes (4) Final examination Final project 18 percent 30 percent 12 percent 20 percent 20 percent To receive credit for the course, you must earn a letter grade of D or higher on the weighted average of all assigned course work (e.g., exams, assignments, projects, papers, etc.). You will receive a score of 0 for any work not submitted. Letter grades for assignments and exams equate to numerical grades as follows: 93–100 90–92 88–89 83–87 80–82 A A– B+ B B– 78–79 73–77 70–72 60–69 Below 60 (fail) C+ C C– D F Strategies for Success To succeed in this course, consider following the preliminary steps and study tips outlined below. Course Essentials S-7 Preliminary Steps 1. Read the entire â€Å"Course Essentials† section of the syllabus, making sure that all aspects of the course are clear to you and that you have all the materials required for the course. 2. Take the time to read the entire Student Handbook section of the course manual. The handbook answers many questions about how to proceed through the course, how to schedule examinations and arrange for proctors, and how to get the most from your educational experience at Thomas Edison State College. 3. Each week consult the â€Å"Course Calendar† in the syllabus to determine the sections in the textbook you are to study. The calendar also indicates the due dates for submitting written assignments and when you should schedule your examinations. It is essential that you follow the calendar each week to ensure that you stay on track throughout the course. 4. Begin your study of statistics by reading the preface to the textbook. This will give you background on the subject matter, as well as an understanding of how the text is organized and a description of other materials available to you. Study Tips—Completing Assignment Modules To complete the assignment modules efficiently and effectively, consider following these steps: 1. Study the assigned sections in the textbook. Note: Studying the material in the text requires that you not only read but also work through the illustrative examples. As you study the assigned material in the text, note the highlighted definitions, key facts, formulas, and procedures. 2. Do the self-check practice exercises recommended in each module, and check your answers with the solutions in the Student’s Sol utions Manual. These self-check exercises and solutions provide practice and models for modular quizzes and the final exam. 3. Refer to the Written Assignment(s) at the end of each module and complete the exercises therein. Prepare assignments in an organized way, leaving space on your paper for your mentor’s comments and corrections. Draw graphs accurately using electronic software whenever possible or graph paper (which you can then scan and insert into your assignment. Show all work, and use statistical notation and formulas appropriately (see â€Å"Study Tips—The Language of Statistics,† below). Submit the assignment to your mentor by the due date. Study Tips—Preparing for Examinations To prepare for the examinations, consider following these steps: S-8 SYLLABUS for STA-201-GS 1. Review the Learning Outcomes for each assignment module. 2. Review the key terms listed in the â€Å"Chapter Review† sections of the textbook. 3. Review your assignments and the corrections and comments provided by your mentor. Examination questions will be similar to assigned exercises. Study Tips—The Language of Statistics As you begin to read the textbook, you will quickly discover that learning statistics involves learning a new language. As in all mathematics, the language of statistics consists of symbols and formulas that provide a shorthand for words, phrases, and sentences. Uppercase letters (X), for example, refer to data in a population (a population parameter), whereas lowercase letters (x) refer to data in a sample (a sample statistic). Other symbols serve as shorthand expressions for various measures. And Greek letters (e.g., ï â€œ, ï  ­, and ï  ³) are also part of the notation. In statistics we use symbols to communicate results, and we combine these symbols into formulas (mathematical sentences) that define how to use the data to obtain the desired results. These are the conventions of statistics, and you will be expected to use the appropriate symbols and formulas when presenting solutions to exercises. As you study each section in the t extbook and encounter new symbols and formulas, you may want to write them down in a list, along with their meaning (in the case of a symbol) or description (in the case of a formula). To illustrate: Symbol/Formula X x Meaning/Description Observation in a population Observation in a sample Population mean Sample mean Population standard deviation Summation Number of items in a population Number of items in a sample ï  ­ (lowercase Greek mu) x ï  ³ (lowercase Greek sigma) ï â€œ (uppercase Greek sigma) N n Course Essentials S-9 xï€ ½ ï â€œx n Formula for sample mean In the sample list given above, note the use of uppercase and lowercase letters in the notation of population (parameter) and sample (statistic), respectively. Be sensitive to population versus sample data and results, and do not confuse the notation. A list like the one illustrated above may provide a handy reference as you proceed through the course and perhaps help you focus on essential points when you prepare for the exams. Including a cross reference to pages in the text may also be helpful. S-10 SYLLABUS for STA-201-GS Course Calendar Using the table of week-by-week dates in the General Course Instructions section of the course manual, write the dates for the current semester in the second column. In the last column, fill in the actual date for submitting each assignment and taking examinations. MODULE DATES TEXTBOOK SECTIONS WRITTEN ASSIGNMENT/ Quiz/EXAMINATION DUE DATE/ EXAM DATE Module 1—The Nature of Statistics 1 1.1–1.4 WA1 and WA2 and Quiz 1 Submit by Sunday of Week 1 Module 2—Descriptive Statistics 2 3 2.1–2.5 3.1–3.4 4.1–4.6 and 4.8 WA3 Submit by Sunday of Week 2 WA4 and Quiz 2 Submit by Sunday of Week 3 Module 3—Probability 4 5 4.1–4.6 and 4.8 5.1–5.3 WA5 Submit by Sunday of Week 4 WA6 and Quiz 3 Submit by Sunday of Week 5 Module 4— Normal Distributions 6 7 6.1–6.4 7.1–7.3 WA7 Submit by Sunday of Week 6 WA8 and Quiz 4 Submit by Sunday of Week 7 Module 5—Inferential Statistics 8 9 8.1–8.4 9.1–9.3, 9.5, and 9.6 10.1–10.3 and 10.5 12.1, 12.2 and 12.3 WA9 Submit by Sunday of Week 8 WA10 Submit by Sunday of Week 9 Module 6—Measures of Association 10 11 12 13.1–13.4 14.1–14.4 15.1–15.4 Review WA11 Submit by Sunday of Week 10 WA12 Submit by Sunday of Week 11 Final Project S-11 MODULE DATES TEXTBOOK SECTIONS WRITTEN ASSIGNMENT/ Quiz/EXAMINATION DUE DATE/ EXAM DATE Submit by Saturday of Week 12 Final Examination (Modules 5–6, chapters 8, 9, 10, and 12–15; bring your textbook and a scientific calculator, but not your solutions manual or any other notes) Please remember to submit your DIAL Course Evaluation S-12 SYLLABUS for STA-201-GS module The Nature of Statistics TOPICS Module 1 covers the following topics: ï‚ · ï‚ · ï‚ · ï‚ · statistics basics sample vs. population random sampling experimental design OBJECTIVES After successfully completing Module 1, you should be able to: ï‚ · MO1.1 Recognize the difference between sample and population. (CO1) ï‚ · MO1.2 Explain the concept of sampling. (CO1) ï‚ · MO1.3 Recognize the components of experimental design. (CO1) Note: MO refers to Module Objective. STUDY MATERIALS Textbook Readings ï‚ · Study sections 1.1, 1.2, 1.3, and 1.4 in the textbook. ACTIVITIES Module 1 has two written assignments and one modular quiz. Please consult the course Calendar for the due dates. Written Assignment 1 S-13 Write a short introduction of yourself and your interest in statistics and provide an example you use statistics in everyday life. Written Assignment 2 This written assignment draws on case study discussion exercises at the end of chapter. When preparing your assignment, please identify each answer clearly by question and its number. ï‚ · Case Study: Greatest American Screen Legends (p.31): Answer questions a, b, c. Quiz 1 and Self-Check Practice Exercises At the end of this module, you are required to take an unproctored online quiz. Quiz 1 contains five (5) multiple-choice questions based on related chapter(s) of Module 1. You can take it only once. To better prepare for this quiz, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 1.1 a,b; (sample vs. population) ï‚ · 1.34 a,b,c; (random sampling) ï‚ · 1.62 a,b,c; (experimental units) S-14 SYLLABUS for STA-201-GS module Organizing and Describing Data TOPICS Module 2 covers the following topics: ï‚ · frequency table, ï‚ · stem and leaf plot ï‚ · histogram ï‚ · sample mean and median ï‚ · sample standard deviation ï‚ · distribution shape ï‚ · measures of central tendency ï‚ · measures of dispersion ï‚ · Five-number summary ï‚ · population parameters ï‚ · standard scores OBJECTIVES After successfully completing Module 2, you should be able to: ï‚ · MO2.1 Recognize types of data. (CO2) ï‚ · MO2.2 Group data into tables. (CO2) ï‚ · MO2.3 Use visualizations of data to improve communication. (CO2) ï‚ · MO2.4 Describe a set of sample data using measures of central tendency. (CO3) ï‚ · MO2.5 Calculate measures of variation a set of sample data. (CO3) ï‚ · MO2.6 Recognize the difference between a statistic and parameter. (CO3) ï‚ · MO2.7 Convert data to standardized score. (CO3) STUDY MATERIALS Textbook Readings ï‚ · Study sections 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, and 3.4 in the textbook. ACTIVITIES S-15 Module 2 has two written assignments and one modular quiz. Please consult the course Calendar for the due dates. Written Assignment 3 Write your response to the following question. We often hear you can lie with statistics. This is one way of saying statistics can be easily miscommunicated. Find one example of how statistics are miscommunicated and explain why there was a miscommunication and what you would do to correct this problem. Written Assignment 4 The written assignment draws on case study discussion exercises at the end of chapter. When preparing your assignment, please identify each answer clearly by question and its number. In your own words, interpret the data and note the shape of the distribution of the data provided from Case Study: Highest Paid Women (Chapter 2, p. 35). To help guide your interpretation, include the following: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · frequency table, stem and leaf plot histogram sample mean and median sample standard deviation. You must calculate results by hand (though you may use any technology of your choice to verify your answers). Quiz 2 and Self-Check Practice Exercises At the end of this module, you are required to take an unproctored online quiz. Quiz 2 contains eighteen (18) multiple-choice questions based on related chapters of Module 2. You can take it only once. To better prepare for this quiz, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 2.7 a,b,c; (number types) ï‚ · 2.27 a,b,c; (frequency tables) ï‚ · 2.71 a,b; (stem and leaf plot) ï‚ · 2.75 a,b,c; (histograms) ï‚ · 2.101 a,b; (distribution shape) ï‚ · 3.15 a,b,c; (sample statistics; measures of central tendency) S-16 SYLLABUS for STA-201-GS ï‚ · ï‚ · ï‚ · ï‚ · 3.73 (sample statistics; measures of dispersion) 3.125 a,b,c,d,e; (Five number summary) 3.163 a,b,c; (population parameters) 3.165 a,b; (standard scores) Module 2 S-17 module Probability TOPICS Module 3 covers the following topics: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · probability outcomes basic probabilities events rules of probability conditional probability multiplication rule/independent events permutations combinations basic counting rule probability distributions discrete random variables factorials Bernoulli trials binomial distribution OBJECTIVES After successfully completing Module 3, you should be able to: ï‚ · MO3.1 Apply principles of probability. (CO4) ï‚ · MO3.2 Recognize rules of probability. (CO4) ï‚ · MO3.3 Apply counting rules to probability. (CO4) ï‚ · MO3.4 Calculate the mean and standard deviation for discrete random variables. (CO4) ï‚ · MO3.5 Calculate Bernoulli trials. (CO4) ï‚ · MO3.6 Apply principles of binomial distribution. (CO4) STUDY MATERIALS Textbook Readings S-18 ï‚ · Study sections 4.1–4.6, 4.8, 5.1, 5.2, and 5.3 in the textbook. ACTIVITIES Module 3 has two written assignments and one modular quiz. Please consult the course Calendar for the due