Animal testing Essay -- essays research papers fc

The Use of creatures for Laboratory Testing There has been an on going discussion on whether to utilize creatures for lab testing. There are individuals presently saying the utilization of creatures in research center testing isn't essential and there are different other options. A significant number of these individuals guarantee the tests that are performed on the creatures are not especially legitimate. Then again, others guarantee that research center testing has been relied upon creatures to accomplish clinical advances. Regardless of whether or on the other hand not the utilization of creatures in lab test involves supposition. It will take the essential examination and thought to make sense of what should be finished. Taking a more intensive gander at each issue will assist with indicating the utilization of research center testing ought not be utilized. There are three issues that show the utilization of creatures in research facility testing ought not be utilized: barbarous, superfluous, and there are different other options. The most clear issue not to utilize creatures in research facility testing is it’s pitiless to creatures. Creatures utilized in the labatories are utilized for testing medications, immunizations, and buyer items. Million of blameless creatures bite the dust every year to decide the security of items for people. â€Å"To my psyche life of the sheep is no less valuable that that of a individual. I ought to be reluctant to end the life of the sheep for the human body. I hold that, the more powerless an animal, the more qualified it is for assurance by man from the pitilessness of man† (Vincent 13). There are 2.5 million an...

Ethical Essay Example | Topics and Well Written Essays - 1000 words

Moral - Essay Example From fundamental nursing care to the development and basic nursing rehearses, to examines and home consideration framework, each technique to be done must be finished with most extreme comprehension of the method itself and its suggestions for both the patient and the medical caretaker expert. Butts and Rich (2012) expressed in their book Nursing Ethics: Across the Curriculum and Into Practice that â€Å"Rules and hypotheses matter little without the arrangement of good character† and accepted that medical attendants are confronted with moral issues each and every day. They included that guzzling course readings morals fills in as a durable establishment for medical attendants to create down to earth knowledge and righteous character by and by. Appraisal is the underlying advance in each nursing methodology in this manner it is crucial to initially decide the nurse’s comprehension of what moral issue truly implies. Many individuals misjudged morals as insignificant reco gnition of social standards, strict convictions or the law rather than it being its very own fair idea (Paul and Elder, 2006). It might be comprehended as an ethical standard of a particular individual, gathering, or custom and other creator permits its use to be tradable with â€Å"morality† (Deigh, 1995). ... furthermore, a procedure of enactment.† There is no total set in stone in reacting to moral predicaments however the objective for concluding acceptable behavior upon it depends on the essential idea of helpfulness and non-evil. The information on General Principles of Nursing Ethics is imperative in confronting these circumstances. It is significant that attendants know about these temperances so as to be appropriately guided in dynamic. These are helpfulness, non-wrathfulness, regard for self-sufficiency, equity, and regard for individual. Value is dynamic advancement of good while non-evil intends no damage. Regard for self-governance is recognizing the patient’s rights, qualities and decisions so as regard for individual which compares to regarding all patients as commendable person. Furthermore, ultimately, equity is the advancement of value or reasonableness in each circumstance a medical caretaker experiences (Barnett, 2003). Moral issues looked in the nursing pra ctice can be clinical issues identifying with persistent right and care, polished methodology, philosophical, authoritative and cultural (Bosek, 2009). One of the most widely recognized face is struggle between quiet self-sufficiency and nurse’s conviction, for example, disavowal of blood transfusion for the Jehova’s Witness or withdrawal from life continuing treatment regardless of whether it can cause lethal results, or tending to post-employable fetus removal patients that are done not for clinical purposes. A case of this was the dilemma looked by attendants of University of Medicine and Dentistry of New Jersey when they were coordinated by the emergency clinic in September 2011 that all medical caretakers are required to aid pre-and post-employable consideration of premature birth patients (Katarsky, 2011). Obviously this presents moral fight against the nurses’ profound quality particularly on the off chance that they are genius life or have contradicting social and strict convictions.