dates. Written Assignment 5 Write your response to the following topic. Using probability: How can you use probability to improve your chances of winning at a casino. Provide specific examples using concepts learned in this module. Written Assignment 6 The written assignment draws on case study discussion exercises at the end of chapter. When preparing your assignment, please identify each answer clearly by question and its number. ï‚ · Case Study: Texas Hold’em (p.209): Answer a,b,c,d,e,f,g. You must calculate results by hand (though you may use any technology of your choice to verify your answers). Quiz 3 and Self-Check Practice Exercises At the end of this module, you are required to take an unproctored online quiz. Quiz 3 contains ten (10) multiple-choice questions based on related chapters of Module 3. You can take it only once. To better prepare for this quiz, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 4.9 a,b,c; (probability outcomes) ï‚ · 4.15 a,b,c,d,e; (basic probabilities) ï‚ · 4.51 a,b,c,d; (events) ï‚ · 4.69 a,b,c,d; (rules of probability) ï‚ · 4.112 a,b,c,d,e; (conditional probability) ï‚ · 4.135 a,b,c,d,e (multiplication rule/independent events) ï‚ · 4.181 a,b,c,d (permutations) ï‚ · 4.189 a,b,c,d (combinations) ï‚ · 4.195 a,b,c (basic counting rule) ï‚ · 5.7 a,b,c,d,e; (probability distributions) ï‚ · 5.21 a,b,c; (discrete random variables) ï‚ · 5.45 a,b,c,d; (factorials) ï‚ · 5.51 a,b; (Bernoulli trials) ï‚ · 5.61 a,b,c,d,e,f,g,h,I,j; (binomial distribution) Module 3 S-19 module Normal Distributions TOPICS Module 4 covers the following topics: ï‚ · shape of the normal curve ï‚ · properties of the normal curve ï‚ · area under curve ï‚ · z-score ï‚ · normal probability plots ï‚ · sampling distribution theory ï‚ · sampling mean ï‚ · standard error of mean ï‚ · sampling distribution of the sample mean OBJECTIVES After successfully completing Module 4, you should be able to: ï‚ · MO4.1 Recognize the principles of the normal curve. (CO5) ï‚ · MO4.2 Calculate area under the curve. (CO5) ï‚ · MO4.3 Develop and interpret a normal probability plot. (CO5) ï‚ · MO4.4 Apply concepts of the sampling distribution. (CO5) STUDY MATERIALS Textbook Readings ï‚ · Study sections 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, and 7.3 in the textbook. ACTIVITIES S-20 Module 4 has two written assignments and one modular quiz. Please consult the course Calendar for the due dates. Written Assignment 7 Write your responses to the following topic. Outliers: We know many types of data fall into a normal distribution with most of the observations falling toward the middle. However, sometimes data are outliers or data that are very different – larger or smaller – from the rest of the members of the sample. Think of an example in the real world of an outlier and discuss its effect. Written Assignment 8 The written assignment draws on case study discussion exercises at the end of chapter. When preparing your assignment, please identify each answer clearly by question and its number. ï‚ · Case Study: Chest Sizes of Scottish Militiamen (p.295): Answer a,b,c,d. You must calculate results by hand (though you may use any technology of your choice to verify your answers). Quiz 4 and Self-Check Practice Exercises At the end of this module, you are required to take an unproctored online quiz. Quiz 4 contains ten (10) multiple-choice questions based on related chapters of Module 4. You can take it only once. To better prepare for this quiz, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 6.23 a,b,c; (shape of the normal curve) ï‚ · 6.48 (properties of the normal curve) ï‚ · 6.54 (properties of the normal curve) ï‚ · 6.55, a,b,c,d; (area under curve) ï‚ · 6.59 a,b,c,d; (area under curve) ï‚ · 6.71 (z-score associated with an area) ï‚ · 6.75 a,b; (z-score associated with an area) ï‚ · 6.98 a,b (calculate z-score and find area) ï‚ · 6.123 a,b,c (normal probability plots) ï‚ · 7.2 (sampling distribution theory) ï‚ · 7.17 a,b,c d, e; (sampling mean) ï‚ · 7.49 a,b; (standard error of mean) ï‚ · 7.71 a,b,c,d,e; (sampling distribution of the sample mean) Module 4 S-21 module Inferential Statistics TOPICS Module 5 covers the following topics: ï‚ · point estimate ï‚ · confidence intervals, population one mean ï‚ · margin of error ï‚ · t-distribution ï‚ · confidence intervals, sample one mean ï‚ · null, alternative hypotheses ï‚ · type I,II errors ï‚ · p-values ï‚ · critical values – one tail ï‚ · critical values – two tails ï‚ · pooled hypothesis variables ï‚ · pooled samples t-test ï‚ · confidence intervals – pooled samples ï‚ · non-pooled samples t-test ï‚ · confidence intervals – non-pooled samples ï‚ · paired t-test ï‚ · confidence intervals – paired t-test ï‚ · one proportion z interval ï‚ · margin of error for p ï‚ · one proportion z test ï‚ · two proportions z test ï‚ · confidence internal two proportions OBJECTIVES After successfully completing Module 5, you should be able to: ï‚ · MO5.1 Construct confidence intervals to make decisions. (CO6) ï‚ · MO5.2 Recognize errors in hypothesis testing probability plot. (CO6) ï‚ · MO5.3 Interpret p-values with hypotheses tests. (CO6) ï‚ · MO5.4 Determine if there is a difference between means. (CO6) S-22 STUDY MATERIALS Textbook Readings ï‚ · Study sections 8.1, 8.2, 8.3, 8.4, 9.1, 9.2, 9.3, 10.1, 10.2, 10.3, 10.5, 12.1, 12.2, and 12.3 in the textbook. ACTIVITIES Module 5 has three activities. Please consult the course Calendar for the due dates. Written Assignment 9 Write your responses to the following topic. Errors in testing: Think of one example of a Type I and Type II error in everyday life and comment on the ramifications of those errors. Written Assignment 10 This written assignment draws on case study discussion exercises at the end of Chapter 8. When preparing your assignment, please identify each answer clearly by question and its number. ï‚ · Case Study: The â€Å"Chip Ahoy! 1,000 Chips Challenge (p.357): Answer a,b,c,e (NOT d). You must calculate results by hand (though you may use any technology of your choice to verify your answers). Module 5 Self-Check Practice Exercises At the end of module 5 and 6, you are required to take a proctored online final exam. To better prepare for the final exam, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 8.4 a,b; (point estimate) ï‚ · 8.32 a,b; (confidence intervals, population one mean) ï‚ · 8.62 (margin of error) ï‚ · 8.81 a,b,c; (t-distribution) ï‚ · 8.93 a,b; (confidence intervals, sample one mean) ï‚ · 9.6 a,b,c; (null, alternative hypotheses) ï‚ · 9.22 a,b,c,d,e (type I,II errors) ï‚ · 9.50 a,b,c (p-values) ï‚ · 9.33 a,b,c,d,e,f; (critical values – one tail) ï‚ · 9.34 a,b,c,d,e,f; (ciritcal values – two tails) ï‚ · 10.9 a,b,c,d (pooled hypothesis variables) Module 5 S-23 ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · 10.39 (pooled samples t-test) 10.45 (confidence intervals – pooled samples) 10.71 (non-pooled samples t-test) 10.77 (confidence intervals – non-pooled samples) 10.142 a,b,c,d,e,f; (paired t-test) 10.148 a,b; (confidence intervals – paired t-test) 12.26 one proportion z interval 12.34 a, b, c, d, e, f (margin of error for p) 12.66 a, b (one proportion z test) 12.93 a, b, c (two proportions z test) 12.99 a, b (confidence internal two proportions) S-24 SYLLABUS for STA-201-GS module Measures of Association TOPICS Module 6 covers the following topics: ï‚ · chi-square distribution ï‚ · goodness of fit test ï‚ · contingency tables ï‚ · chi-square assumptions ï‚ · chi-square test of independence ï‚ · linear equation definition ï‚ · graphing linear equations ï‚ · least squares criterion ï‚ · regression calculation and estimation ï‚ · sum of squares and r2 ï‚ · correlation definition ï‚ · correlation coefficient ï‚ · residual plot ï‚ · regression t-test OBJECTIVES After successfully completing Module 6, you should be able to: ï‚ · MO6.1 Recognize the characteristics of the chi-square distribution. (CO7) ï‚ · MO6.2 Determine if there is an association within a contingency table. (CO7) ï‚ · MO6.3 Represent the relationship between two variables as a linear equation. (CO7) ï‚ · MO6.4 Apply the regression equation to make predictions and extrapolate data. (CO7) ï‚ · MO6.5 Recognize the characteristics of the the correlation coefficient. (CO7) ï‚ · MO6.6 Determine the strength of correlation between two variables. (CO7) ï‚ · MO6.7 Make inferences from the results of a linear regression. (CO7) STUDY MATERIALS Textbook Readings ï‚ · Study sections 13.1, 13.2, 13.3, 13.4, 14.1, 14.2, 14.3, 14.4, 15.1, and 15.2 in the textbook. S-25 ACTIVITIES Module 6 has three activities. Please consult the course Calendar for the due dates. Written Assignment 11 Write your responses to the following topic. Association: We know association does not imply causation, but what does this mean in your own words. Provide and discuss an example of two variables that are associated but not by a cause and effect relationship. Written Assignment 12 This written assignment draws on case study discussion exercises at the end of Chapter 14. When preparing your assignment, please identify each answer clearly by question and its number. ï‚ · Focusing on Data Analysis: Using the data from Chapter 1: UWEC Undergraduates (pp. 3031), and answer questions a,b,c,d,e,f,g (UWEC Undergraduates, p. 666). You must calculate results by hand (though you may use any technology of your choice to verify your answers). Module 6 Self-Check Practice Exercises At the end of module 5 and 6, you are required to take a proctored online final exam. To better prepare for the final exam, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 13.1 (chi-square distribution) ï‚ · 13.7 a,b; (chi-square distribution tables) ï‚ · 13.27 a,b,c; (goodness of fit test) ï‚ · 13.45 a,b,c,d; (contingency tables) ï‚ · 13.73 a,b (chi square assumptions) ï‚ · 13.76 (chi square test of independence) ï‚ · 14.1 a,b,c; (linear equation definition) ï‚ · 14.5 a,b,c,d,e; (graphing linear equations) ï‚ · 14.40 a,b,; (least squares criterion) ï‚ · 14.52 a,b,c,d,e,f,g; (regression calculation and estimation) ï‚ · 14.90 a,b,c,d; (sum of squares and r2) ï‚ · 14.110 a,b,c (correlation definit ion) ï‚ · 14.124 a,b,c,d; (correlation coefficient) ï‚ · 15.24 a,b,c,d (residual plot) ï‚ · 15.52 (regression t-test) S-26 SYLLABUS for STA-201-GS Final Project You are required to complete a final project. Please consult the Course Calendar for the due date. Project Description Statistics is about more than calculations. It is about turning data into information and using this information to understand the population. A statistician will be asked to help solve real world problems by designing a study, collecting data, analyzing the data, and writing up the results. As a final project, you will be asked to do something similar. Though the design and data collection will be done for you, you will be asked to analyze the data using the appropriate tests (ensuring the data are distributed normally) and write up the results, using statistical evidence to support your findings. Lastly, you will be asked to include recommendations, that is, apply the results to solve the real world problem. In your paper, explain why you chose each statistical test, figure, or procedure. The problem: Due to financial hardship, the Nyke shoe company feels they only need to make one size of shoes, regardless of gender or height. They have collected data on gender, shoe size, and height and have asked you to tell them if they can change their business model to include only one of shoes – regardless of height or gender of the wearer. In no more 5-10 pages (including figures), explain your recommendations, using statistical evidence to support your findings. The data found are below: Show Size 5.00 7.50 9.00 7.00 11.00 12.00 14.00 7.00 7.50 8.00 10.50 Height 63.00 70.00 70.00 64.00 72.00 72.00 76.00 66.00 71.00 68.00 71.00 Gender Female Female Female Male Male Male Male Female Female Female Male Module 5 S-27 11.00 6.50 7.00 7.50 10.00 12.00 6.50 10.50 12.00 6.00 6.50 10.00 9.50 11.50 14.00 6.50 13.50 7.00 9.50 13.00 11.00 6.00 7.00 7.50 71.00 65.00 67.00 70.00 69.00 69.00 65.00 72.00 73.00 60.00 64.00 72.00 69.00 70.00 75.00 63.00 77.00 68.00 68.00 72.00 73.00 62.00 66.00 70.00 Male Female Female Female Male Male Female Male Male Female Female Female Male Male Male Female Male Female Male Male Male Female Female Female Only use results in the paper. You may show your work in an appendix, if you would like. ï‚ · Click to view Final Project Grading Rubric. S-28 SYLLABUS for STA-201-GS

Contract Law Research Paper Example | Topics and Well Written Essays - 2500 words - 1

Contract Law - Research Paper Example For each case that comes under the law of contract the approach implied is a mixture of both the classic and new models. However according to some commentators the, modern contract law lacks clear and distinct principles itself and therefore each case has to be treated according to its specific circumstances and conditions. (Mulcahy. Pp 3-4. 2008) Proper law of contract is very important in a society where the trading and exchange of goods and services are important factors in maintaining the economic order. In many of the developing capitalist societies, the proper regulation and support for exchange processes of trade and goods and services have to be there. (Mulcahy. Pp 6. 2008) A breach of a contract is a situation in which one of the parties involved in the contract refuses or fails to fulfill its obligation or duty under the contract without giving any legal excuse or cause. The aim is to put the contract to an end without fulfilling one’s liability. The breach of the contract is usually at the stake of one of the parties involved in the contract and for this reason, the law gives several remedies for the breach of contract. The remedy that is employed for the breach of a contract depends upon the type of breach, its method, nature, and seriousness. When there is a breach of contract the harmed or injured party can claim compensation from the damages that resulted from the breach. The breach declares that the contract is discharged or released and in so doing the involved parties are released from obligations under the contract or forced to perform the obligations. (Fitzgerald and Olivo .pp 129. 2005) The remedies that are generally available in the event of a breach of a contract are damages, specific performance, injunctions, rescission, discharge, quantum meruit, and substantial performance. (Fitzgerald and Olivo .pp 131-145. 2005) The first contract was between Scott and Brown for purchasing 50 bags of flour that were actually stolen by Brown,