Two castle Builders

Two castle Builders Hot sun. Salty air. Rhythmic waves.A little boy is on his knees scooping and packing the sand with plastic shovels into a bright blue bucket. Then he upends the bucket on the surface and lifts it. And, to the delight of the little architect, a castle tower is created.All afternoon he will work. Spooning out the moat. Packing the walls. Bottle tops will be sentries. Popsicle sticks will be bridges. A sandcastle will be built. Big city. Busy streets. Rumbling traffic.A man is in his office. At his desk he shuffles papers into stacks and delegates assignments. He cradles the phone on his shoulder and punches the keyboard with his fingers. Numbers are juggled and contracts are signed and much to the delight of the man, a profit is made.All his life he will work. Formulating the plans. Forecasting the future. Annuities will be sentries. Capital gains will be bridges. An empire will be built.Two builders of two castles. They have much in common. They shape granules into grandeurs. They se e nothing and make something. They are diligent and determined. And for both the tide will rise and the end will come.Yet that is where the similarities cease. For the boy sees the end while the man ignores it. Watch the boy as the dusk approaches.As the waves near, the wise child jumps to his feet and begins to clap. There is no sorrow. No fear. No regret. He knew this would happen. He is not surprised. And when the great breaker crashes into his castle and his masterpiece is sucked into the sea, he smiles. He smiles, picks up his tools, takes his fathers hand, and goes home.The grownup, however, is not so wise. As the wave of years collapses on his castle he is terrified. He hovers over the sandy monument to protect it. He blocks the waves from the walls he has made. Salt-water soaked and shivering he snarls at the incoming tide.Its my castle, he defies.The ocean need not respond. Both know to whom the sand belongsI dont know much about sandcastles. But children do. Watch them and learn. Go ahead and build, but build with a childs heart. When the sun sets and the tides take applaud. Salute the process of life and go home.Author Unknown

Pronouncing X in Spanish

You may have noticed that the Spanish x is sometimes pronounced like the English x, but sometimes like the English s. If so, you might be wondering: Are there rules about when it is pronounced as an x  and when its pronounced as an s? ‘X’ Between Vowels Due to regional variations, there arent any rules that hold true throughout the Spanish-speaking world. In general, however, when between vowels (as in exactamente) the Spanish x is pronounced like the English ks sound but softer or less explosive. ‘X’ Before Another Consonant When it comes before another consonant (as in expedicià ³n), it has the s sound in some regions/countries but the soft ks sound in others. In some areas, the letters pronunciation before a consonant varies from word to word. The only way to know for sure is to listen to someone speaking with the regional accent you wish to emulate. Words Beginning with ‘X’ When a word begins with x (there arent many such words, and most are English cognates), it is usually given the s sound, not the z sound of English. Thus a word like xenofobia sounds the same as if it were spelled senofobia. ‘X’ in Mexican Place Names In some Mexican place names, indeed in the name of Mà ©xico itself, the x is pronounced the same as the Spanish letter j  (or the english h). Oaxaca, for example, sounds like Wa-HA-ka. ‘X’ with a ‘Sh’ Sound Making matters more confusing is that in a few words of Catalan, Basque or indigenous American origin the x is pronounced like the English sh. This is especially common in southern Mexican and Central American place names. The No. 2 city of Guatemala, for example, is Xela, pronounced something like SHEL-lah.