How has Human Civilization Advanced Because of our Knowledge of Fluid Essay

How has Human Civilization Advanced Because of our Knowledge of Fluid Mechanics - Essay Example s a diverse field in physics that have several branches such as fluid dynamics that studies effects of forces on fluid motion, fluid statics that studies fluids at rest, and fluid kinematics that studies fluids in motion. Fluid mechanics works hand in hand with hydraulics and has existed for a long time. Engineers also use fluid mechanics in aerodynamics when designing planes, ships, trains, and cars, designing mechanical systems such as engines and machines and town planning (Braben 45). Fluid mechanics has solved many problems since the ancient civilization to the modern world. In fluid mechanics, Civil engineers try to solve problems in floods by constructing better bridges and roads; they solve drainage problems by designing proper sewage systems, and design underground aquifers that supply water. The existence of fluid mechanics has contributed largely in the advancement of human civilization by affecting many areas. In the ancient civilization, many countries such as Egypt, India, China, and the Mayan people in South America used fluid mechanics in the construction of many structures. In the present day, application of fluid mechanics is seen in the construction of water reservoirs such as dams, wells, and boreholes. These serve humans in storage of water required for irrigation and drinking. Wells have existed since the ancient civilization, and they are actually used in the analysis of fluid mechanics. Other constructions include dams and boreholes (Braben 52). In the ancient civilization, human beings used pumps that dug shallow wells and boreholes. There was no technology to help dig deeper ones, and the pumps were manual and driven by hand. This caused contamination of water most of the times and people died of water borne diseases. In the present day, engineers use electrical and automated machines to drill deep wells and boreholes of up to 100 to 400 feet and this has helped a lot in solving such a problem. Unlike in the past where people went to

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Accounting for corporate accountability - Essay Example Post-modern corporate business has become a powerful economic force in the industrialized world.Accounting practices are currently focused on corporate accountability, which involves the understanding of current concerns regarding responsibility and accountability to stakeholders. Post-modern business discourse is focused on the economic and social consequences of corporate practices (Elliott and Elliott, 2006). Transparency, though, must also take into account the subjective nature of gathering, analyzing and presenting data as published accounting information. The fear that corporate managers might act contrary to the interests of shareholders and not be concerned with those with whom the corporation contracts (creditors, workers and consumers) is of primary concern (Benston, 1982; Schreuder and Ramanathan, 2002). Others may be harmed by corporate actions (externalities). The ways in which social responsibility accounting can be used to measure and serve as a means of controlling e xternalities is of research interest.Revenue recognition practice is an ambiguous accounting term, in that there is to date, no internally standard definition. This complicates the process of making comparisons within and across companies. A popular characterization of the concept is that revenue recognition practices are revenues that should not be recognised by a company until it is realised or realisable and earned by the company (Elliott and Elliott, 2006; Turnover, 2001). ... The IASB requires four tests: (a) the amount of revenue can be measured reliably; (b) it is probable that the economic benefits associated with the transaction will flow to the entity: (c) the stage completion of the transaction at the reporting date can be measured reliably; and the costs incurred for the transaction and the costs to complete the transaction can be measured reliably (Leo, Hoggett, Sweeting, & Radford, 2005, p. 75).This paper aims to review the recognition revenue of iSOFT in 2006, which had a revenue recognition adjustment of 174 million due to overstating revenue for long term contracts. A change in accounting policy by the board for future recognition has been implemented in the 2006 Report. And goodwill impairment write-off has resulted in a loss for 2006 financial year. Investigation continues into these issues. A brief background of ISOFT Corporation will first be provided. Secondly, a critical review of the consequences of the change on economic and social dimensions will be presented. Finally a conclusion will synthesise the main points and show support for an internationally standard definition of revenue recognition, and for the adoption of accrual accounting methods. Background of iSOFT.iSOFT is a global leader in the supply of medical software for health care services. Over 8,000 organisations across 27 countries use iSOFT products and services; an innovative company with several target markets specializes in software design, development and solution delivery (iSOFT Annual Report, 2006). During the latter half of the 2006 financial year many changes were taking place for iSOFT, and the January trading statement, together with a related trading update issued on 28 April 2006, had a negative impact on the Group's

Improve of technology Essay Example | Topics and Well Written Essays - 500 words

Improve of technology - Essay Example ngth premeditated to identify hair, body fluids, and fiber at felony sites, these lights consent to crime landscape to be processed systematically and faster. Sites previously out-of-the-way for authoritative fluorescence assessment are now easy to get . The portability of today’s crime landscape assessment light sources makes the outmost of rural site or the peak floor of a city construction greatly easy to get to for search. Crime mapping; the ability to show graphically where crime has taken place and to some degree guess future crime locations enables field senior officers to direct perambulation through intelligence-led watching. The days when officers tour random areas eager to catch the bad people are giving way to a new era in which agencies use crime maps of every patrol district to assign officers to patrols in a realistic and logical manner. Evidence management: photo enforcement scheme routinely produce red breach and speeding directive and as a result greatly perk up safety for checking the civic. There are a number of upright vendors of photo enforcement scheme available to societies. Graffiti cameras, structure exist nowadays that can obtain photograph of suspects who are damaging goods and even inform the law enforcement organizations that destruction is in movement. There are also â€Å"talking’ observation cameras cautioning intruders that it is prohibited to spray graffiti, commanding the trespasser to leave the vicinity and notifying them that their photograph has been taken for assessment.   Evidence and deterrence, felony site exploration   also aided by these systems in scrutinizing for bodily evidence. Imagers can spot troubled surfaces for graves or other areas that have been dug up in an effort to cover up bodies, evidence, and objects. The machine can also scan roadways for tire tracks or oth er marks that are not visible to the naked eye.   Police patrol: the in-car camera scheme has turn out to be a appreciated apparatus to verify

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What Is Globalisation and How Does It Challenge World Politics - Essay Example This essay stresses that as the world progresses, the growing unease fuelled by both political and economic disagreements have seen major countries across the world adopt measures that protect their interest. Held and Hirst state that China for example has introduced additional rules defined as serving ‘national security’ a situation that has increased economic uncertainty in China in terms of foreign investments. Countries like Russia on the other hand have developed what is referred to as sovereign wealth fund that is aimed at safeguarding the inward equity investments in Russia thereby encouraging internal economic activities. Australia introduced laws restricting takeover, a move that was seen as trying to block some nations from buying Australia’s natural resources. This paper makes a conclusion that it remains to be seen whether globalization will have an overall positive impact on the global setting. This is because, there is still a general feeling that globalization brings along selfish interest among those in control. This explains why international trade bodies such as the World Trade Organization (WTO), international justice institutions and arbitration courts such as the International Criminal Court (ICC) and the international community bodies such as the UN and EU have never been unilaterally embraced. The main idea behind the formation of these institutions may have been positive but, such institutions might be manipulated leading to further widening of the power gap that may eventually lead to a full blown confrontation between different nations across the world.

The Preaching of Augustine Research Paper Example | Topics and Well Written Essays - 3000 words

The Preaching of Augustine - Research Paper Example He was truly loyal, devoted and faithful priest & his aim of life was the propagation of Bible’s message in right direction. His approach towards Bible was entirely different from other Bishops as he read it very intensely and spiritually. The influential writings of Augustine make him one of the most prominent and outstanding theologian and philosopher of all times1. The preaching’s of Augustine had a massive impact on the society due to his creativity in traditional Bible teaching methodology. The aim of Bishop was to educate each and every individual about the meaning of Bible and relate them with spiritualism. He is considered as the best orator, speaker, lecturer and spokesperson in Christianity. Without any governess or communication skills practice, he knew how to grab people attention towards the topic and deliver the message. His believe was that Bible is the only solution to mankind and it can resolve each and every sort of problems facing by mankind. Dilemmas whether it would be worldly, spiritual or religious; Bible has the solution to them all. He wanted appreciation of Bible by the people at every forum and propagated his message in every possible way2. This paper discusses the voyage of Augustine’s preaching the message. The methodology, tactics, procedures and approaches adopted by Augustine. The symposium regarding his teaching methodology, theological themes and art of preaching in what possible ways he attracted the masses and how he managed to provoke people about the importance of Bible. Creating a relationship with God through Bible was his primary agenda, so constructive arguments regarding spiritualism importance with Bible are also illustrated. The innovation speech strategy along with engaging audience is analyzed. In the end, legacy of Augustine with a decisive conclusion is illustrated. Preaching Methodology Augustine came out from the conventional preaching process and gave a new horizon to this prestigious posi tion. He wanted to assure that Bible is the word of God which is in direct correlation with everyday working of a human being. His way of preaching includes giving mind blowing examples to the people with respect to their jobs & duties. Engraving good virtues of Bible was his utmost desire. He addressed each and every individual personally and tries to get involve regarding his job responsibilities. By getting to know the person; he then propagates the importance of Bible into life and gave prior examples to the person as per his responsibilities3. Adam (2004, p.192) illustrates for instance if there was a woodcutter, then Augustine tried to converse about his way of cutting woods and selling to the market etc. After getting the true picture of the person, Augustine started giving examples about woodcutting and its relevance with Bible. Woodcutting is a tough and struggling job and this hardworking by men is pleased by God etc. Such kind of examples and preaching methodology was ver y effective and laid a huge impact on people mindsets. Instead of giving long & lengthy lectures; Augustine demonstrated the practical implementation of Bible preaching’s into action. This method was applauded by the people overwhelmingly. Augustine was a learned father and priest so he knew how to use the stories depicted in Holy Bible. He exemplified the stories of Bible to target a larger audience as people are more interested in listening stories. His way of delivering speech was highly

Blue print and Distribution of Story Hotel in Stockholm Research Paper

Blue print and Distribution of Story Hotel in Stockholm - Research Paper Example The hotel has facilities made in the contemporary design and of high quality. As a marketing strategy, the management of the hotel encourages its customers to book and make prepayment for services online. To promote online room booking, the management of the hotel offers gift coupons to its customers. The hotel has posy and quiet meeting rooms for the locals of the city and others from outside. The hotel has a perfect distribution that the management uses to offer the best services to visitors at the hotel. The hotel uses the best ways to ensure a smooth and functional distribution channel. The various features of an effective and efficient distribution channel, one needs to ensure segregation that is dynamic. This involves marking services and products that create most profits to the business. In devising the various segments, the management takes into consideration the technical details to avoid instances that make the marketers have challenges in choose. A well segmented strategy provides utmost solution to the challenges that may come up in implementing a perfect channel of distribution. In the case of Story hotel, for instance, the online booking and prepayment strategy used by the management reflects itself in the real experience that its visitors get. This provides a harmony in terms of image communicated through such online distribution and what the service provision to visitors. The channel used should ensure utmost income from revenues, achieved by distributing the desired proportion of facilities and other services in the most profitable channel, in the segmentation. The central reservation system refers to an inventory management using a central system integrated in the chain of supply of the business. Central reservation systems applied by most hotels contain reservation codes for visitors who have already booked for the services. It contains hotel services given for small hotel chains as well as individual hotels. A global distribution system show s the charges for a number of services offered by a business, such as hotels. It is prone to some challenges since the various rates as well as the availability is always not updated and may confuse clients. Access to the system is complex and connection to it requires a switch which is challenging to find. This makes the various considerations made while selecting a channel of distribution of utmost necessity. The distribution intermediaries should have the ability to make sales of the rooms using a variety of channels that are in multiples. The services offered by customers should be complete. The intermediaries should bear the mandate of vital activities in marketing. A business should choose a proper intermediary that offers additional services as expense controls. There is a high probability that excess rooms can be allocated while maintaining the image of the business. Online intermediaries are prone to risks, as well. There are possibilities of challenges over the control on rates as well as on the availability. There are instances of mounting pressure over the margins, emanating from the intermediaries. The content of the site may, as well, call for high maintenance. There exists the escalation use of social media with the least control that poses

Problem question Essay Example | Topics and Well Written Essays - 2000 words

Problem question - Essay Example According to section 143 (1) CJA 2003 openly stipulates that the graveness of a certain offense must be established by revisiting two main elements; the guilt of the criminal and the damage that resulted from the crime or potentially being rooted by the crime (W100 team, 2012; p. 55). From Jake’s solicitor point of view, he must be tried as a first offender considering the graveness of the offense. From the information provided in the case Jake has got no previous criminal records or convictions. Hence the reason for the magistrate to pass an appropriate sentence that will not harm him more. Revisiting factor number one concerning guilt or culpability of the lawbreaker, it is partitioned into four main parts according to degree of seriousness. The offender may have had the objective to commit to cause damage or injury to the victims. He/she may have been careless in causing injury to the point that he/she knows harm will be caused but he/she still goes forward to commit the cr ime. Besides, the offender could have had facts about the impending risks of causing harm but he/she did not have the intention to cause injury. Lastly, the criminal could be totally negligent of the risks and the likely harm. Basing on the facts given Jake falls in the least seriousness to an extent that he was totally negligent of the risks involved. Jake committed the crime on impulse without putting in mind the impending risks. He had the assumption the owner had already left in hurry and that the said owner irritated him in addition to his friends’ irritation and ridicule of his entire situation. Therefore Jake must be charged under the least seriousness or culpability. Secondly, the harm caused during the criminal act counts a lot for magistrates’ evaluation. Though the state of harm is hard to classify, section 143 (1) CJA 2003 makes an effort to group harm in three wide headlines that may be used during the court proceedings or trials of the offender (W100 team , 2012; p. 55). Injury to persons or victims could be rape, psychological harm or loss of finances; destruction to the society which could encompass destruction of public health facilities hurt to the national safety and lastly harm to the animals. Though from the facts given, the four year child got scared to a point of not being left all alone for more than 3 months, Jake was not aware that his actions could come in the line of the a child. Besides, the mother being stressed to an extent of attending counseling for six sessions, Jake had no intentions to scare anyone. If by any point she got scared, then it is clear that her actions with those of the child scared her off. Jake was hoping for a peaceful job; where he expected no one to spot him. From the series of events in the information provided it is apparent that as much as the bench of magistrates can entirely blame Jake for the offences given, at the same time one must note that Jake acted on impulse and not on intent. The s olicitor must also use other factors such as mitigating and aggravating factors in defending Jake. These factors are vital in ruling judgment upon the accused or offender.

National Labor Relations Act Essay Example | Topics and Well Written Essays - 500 words

National Labor Relations Act - Essay Example For a while, the employees felt a sense of contentment with the recognition of their rights made through their unions only to be plunged ultimately by the assertion of the Taft-Hartley Act in 1947. The labor law is defined comprising mainly on the elements of law, and in its entirety deals on the state policies on labor and employment. It' constituents are composed of the persons, individuals, labor organizations, partnerships, corporations to name a few. On the one hand, an employer may be an agent directly or indirectly of any institution government or not that utilizes the labor force in it's earning capacity. Karl Marx would have blatantly the employer as: "the capitalist". Albeit a non-foolproof provision, the Act as a law considers it illegal for employers to exercise interference, restraint or coercion on a union's collective activity. The Act also prohibits domination and refusal of employers to bargain in good faith with union representatives. Illegality is also seen in cases where the employer retaliates for the filing of unfair-labor practices charge and the discrimination against employees who take part in union or any other collective activity. Threats from employers against union members fall under the category of union-busting along with coercion, disciplinary actions, suspen

Core Assessment Social Inequality Term Paper Example | Topics and Well Written Essays - 2500 words

Core Assessment Social Inequality - Term Paper Example In the above context, Mayer quotes Arthur Stinchcombe (1987) about demographic explanations and emphasizes the importance of historical changes. However, there is no dispute that the society in which one is born is the basic reason for the inequality an individual faces in his lifetime. The next aspect is regarding demographical differences that decide the formations in society. In addition to that the internal temporal ordering of individuals guided by race, class, social status, age and gender also play an important role in deciding the social inequality. Regarding life course and social inequality it is important to consider the institutional configurations in a society. In the above context it is important to observe the personality development and social conditions that affect social inequality and its affect on course of life. Hence, one can understand that the close link between psychological and socio-psychological, social and historical perspectives need focus while analyzin g and discussing the affect of social inequality in an individual's life. The affect of social inequality in making one gaining advantage or disadvantage due to the allocation of power due to the different aspects mentioned above is important in the analysis of this paper (Karl Ulrich Mayer, 2008). The social class and family structure are interconnected as the last fifty years witnessed the changes in household and family structure. ... is context Annemette Sorenson, (2008) quotes Lestaeghe (1995) about profound changes in economic foundations of marriage and gender relations that pave the way for inequality between contemporary individuals. As a family members share resources intra-generationally as well as across the generations, the influence of family on the members is decides their behavior in the society and the inequality in life course. In this context, the class position can be estimated by the position of male head of the household and when the single parent families began to rise, the family head definition itself has been changed. However, when married women's employment has been common, the financial status of the family decided the status and class of an individual. In the above mentioned situation, the social mobility of women decided the class of children in society. However, the experiences of children state that the class position also depends on designation and financial status of parents. However , in the above context, if the parents take divorce, the resultant life affects the class of the child and it is a major challenge to face social inequality thus arises. After that the economic and social conditions arise from the point of fact that the family being and economic and social unit. Hence, class boundaries decide the economic and social status of an individual. However, if the family's class position depends on designation of husband and wife, the social mobility decides the classification. Hence, social mobility as well as the designations of working husband and wife and the financial status irrespective of work status of women decides the class of a person in the society. Though the social mobility due to women empowerment decides the class of a family, the class of family