Statement of Educational Goals And Philosophy Essay

Statement of Educational Goals And Philosophy The nature of students is that of an instinctive ability to learn. Students of ages and all grade levels reflect their surroundings and respond according to their interpretation. Naturally it is not only the influence of a classroom that shapes a student but many outside factors that determine students’ goals and abilities; for example, healthy encouragement from parents. Students may find a natural ability to perform in one area of education and with help may fine tune their ability to better their understanding of other areas. Students have a better understanding of education when it is relevant to their needs and everyday life. The nature of knowledge†¦show more content†¦The importance of education is seen in the goals of society from the dominance of math and science to launch the space race, to the back-to-basics program in order to improve world education ranking and ensure America as a strong educational nation. As a teacher I hope to enrich the lives of students and educated them to the best of my ability. Furthermore, I hope to set an example for students that is based on respect, truth, honor and fairness. Students come from diverse backgrounds and struggle to reach individual goals. As a teacher, I am obligated to see those challenges and help students set and meet their goals. For students in my classroom, that of an art class, must also deal with expression and individual ideas that will allow students to interpret their surroundings. In speaking of educational ethics a great responsibility will be placed upon me as is all teachers. Not only do I plan to teach art as a subject, but also to teach art as to reflect core values of society: respect for one’s work, responsibility in the use of supplies and fairness when critiquing one’s own work as well as that of fellow students. Incorporating and exposing students to the diverse ethnic backgrounds that have influenced art though out history, lessening the racial barriers still being created today. Society largely depicts what morals and values are appropriate for day to day living, however, society has also placed that responsibility upon theShow MoreRelatedEssay on Statement of Educational Goals and Philosophy689 Words   |  3 PagesStatement of Educational Goals and Philosophy I can still remember coming home from school after an exciting day in the first grade. I would go straight to my room, line all of my dolls up in the floor, and â€Å"teach† them everything I had learned earlier that day. But of course, not every child who pretends to be a teacher in his or her early years actually becomes a teacher. So although I enjoyed â€Å"teaching,† I never really considered it as a choice for my life-long career. Read MoreEssay on Statement of Philosophy and Educational Goals760 Words   |  4 PagesStatement of Philosophy and Educational Goals In the following report, I will be discussing my personal philosophy on education and my educational goals. My philosophy will include some of my personal opinions on the nature of students, the nature of knowledge, the purpose of public education, teaching methods and the importance of curriculum. My educational goals will focus on my development plans and future education. I feel that it is natural for students, or forRead More Statement of Educational Goals and Philosophy Essay1159 Words   |  5 PagesStatement of Educational Goals and Philosophy As children we have many goals and dreams. Eventually, the time comes when we have to make a career decision based on our interests and goals. The choices that we make now will have a lasting effect on our lives. Like most college students I have explored many career options, but I am always lead back to the education field. Teachers have a very difficult job because they have the power to shape and inspire our future nation. AlthoughRead More My Educational Goals and Philosophy Statement Essay867 Words   |  4 PagesMy Educational Goals and Philosophy Statement I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, socially, and academically. It is my desire as a future educator to help students meet their fullest potential by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas. There are two elements that I believe are essential to establishingRead More Statement of Educational Goals and Philosophy Essay examples1059 Words   |  5 PagesStatement of Educational Goals and Philosophy Knowledge is a very powerful thing, and to be able to deliver this to today’s youth has been a dream of mine for a long time. There are many advantages to teaching. I feel that is a very fulfilling profession. I have seen my sister in the classroom, and it greatly inspired me to want to make a difference in some ones life. Through watching my sister in action I was inspired to follow in her footsteps. I believe that each child has the willRead MoreEssay on My Educational Goals and Philosophy Statement1439 Words   |  6 PagesMy Educational Goals and Philosophy Statement The most important function of education at any level is to develop the personality of the individual and the significance of his life to himself and to others -Grayson Kirk. The teaching philosophy of progressivism focuses on developing the whole child. This philosophy not only teaches the core subject material, but it also allows the teacher to help develop the person the child is going to be. John Dewey, founderRead More My Educational Goals and Philosophy Statement Essay881 Words   |  4 PagesMy Education Philosophy Developing a personal education philosophy is a process that may never end, but I believe that I am in the midst of creating one based on my own experiences and the lessons I am receiving in college. After examining the various education philosophies outlined in the â€Å"Teachers, Schools Society† textbook by Myra Pollack Sadker and David Miller Sadker, I have decided that my present philosophy is an eclectic combination of Essentialism andRead More My Educational Goals and Philosophy Statement Essays1035 Words   |  5 PagesMy Eclectic Educational Philosophy Thinking back on the years of high school, I remember having wonderful experiences both inside the classroom and out. I had influential teachers and the drive to succeed in order to obtain a higher education. I realize that not all students have that drive to continue their education, but as an aspiring educator I wish to seek and find that drive in each of my students. The famous philosopher and educator, John Dewey, once said, The aim of educationRead More My Educational Goals and Philosophy Statement Essay721 Words   |  3 PagesMy Education Philosophy I’ve always believed very strongly in hard work, perseverance, strong moral character. These traits to me are what exemplifies a superior teacher that has the privilege to touch many lives and change the world we live in. Hardwork is something that isn’t artificial, or can’t be bought. It’s a very special characteristic that sets people apart in the respect that it shows who want’s to be successful and make a difference and who doesn’t. InRead MoreMy Personal Philosophy Of Education1476 Words   |  6 PagesAbaya, PhD Personal Philosophy of Education Submitted by: Wessam Elamawy . Personal Philosophy of Education Introduction: From the very beginning of my life I recognized the importance of higher education. I am 34 years old. I am Egyptian. I was born in a highly educated family . My father earned a Ph.D. in chemistry. My uncle earned a Ph.D. in Engineering . My aunt is a doctor. My grandparents were highly educated and they were great leaders in the educational field. This shaped