Effects of Maritime Homeland Defense Capability Gaps and Essay

Effects of Maritime Homeland Defense Capability Gaps and Recommendations for Improvement - Essay Example The most smuggled things are drugs, weapons and people (Simons, 121). These threats are defined as the capability gaps that exist in the homeland defense. This necessitates the application of security capabilities in curbing the threats posed. The department of defense has critically used the gap analysis model to identify these existing deficiencies (Simons, 121). The capability gaps identified have been divided into three regions or zones. These territories are within the borderlines of homeland security. The capabilities gaps necessitate planning the implementation procedures for the capabilities (Holder, 15). The challenges faced in the implementation are unique and include the international cooperation to ensure transparency. The effect brought out by these capability gaps is enormous. They have necessitated different security agencies to try to work together. This can create a lot of negative effects on the running of the agencies. From a managerial perspective, each group need s to be given its own authority and mandate. Failure to use this approach will create a conflict of interests between the heads of different groups. The execution of these capabilities under such conditions shall be restrained. This has an enormous negative effect as the capability gaps identified can not be rectified with infighting within the system supposed to correct them. The gap of unforeseen events, like pirates, requires a different capability. The DOD recommends the use of military force as a way of handling this gap. This kind of approach is considered efficient as opposed to a detailed operation plan. A detailed operation plan would be best fitted for a specific threat. In this approach the homeland defense will be providing guidance to the other subordinate departments that shall be helping in the execution of the capability. A detailed operation plan would, however, be used when dealing with threat of adversary nations’ naval forces. This is going to entail a pla nned course of action. With the threat being known homeland security can prepare effectively. The previous threat of unforeseen events however, needs preparedness. It means that there has to be a group kept ready waiting for such an occurrence (Antommarch, 32). These deficiencies have had several effects on the homeland security system. With the identification of the gaps, the operations of homeland security need a total overhaul. There appears the need to alter the budgetary allocation so as to cater for the execution of these capabilities. The effect of doing this shall be creation of extra gaps as opposed to correcting the existing one. Since the government has already made its financial allocation to the homeland security, an internal alteration shall have to be done. Cutting down of spending shall entail identifying the allocation from which some money can be recovered. This shall in turn stretch the capability of homeland security to undertake the correction. Another effect th at can come out of these capability gaps is the ability of a single security agency to handle these capabilities. There brings the need to acquire new equipment which may not be available at the moment. The Federal Acquisition Regulations requires the use of appropriate fund in any such process. With the pressure exerted on homeland security, some of those regulations may be hard to follow. This would mean that the capabilities

Susan Glaspells conflict and identity Essay Example | Topics and Well Written Essays - 750 words

Susan Glaspells conflict and identity - Essay Example The focus of all three writings is the exploration of feminine identity. Minnie Wright, the absent protagonist of â€Å"Trifles,† Jing-mei, the ‘disobedient’ daughter in â€Å"Two Kinds,† and Elisa Allen, the heroine of â€Å"Chrysanthemums,† are all women in stifling circumstances, who experience conflict. They are women who share a certain common yearning for assertion and identity and attempt to break out of the constraints of their circumstances. Minnie Wright, Jing-mei and Elisa Allen find themselves trapped in conflict and assert their identities in their own ways. Minnie Wright is trapped in an evidently unhappy marriage, and a cheerless home. John Wright is a kill-joy and a miser. Mrs. Hale asserts, â€Å"But he was a hard man† (Glaspell, 22). He is a silent, critical man whose very acquaintance is abrasive. Minnie’s life as Wright’s wife can only be a hopeless situation. Above all, Wright is a cruel man, with a sadistic streak, who deliberately stamps out his wife’s happiness in song and music by killing her pet canary. Minnie’s isolation from the community, the stifling loneliness of her life as Wright’s wife and the loss of her liveliness and love of music move her into deep desolation. . Wright’s killing of the lively, singing canary symbolizes his killing of Minnie’s singing. This brutal act finally pushes Minnie into strangling her husband as he sleeps. Minnie asserts herself by rising against the tyranny of a husband who abuses her as a woman and an individual. Tragically, this assertion of identity comes about only by Minnie being pushed over the border of sanity. This is seen in her laughter, her compulsive â€Å"kind of pleating of her apron† (Glaspell, 6), her concern for her preserves and her request for an apron in jail. She does not seem to realize the gravity of her situation. Although the concealment of her motive by Mrs. Hale and Mrs. Peters may save her from a trial and a verdict of guilt, her ability to live a normal life remains in doubt. Minnie becomes â€Å"done up† (Glaspell, 6). She resolves the conflict in her life but pays the price of assertion by losing her sanity and her chance of enduring happiness. Jing-mei is caught in her mother’s vicarious search for wealth and fame, and her attempt to use her daughter as a vehicle to fulfill her own dreams. Jing-mei â€Å"hated the tests, the raised hopes and failed expectations† (Tan, para. 4). Each of her mother’s experiments in making her a child prodigy ends in failure. What follows is a conflict between the ‘disobedient’ daughter who pleads, â€Å"Why don’t you like me the way I am?† (Tan, Para. 5), and the mother’s attempt to fashion her into the ‘obedient’ daughter whose achievements she can take pride in. Jing-mei rebels against circumstances in her own way. She decides to defy her moth er, and confesses: â€Å"I failed her many times, each time asserting my will, my right to fall short of expectations† (Tan, 9). She resolutely refuses to let her mother force her to meet her expectations: from failing to get straight A’s to being a college drop-out. Jing-mei remains firm in her resolution, â€Å"I won’t be what I’m not† (Tan, 4). Gradually, although her mother holds fast to her belief that her daughter has failed to become a prodigy only because of her lack of will, she accepts Jing-mei

Community Board Meeting Research Proposal Example | Topics and Well Written Essays - 1250 words

Community Board Meeting - Research Proposal Example No one knows everything about all aspects of school operations. The best school corporations show, teamwork in decision-making, which also is sensitive to many elements-the community, the professional staff and various branches of government-which share responsibility for public education. The school board discussed growing worries about the economy and its effect on the public schools 2009-2010 budget. The board discussed the reality of potential budget reduction and the possibility that many teachers and school staffs could be laid off during the next academic year. Teachers and staffers are definitely affected in this board meeting. They feared safety and quality would be compromised if the district proceeds with preliminary plans to lay off dozens of employees, including special programs and campus monitors. Frustration among attendees was present in a large proportion through the possibility of job losses and the impact of staff reduction on the quality of study and other programs for students. The budget cuts would force reduction or termination of important students programs, like the discontinuation of college prep courses. Teacher layoffs would increase classroom size, increasing the average class size to the high 30's and low 40's, which would have a negative impact on the students. 3. How would the decisions taken impact health on population/aggregate from the overall broad perspective of health' What level of prevention was involved in the decision (if appropriate)' (8) The school budget cuts will affect the most vulnerable students, including immigrants and children needing mental health services. Reducing school staffs also mean cutting back on social workers, counselors, special education teachers, and nurses. These professionals will have less time in each school, meaning fewer opportunities for intervention and increased caseloads. This definitely will affect primary prevention, which means cutting back on health education programs, such as drug prevention program to teach children about the influence and effects of drugs and alcohol, and personal coping, and resisting skills. Also affecting secondary and tertiary prevention, which means fewer nurses, counselors, and social workers will be doing health and mental screenings and not be able to provide the best care to the vulnerable population. 4. Was the meeting productive' Consider the following

Corporate social responsibility Dissertation Example | Topics and Well Written Essays - 3500 words

Corporate social responsibility - Dissertation Example Corporate social responsibility Moreover COSCO business practices illustrate practices that are fruitful for all (stakeholders, shareholders, workers, partners, suppliers, customers) (COSCO, 2011). In terms of social contributions COSCO is working on the principle of addressing workers to effectively participate in their community development, with its myriad activities are aligned and performed in order to participate in social growth and employees are also encouraged and supported in this regard. For instance COSCO in Singapore have been supporting Yellow Ribbon Project consecutively since five years, keeping in view that this projects has given employment opportunities to person who have been offenders previously by engaging locals in order to give them another chance. As a result COSCO is proud of the fact that many ex-criminals are now back serving societies (COSCO, 2011). Similarly in China COSCO group is very much fulfilling its duty of social responsibility by providing opportunities and supporting various education programs for needy students in China. For instance COSCO Zhoushan Shipyard devised a social activity by the name â€Å"Transfer Youth love, warm Tibetan Herdsman†. The core purpose behind this activity was to provide assistance and help for the needy Tibetan students in remote areas of Tibet. Likewise â€Å"Blue ocean plan love Tibet† launched by Trade union and youth league of Nantong Shipyard which consists of three main parts namely seagugll, seashell and dolphins was drafted in order to build a structure of support (long term) for the needy children of Tibets. The core aim behind this activity was to ameliorate literacy levels by donating basic school needs like bags, uniforms, books, toys, stationery and other material that is needed by students (COSCO, 2011). Besides these activities COSCO also provide help in terms of disaster relief and various other activities related to charity. COSCO is very much aware of the environmental issues and understands th e seriousness of the matter. Therefore various innovations have been carried out by the organisation in order to come up with practices that could less effect the environment. For achieving this goal, different innovations are being carried out like the concept of GREEN SHIP OF THE FUTURE. This concept enables staff and workers to come up with eco friendly ideas and practices. As COSCO is very much keen on practicing and devising designs of ships and operations of management that best suits environment or are environment friendly (COSCO, 2011). LITERATURE REVIEW Corporate Social Responsibility Guthey, Langer, and Morsing (2006) have defined Corporate Social Responsibility as a practice of management that is garnering importance and nowadays is also considered as fad of management. Meanwhile it is believed that businesses around the world have incorporated CSR differently or CSR practices vary around the world. For instance many organisations have perceptions that CSR is an effective tool that can help confining risks and costs related to business operations (Hockerts, 2008). But only very limited amount of organisations are using CSR effectively in order to come up with originality and innovations. Likewise Blum-Kusterer and Hussain after studying 150 British and German pharmaceutical companies believes that in order to achieve sustainability in innovations, advancement in technology

Boston Strangler killings Essay Example for Free

Boston Strangler killings Essay Between 1962 and 1964, thirteen women were sexually assaulted and murdered in the city of Boston. This series of murders was called the Boston Strangler murders. Though most of the victims were older women, a few were in their early twenties, and one young woman was in her late teens. All of the victims were strangled, usually with a personal item the woman owned, such as tights or stockings. The Boston Strangler would gain access to his victims by posing as an official needing to perform a service in the women’s homes. In 1964, Albert de Salvo confessed to having committed the crimes (Chitolie, 1997). Because the Boston Strangler killings involved a repetitive pattern, which always involved specific behaviors, social learning theory is most useful in explaining this case. According to social learning theory, an individual learns by observing and modeling the behaviors, attitudes, and emotional reactions of others (Kearsley, 2007). People learn societal norms and appropriate, healthy behaviors by modeling others. After one becomes aware of a behavior by observing it, he will usually apply the behavior in future situations, reflecting upon past outcomes that occurred when the behavior was originally observed. The Boston Strangler observed the reactions of his earlier victims and based his approach to future murders on the outcomes of his prior crimes. For example, he knew that by dressing as a serviceman, de Salvo’s victims would respond by trusting de Salvo and allowing him to enter their houses. Consequently, de Salvo used this tactic repeatedly. A more general example of how learned behaviors may influence future practices is evident in the treatment of animals. Many children go through a stage in which they innocently harm insects or small animals (i. e. by trapping them and keeping them in jars, etc. ). In most cases, a parent or other adult intervenes, and the child learns to respect animals. As a result, the child does not have a desire to cause the animal pain. There are some cases, however, in which the child never learns empathy for animals and the pattern of torture intensifies. Based on prior experiences (i. e. causing pain in animals as a form of enjoyment, and not having an adult stop the behavior), a child may continue the undesirable practice. Sometimes, the child’s violent tendencies toward living things may escalate so much that it is later transferred to human beings when the child becomes an adult. As a child, Albert de Salvo trapped cats and dogs and shot them with arrows. It may be argued that de Salvo never learned appropriate behavior in dealing with living things, and as a result, de Salvo’s practice of trapping animals, rendering them helpless, and killing them progressed to trapping and torturing the women he murdered during his adulthood. The childhood practice of continued animal cruelty can be observed among a number of other infamous serial killers as well (Finch, 1992). In the context of social learning theory, the Boston Strangler’s killings perhaps occurred because the individual who committed these crimes lacked proper role models to teach him the rules and norms of society. It appears that this individual was never effectively discouraged from harming living organisms, and it is even possible that he may have witnessed violent acts (perhaps the violent acts of men against women) during his early years of development. Nevertheless, when examining the killings, from the general events that took place to the minor details, there appears to be an obvious pattern of repetitive learned violent behavior. Bibliography Chitolie, Raymond. Serial Killers—Case Files [The Boston Strangler]. 1997. Retrieved March 16, 2007, from http://hosted. ray. easynet. co. uk/serial_killers/boston. html Finch, Patty A. Abuse. 1992. Retrieved March 16, 2007, from http://www. vospca. org/archive/abuse. html Kearsley, Gregg. Theories. 2007. Retrieved March 16, 2007, from http://tip. psychology. org/bandura. html

Genetically modified foods Essay Example for Free

Genetically modified foods Essay What are bioengineered foods? Bioengineered foods are plants created for human and animal consumption using the latest molecular biology techniques. Bioengineered foods have been enhanced in a laboratory to desire traits like, resistance to herbicides and improved nutrition. By bioengineering foods you can create plants with the desired trait very rapidly. The advantages of bioengineered foods is that they are pest resistances, disease resistance, able to with stand cold weather, drought tolerance, and nutrition. Farmers lose crops every year due to insects, farmers use pesticide to kill these bugs and to keep them from eating the crops. Bioengineered foods help to reduce or eliminate the use of pesticides. Scientist are working on a gene strain to inject into the crops to help them withstand diseases that can harm the crop and make it uneatable for the consumer. A gene from cold water fish has been injected into sensitive plants like potatoes and tobacco to withstand the cold weather. The drought tolerance gene will help farmers to grow crops in soil that crops would not be able to grow in. The nutrition gene is ejected into the plants or crops to enhance nutritional value. Some examples of bioengineered foods are tomatoes, potatoes, squash, corn, and soybens. All these foods have been genetically altered in some way. The reason for these foods to be genetically altered is to make them taste better, and to have more nutritional value. Scientists have created many bioengineered foods and are working on many more foods. The pros of bioengineered foods seem to back up the good in creating bioengineered foods. The first pro is eliminating the foods ability to cause an allergic reaction. Which allows people who would have an allergic reaction by eating these certain foods to not have one. Another pro in creating bioengineered foods is that the plants grow faster than growing them in a traditional way. Also bioengineered foods cost less to produce than non bioengineered foods, this is because people do not have to spray the plant with chemicals to protect it. The cons of bioengineered foods should make people think about ingesting them. The most dangerous issue of ingesting bioengineered foods is that the food can have a harmful effect on the human body. According to some experts people ingesting bioengineered foods have a high risk of developing cancer. There is not much known about the long term effects on people and health risks are unknown. Also pollen from the fields of bioengineered food can spread to fields that do not contain bioengineered foods and contaminate the non bioengineered foods. In conclusion bioengineered foods are beneficial in most ways for human consumption. Bioengineered foods are beneficial in ways like more nutrients, food grows faster and food taste better. Also you do not have to spray these crops with pesticides because they are pest resistance. bioengineered foods are bad for human consumption in ways like causing cancer, and not knowing the long term effects on the human body. All and all its is up to the consumer, whether or not to purchase and consume bioengineered foods.