Cuban Missile Crisis Bibliography Free Essays

Annotated Bibliography Assignment. Divine, Robert A. The Cuban Missile Crisis. We will write a custom essay sample on Cuban Missile Crisis Bibliography or any similar topic only for you Order Now New York: Markus Weiner Publishing, 1988. This book written by Robert Divine is an historical overview of the most important events, causes, and the consequences after and during Cuban Missile Crisis revolution of 1962 This author provides a concise but not oversimplified review of the many complicated aspects of this affair; wich brought the world to the age of nuclear war. This book helps me to have a better point of view about all Cuban Missile Crisis revolution of 1962 including some Cuban points of view and also American points of view, wich are very important to have a better understanding of this big event. Garthoff, Raymond L. â€Å"Reflections on the Cuban Missile Crisis†. Washington D. C. : The Brookings , 1989. In this book Garthoff has revised earlier analysis to make the most accurate, eye-opening story yet of the 1962 crisis. This book focuses in the nature of the crisis, its consequences and its lessons for the future, It provides a combination of memoir, historical analysis and political interpretation, and also it gives particular attention to the aftermath of the crisis. This helps me to solve how this war happened and how it affected the world. Laurence Chang, Peter Kornbluh. The Cuban Missile Crisis, 1962. New York: The New Press, 1992. In this book written by Chang and Kornbluh, are released documents reveal just how dangerously close the world came to nuclear destruction in 1962 and also provides me the official correspondence between John F. Kennedy, Nikita Khrushchev and Fidel Castro. It focuses on the political decisions between countries and how they controlled this crisis. This book would help to understand the political problems and the relationships between these countries. James G. Blight, Bruce J. Allyn and David A. Welch. Cuba in the brink. New york: Pantheon Books, 1993. This book is an analysis of Cuba, Its relations with the superpowers, and its role during the missile crisis is superb and unmatched in the existing scholarship on this topic This book helps me to know more about Cuba and to have more contexts in Cuba’s role in this crisis, also this book tells me about the political and social intentions of the U. S. A over Cuba. And how they found a solution to this problem. Topping, Seymour. On the Front Lines of the Cold War : An American Correspondent’s Journal from the Chinese Civil War to the Cuban Missile Crisis and Vietnam. Los Angeles: LSU Press , 2010. This e-book was written trough several researches by Seymour, This book helps me to know more about this Big war and to have a background to see how this war is related to Cuban Missile Crisis, and how Cuba was involved in this huge problem. This book focuses on Cuban history and its relation with the world problems. I found it very interesting and useful because give me more information about Cuban history. How to cite Cuban Missile Crisis Bibliography, Papers

The existence of God Based on Religious Experience free essay sample

1. Examine the strengths and weaknesses of the argument for the existence of God based on religious experience. (18) 2. ‘The argument merely indicates the probability of God and this is of little value to a religious believer.’ Discuss. (12) In contrast to the classical arguments for the existence of God, namely the ontological, cosmological and teleological arguments, the argument from religious experience doesn’t just entail a set logical of points arriving at a conclusion on a piece of paper, rather it also necessitates sense-based experience, tangible to the individual who experiences the divine. First and foremost, we must classify the argument from religious experience. In general, philosophical arguments usually take one of two forms: either they are deductive arguments, moving from general principles to unfolding the logical implications (e.g. the ontological argument); or they are inductive arguments, proposing the best explanation for a set of observations (e.g. the cosmological argument [â€Å"God is first cause†] and the teleological argument [â€Å"God is the final cause†]). We will write a custom essay sample on The existence of God Based on Religious Experience or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Inductive arguments therefore lead to conclusions that are probabilities, which may require empirical verification. The argument from religious experience can be described as an inductive argument. And the inductive argument, reduced to a logical form, can be described as: P1: If an entity is directly experienced, it must exist; P2: God is the sort of being that can be directly experienced; P3: People have claimed, in fact, to have experienced God directly; C: Therefore God exists. The argument from religious experience also takes the form of an appeal to intuition (direct, immediate knowledge). In this regard, it is more of an assertion than a sophisticated, effable argument. Peter Donovan argues that we can essentially know God by religious experience, implying that experiencing God is a superior way of knowing him (intuitively) than our Reason (man’s mental capacity). In the terminology of the later philosophers, this is an a posteriori argument (dependent on observation or sense perception). Further classified, the argument from religious experience arrives at a synthetic proposition – namely that God exists. Synthetic statements are those that are true or false depending upon the circumstances, such as â€Å"All bachelors are sad,† as opposed to analytic statements which are true or false by definition,† such as â€Å"All bachelors are unmarried.† An a posteriori argument for a synthetic proposition means that, interestingly, philosophers working in both the Rationalist and Empiricist traditions could potentially accept this argument. Strictly speaking, the former believe that our mind shapes our experiences (like Kant) and the latter believe that our experiences shape our minds (like Hume). Having outlined the form of the argument, we must ask: what do we exactly mean by the phrase â€Å"religious experience† and what qualifies as religious experience? The term â€Å"religious experience† can conjure up a wide and diverse series of images. There could be trigger factors or contexts to having such an experience, for example, near death experiences, conversion (to another religion or better set of values), individual or collective worship and the sheer beauty of the universe. The most common way of defining religious experience is that it is â€Å"an encounter with the divine.† It could also be â€Å"an experience of religion†, or merely reduced to a â€Å"spiritual feeling† or â€Å"mysticism†. The pragmatic philosopher, William James describes religious experience as an experience where God is revealed and there is an experience with the divine. Those who insist on human spirituality (religious or a-religious) would argue the best way to know the supernatural is to experience it. However, such experiences are difficult to define collectively and remain individualistic. This is why the pragmatic philosopher, William James, in his Varieties of Religious Experience sees it necessary to characterise religious experience,  otherwise anything and everything could be considered an â€Å"experience of religion†. James lists four qualifiers of mystical experiences: ineffability (a state that defies description), noetic quality (revelations of universal and eternal truths), transiency (a brief but profoundly important experience) and passivity (a feeling of being taken over by a superior authority). The father of liberal theology, Schleiermacher, made â€Å"passivity† the most important qualifier. He took the concept a step further and proposed that the â€Å"essence of religion is the feeling of absolute dependence† and this approach was supported by scholars such as Rudolf Otto, who defined religious experience as â€Å"wholly other†. For Schleiermacher, in particular, and, additionally, the Islamic mystic Al-Ghazali, true religion was completely experiential and it should therefore be felt rather than thought. He believed that logic destroys religious experience because religious experience is a matter of intuitive knowledge, not processed knowledge. Intuition is belief, where as logic creates doubts. In many spiritual systems (religious or independent of religion) the human instinct is held in high regard. It was for this reason that Iqbal, the late Islamic philosopher of the modern era, disagreed with Al-Ghazali. Religious experience is a very important concept for those who believe that way to know God is