Morality Towards Animals Kantian Vs Utilitarian

Morality Towards Animals Kantian Vs Utilitarian Historically, there has been some debate between Kantian and Utilitarian philosophers on the moral status of animals. This great debate over whether or not moral consideration should be granted to non-human animals deserves to be rectified at some point. Many argue that there is a resolution to this debate that can be used via a distinction between the two to clearly distinguish human beings from all other animals on the planet. But, as shall be shown in this paper, the evidence thus far for such a distinction is seriously doubtful at best. Unfortunately without such a distinction, it becomes increasingly difficult to argue, with a straight philosophical face, that non-human animals should be afforded less than equivalent moral considerations to that of human beings. After all, if no meaningful distinction between human beings and non-human animals, than we ultimately are arguing from an uncertain position that says one group should receive better treatment than the other. This paper shall examine the debate over this issue, primarily through Kantian and Utilitarian perspectives, and hopefully enlighten the problems in both positions, though particularly the Kantian one. Although the Utilitarian position on the issue of moral concerns for non-human animals is far from perfect, it represents a more justifiable position than the Kantians. Its not surprising that many of the people who argue are the very same people who are most interested in justifying and continuing practices towards non-human animals that cause pain, suffering and death to non-human animals (Gruen, 2003). Often the welfare opposed to the rights of non-human animals is more widely accepted which can often confuse the debate in question. People tend to argue that humans unlike animals have characteristics that clearly distinguish the differences those of which include rationality, autonomy, moral agency, language capability, free will and self-consciousness among others (Garner, 2010). Interestingly, Act Utilitarians believe that regardless of human beings and non-human animals, any action toward these is only permissible if it follows the balance of pleasure outweighing pain (Garner, 2010). Not all claims can say as much. The hope, no doubt, is that philosophical wrangling can justify and absolve them of practices that are largely recognized to be cr uel and harmful to non-human animals. Unfortunately for the groups still largely oblivious to the moral considerations for non-human animals, we find that there is no meaningful way, morally or philosophically, to separate humans from non-human animals. The result, in the hopes of being intellectually consistent, is that we need to give consideration to the suffering and moral position of non-human animals equally, as we would also do for human beings. Of course, supporters of the above position immediately argue that there is a clear division between human beings and non-human animals based on speciation alone. In this belief, we might give moral consideration to a fellow human being, but a cow or chicken? A chicken for instance, is not considered a human being (for those who have doubts) and cannot lay claim to the species-specific moral considerations that humans enjoy according to this claim. But, for the philosopher, membership in one species over the other is of utmost irrelevance, especially when considering morality. It is, in essence, considered a non-issue if we cannot in-turn provide evidence for why such species differentiation translates into a differing of moral consideration (Garner, 2010). Ultimately it would be like arguing that any accident of birth is reason enough to deny certain individuals moral concern: perhaps leaving out entirely all women, overweight people, short people or Japanese people. The division be tween human beings and non-human animals must be demonstrated on some other plain other than purely biological grounds. In as such, many have turned to the idea that human beings differ due to their possession of abilities that are unique to our species and that are concrete us firmly in place to that of the rest of the outside non-human world. But, it seems that this argument has fallen flat too. As stated in Gruen (2003), human behaviour and cognition share deep roots with the behaviour and cognition of other animals. There have been numerous examples in the non-human animal world of behaviours that are very similar, if not identical to behaviours that most humans would consider to be uniquely human. In any socially complex non-human animal species, there is evidence of what one would consider to be altruistic or familial behaviour. Family ties are often seen in many of the primate species. Primate mothers often stay with their offspring for extended periods of time. Singer (2009) notes that not only do humans have intelligence and language comprehension, but so do great apes, border collies and grey parrots. A famous gorilla named Koko has scored between 70 and 95 on human IQ tests as well as being able to understand approximately one thousand different signs. In addition, Alex the African grey parrot was able to grasp m ore than a hundred words and was able to answer novel questions presented to him on top of being able to understand basic concepts involving shapes and colours (Singer, 2009). Evidence exists of Meerkats who will risk their own safety to stay with family members who are ill or injured (Gruen, 2003). The usage of tools is also common in the non-human animal world, as is the ability to understand symbolic representations, the basis for language. Some non-human animals even possess some of humanitys less pleasing cognitive abilities, such as the ability to engage in manipulative or deceptive behaviour (Gruen, 2003). The sum of this evidence is not to argue that non-human animals are identical to humans but rather it is to show that the unique behaviours and abilities that we as human beings cling to are actually found throughout the non-human animal kingdom as well, albeit in less complex forms. Some philosophers have turned to metaphysical characteristics as a way to draw the line between the human and non-human animal worlds. Kant puts forth one of the most notable examples of this position. Kants argument is based on the idea that humans are distinguishable from the non-human animal world by power of their personhood and are thus morally considered. In his 1785 Groundwork, Kant proposed that: Every rational being, exists as an end in himself and not merely as a means to be arbitrarily used by this or that will [à ¢Ã¢â€š ¬Ã‚ ¦] Beings whose existence depends not on our will but on nature have, nevertheless, if they are not rational beings, only a relative value as means and are therefore called things (Kant 1785, 428 as quoted in Gruen, 2003). Essentially what Kant believed is that the rational ego of human beings distinguishes us from all other non-human animal life. In less distinct terms, a human being has the capability of seeing himself not only as an individual, but as a rational being able to differentiate the world that grants personhood to human beings and thus affording them moral consideration. What Kant is trying to say is that human beings are rational whereas non-human animals are not. With that being said, Kant believes that irrational animals may be dealt with and disposed of at ones discretion (Kant, LA, 7, 127 as quoted in Gruen, 2003). Kantians argue that it is the ability of human beings to question the source of their desires rationally that separates humans and animals. Whereas the non-human animal is focused only on its sensory perceptions, human beings are not only able to perceive, but question the very nature of their perceptions. According to Kant and his followers, this rational ability is the v ery reason we can justify relegating non-human animals to a lower moral position. As is obvious, there are problems with the Kantian position. Beyond the realization of an artificially imagined separation between man and beast (which is after all, the point in question), Kants position on the matter embarrassingly has difficulties with the matter of what is considered marginal humans, or human individuals that do not possess Kants rational capacity that is a prerequisite for personhood. As understood by many and supported by Singer (2009), there are some humans that fall under categories of mental retardation. For instance, the mentally challenged would have to be excluded from moral consideration by Kants logic, as they are incapable of expressing rational self-awareness that his personhood demands (Gruen, 2003). Singer (2009) demonstrates that some people with profound mental retardation have IQs lower than 25; have an ability to understand that exceeds their ability to speak and may only have the capacity to follow basic directions, and yet these people would c ertainly never be passed over for moral consideration. Whereas, dogs, horses, dolphins and pigeons have been trained to follow basic directions and perform useful work, have IQs over 25 and have an ability to understand that which exceeds their ability to speak, are. Kantians have responded to this concern in a variety of ways; as human beings, we could consider our behaviour towards these marginal individuals as indicative of our own moral sense. Or perhaps, these individuals, because they possess the capacity to become rational individuals, must be treated with the same moral consideration as all other human beings. But, by far the strongest response to the Kantian position comes from the Utilitarians, who reject rationality outright as a marker of moral consideration just as we have already rejected other supposedly unique human attributes (Garner, 2010; Gruen, 2003). Utilitarians argue that the only moral consideration worth considering is one that focuses on promoting happiness and the satisfaction of individual interests, and reducing suffering and interest frustration (Gruen, 2003). Jeremy Bentham was one of the strongest supporters of this position on moral concern. He wrote in 1781: Other animals, which, on account of their interests having been neglected by The insensibility of ancient jurists, stand degraded into the class of things [à ¢Ã¢â€š ¬Ã‚ ¦] What else is it that should trace the insuperable line [between humans and nonhuman animals]? Is it the faculty of reason, or perhaps, the faculty for discourse? [à ¢Ã¢â€š ¬Ã‚ ¦] The question is not, Can they reason? nor, Can they talk, but, Can they suffer? (Gruen, 2003). According to the Utilitarian position, our moral concerns for non-human animals should be extended as far as the animals capacity to suffer and experience pain in all the ways they are capable of suffering. With the rise in populations, the need to provide mass quantities of food has created an animals nemesis. Factory farming is the most common method used to produce food for human beings, and it is done at an alarming rate. An estimated 8 billion animals in the United States are born, confined, biologically manipulated, transported and ultimately slaughtered each year in methods that create great amounts of suffering (Gruen, 2003). This position has been highly defended by modern Utilitarians who continue to argue that there is no morally justifiable way to separate humans from non-human animals when non-human animals are clearly capable of suffering. Any being capable of suffering should have its interests taken into account and should be granted the same moral consideration regar dless of being human or non-human. Sometimes the Utilitarian position is mistaken for more of an animal rights position than a morals position. Although both positions are similar, the animal rights position believes that there is no circumstance under which an animal should be subject to the will and whim of human beings. As Garner (2010) points out, the animal rights position is more for the equality between the species. One thing to note, however, is that this is not entirely the Utilitarian position. In regards to the Utilitarians belief that non-human animals should not suffer and be extended moral consideration, the Utilitarians also believe that the same would be extended to a human being. But the Utilitarian position allows for the satisfaction of the greater good in all moral matters. If, for instance, more good is done than harm by a particular action, then the Utilitarian would take up the position that the action is morally justifiable. A simpler way of perceiving this is that the Utilitarian could morally justify killing human or non-human animal, if it would save the lives of two other people. Ultimately, the Utilitarians goal is to always reduce harm and suffering, but they unfortunately (when it comes to non-human animals) are not vegetarians. Utilitarians believe that If an animal lived a happy life and was painlessly killed and then eaten by people who would otherwise suffer hunger or malnutrition by not eating the animal, then painlessly killing and eating the animal would be the morally justified thing to do (Gruen, 2003). Seemingly is seems that there are some good and some bad to both positions. Take for example the Kantian position; Emmanuel Kant did not support cruelty towards non-human animals, he just believed that they did not warrant the same moral considerations that human beings do. According to Kant, non-human animals were non-rationally thinking creatures and thus not afforded moral consideration but, he did argue that for the human beings that cause unnecessary suffering to animals. Kant believed that non-human animals were subject to the will and whim of human beings but that when they were put to work for us, they should not be strained beyond their capacities, he also believed that human beings had the right to kill non-human animals as long as it was done quickly and without pain (Kant Gregor, 1996). In essence, Kant felt that although non-human animals did not merit moral consideration, human beings had some type of a duty to them. Clearly, like the Kantian theory, the Utilitarian approach of moral concern for non-human animals is not without its own flaws. The Kantian argument fell apart because of a false distinction between human beings and non-human animals. The Utilitarians, base the fate of individuals and their relative happiness on a type of mathematical equation. Though contrary to some degree, at least on the question of extending moral concern to non-human animals, the Utilitarians recognize that there is no meaningful distinction at play between human beings and the rest of the animal kingdom. In this regard, the Utilitarians will always win out in this philosophical debate, at least for this author. Basing an arbitrary distinction between human and non-human animals just to justify cruelty and suffering is utterly beyond defence from a moral perspective. To ignore suffering because it challenges human beings imagined superior position in the world is not acceptable. Where, then, does that leave the argument of whether to extend moral concern and consideration to non-human animals. Clearly this author rejects the unsubstantiated evidence for drawing a distinct line between human beings and non-human animals, but cannot quite accept the extreme Utilitarian position that all matters of moral concern can be written like a equation. Perhaps it would be wise to investigate the work of other philosophical theories, such as ecological feminists, who argue that the entire approach to the issue is flawed because it fails to grasp the institutional culture of dominance upon which our actions are built (Gruen, 2003). Within this larger context, both the Kantian and Utilitarian positions can be seen as justifications (to vastly different degrees) for a culture that projects its will onto the entire world with dominant force. The bigger question for future consideration of this issue is to not simply question whether or not non-human animals are deserving of the same moral considerations that are granted to human beings, but whether or not human beings have moral authority in the first place to dictate such concerns and arbitrarily impose their will on the rest of the world.