to experience Him. There is a spiritual, mystical dimension to all the world religions – in fact, the Eastern religions rely heavily on sense-based knowledge. The Western religions are not devoid of this either. We have discussed Schleiermacher and his views are on par with Eastern Christianity. Al-Ghazali’s methodology is pertinent as it marks a time in Islamic thought where Sufism, or mysticism, became considered an orthodox practice. Al-Ghazali himself was given the alias â€Å"Proof of Islam† (Hujjat al-Islam). Religious experience is therefore seen as an important argument, if not concept within faith. Is it really the case that God can be experienced directly; granted that  people have what they call â€Å"religious experiences†, how can we verify that their cause is God and not some other cause; do the weaknesses of this argument necessarily entail the rejection of the conclusion? Firstly we can discuss the strengths and weaknesses of the argument in terms of its premises. P1 states that â€Å"If an entity is directly experienced, it exists†. Arguably, the proof we rely on most of all in the twenty-first century is our own experience. If we have seen, heard or experienced something, we accept the â€Å"truth† of whatever it may be. For those philosophers working in the Empiricist tradition (Hume, Bertrand Russell, Dawkins), this is appealing. The premise is an analytic statement – it is generally true by definition -, and therefore would be accepted by Logical Positivists and their Verificationism. P2 states that â€Å"God is the sort of being that can be experienced†. In the Classical Theism espoused by the three Abrahamic faiths, God is omnipotent, omnibenevolent and omniscient. He is also transcendent and immanent, personal and impersonal. With these major attributes, God is thought be able to be experienced, by default. Quranic injunctions, such as, â€Å"If you remember Him, He will remember you,† (2:152), and the concept of Ihsan – the Prophet Muhammad is recorded to have said, â€Å"Ihsan is to worship God as if you see him, and if you can’t do that then know that he is seeing You,† (Hadith of Gabriel in Sahih Bukhari and Sahih Muslim) – forms the basis of an experience-based God in Islam. However, is the Prophet Muhammad saying that one may â€Å"see† or â€Å"feel† God literally? The Ashari theologians of Sunni Islam argued that certain attributes of God which are seemingly anthromorphic should not be taken litera lly, so, when God mentions His â€Å"Hand† (Arabic: Yad) in the Quran, it is representative of his Power. Similarly, when we say God is â€Å"experienced†, what does this really mean? Despite being considered an orthodox theologian of Christianity, Thomas Aquinas argued that God cannot be experienced in the way that human beings experience things. This is because God is transcendent and above mortal senses of observation, smell, taste, hearing, touch and the sixth sense – often described as â€Å"intuition† and is vital to the processing of religious  experience. Similarly, Kant argues that given our human senses are finite and limited, it is impossible to ‘experience’ an infinite and unlimited God. P3 states that â€Å"People have claimed to experience God directly.† This premise is probably the most problematic, from various perspectives.   It is said that up to 28% of the human race have religious experiences in the sense that they have, at some point in their life, had an experience of being aware of the presence of God. Such experiences must be deconstructed. Hume, a Sceptic and Empiricist, argued that people who experience God are in fact lying or mentally ill. He also argued that different religious experience (and by extension miracles) from different religions cancel each other out. Take the example of Schleiermacher who uses religious experience to prove the superiority of Christianity, or Al-Ghazali who uses religious experience to prove the superiority of the Prophetic Way and Islam. The Prophet Muhammad’s religious experience (revelation) in the Cave of Hira in Mecca brought him the message of the One and Only God, on the other hand Guru Nanak’s experience opened the gateway to a more pantheistic God. A critical thinker may find discrepancy here, and conclude that all religions can’t be true, so their respective religious experiences can’t be true either. By reverse, someone pragmatic about religious experience may argue that what is important in religious experience is not necessarily the varying religions but God and the experience itself. This forms the basis of Perennial or Syncretistic mysticism, espoused by Sufi thinkers in the West like Fritjof Schuon and writers like William Dalrymple (he talks about the history of Religious Syncretism in India to promote pluralism). The reasoning behind this is: since all religions have developed a sense-based, mystical dimension, the truth lies in the experiences, not the religion, and so the experiences are to be extracted to alone which leads us to a supernatural being. For the Logical Positivists, such claims of religious experiences should be essentially verified to be proven as true. A. J. Ayer who promoted this  school of philosophy presented harsher ideas in his book â€Å"Language, Truth and Logic†. He said that any talk of God is essentially â€Å"nonsense† and â€Å"meaningless†. Similar to some religious theologians who believe God is above our logic, Ayer, despite being a de facto atheist, took it one step further and concluded that since God is above logic, we cannot talk about Him. Perhaps this is the reason for the ineffability of such experiences. But in some ways, this does not really contribute to whether the argument is true or not and acts as a barrier to discourse. Perhaps the harsh stance of the Logical Positivists does not produce any answers to our continuous questions. Freud, a materialist thinker and a renowned psychologist provided a natural explanation for such claimed religious experiences. He believed people were completely material beings. In other words, if we understood everything about the biological/physical side of life, we would fully understand human beings. Religious experiences for Freud were just illusions and were the result of a psychological need – for example, the desire to project a father image on to the universe having recognised their own fathers as fallible, human and finite. More particularly, he believed that they were projections of the ultimate, oldest and most profound ideas that people had. Dawkins, similarly, dismisses religious experience as â€Å"hallucinations†. He mentions the case of the â€Å"Yorkshire Ripper† who heard the voice of Jesus telling him to kill women. Even religious believers said accepted this as a hallucination. Why? Because of the belief that Jesus would never preach something â€Å"wrong†. A question to religious believers may be, that, if the â€Å"Yorkshire Ripper† had heard Jesus telling him to â€Å"love† and not â€Å"kill†, would it still be a hallucination? If the Yorkshire Ripper was clearly prone to having hallucinations, then at a medical and scientific level, this would still be a hallucination. If religious believers consider this false, then it shows a lack of objectivity. William James, presented a unique counterargument. He accepted that religious  experiences are psychological phenomena: that they occur within the brain and are cognitive. However, for James, this is not a flaw. Rather, these psychological experiences do not just have a physical justification, but also a supernatural one. The four qualities that James lists of religious experience are telling us that there are realities beyond this world. Another question then arises, beyond psychological disorder, are we experiencing God, or have we misunderstood? Is it not possible that a more rational thinking and modern person would sit and recollect their thoughts after such an experience? Perhaps it was not God that the person experienced, but just an energy part and parcel of the universe. If we take the example of a converted mosque in a British city and compare it to a beautifully designed mosque of Ottoman Turkey, a person is likely to â€Å"feel† the presence of God in the Ottoman mosque, than the mosque in Britain, despite the prayers being exactly the same. A natural explanation would be the architecture. Therefore, surroundings may play an important part in religious experiences. In Dawkins’ book, â€Å"The Magic of Reality†, he is keen to make the reader realise that there is a sort of natural, not supernatural, â€Å"magic† in the universe and things that humans create. We also forget the idea of atheistic mystical experience. Again, it may not be that one has experienced God. Many members of the New Age Spiritual Movement were non-believers. In fact, some forms of classical Hinduism and Buddhism do not necessarily require belief in a Creator, and no one can deny the importance of mysticism in the Eastern religion. Swinburne, on the other hand, argues that we should not be so cynical and regulatory of people’s own experiences. He proposes the â€Å"Principle of Credulity† and the â€Å"Principle of Testimony† which state that we ought to believe things are the way they seem to us in the absence of counter evidence. The final conclusion of the argument from religious experience is the synthetic proposition that â€Å"God exists†. Has there been a leap in conclusion? Can this synthetic proposition truly be proved or even accepted when there are so many problems among the premises? At the same time, if no body had religious experiences, there would be no basis for the idea of ‘god’, nor would there have been any reason for religions to have developed. The empirical nature of this argument, despite the experience not being able to be proved is very appealing in our rational yet sense-based age.

Free Essays on Emma

There are two basic arguments I would like to bring up. One of those arguments is â€Å"why or how is Emma marrying her brother-in-law?† The other argument I would like to bring up is a line between Mr. Knightly and Miss Taylor. The line is â€Å"I am sure you always thought me unfit for the office I held.† â€Å"Yes,’ said he, smiling. ‘You are better placed here; very fit for a wife, but not at all for a governess.†(I.IV.33) When looking at my first question I debate with myself on what the time would approve of. I am not sure of the thoughts or feelings of people in that time. Are they ok with such a marriage? I found it weird that it was not even a debate in the book. No other characters even questioned the marriage. My thoughts on this is that it must have been ok in that time to marry within the family or just because the relationship was created through marriage Looking at my second argument was a controversial question in class. I brought up the above like and believed that is meant that Emma had taught more to Miss Taylor than Miss Taylor had taught to Emma. Overall I was wrong. Almost everyone else in class saw it as Emma had in a way tamed Miss Taylor into doing what she was told. Basically Emma was turning her into a good wife. The other point I would like to bring up with the same above line is that it gives more of a basis to see Mr. Knightly as being an uptight individual. Of course, this is only viewed as such if it was taken the way that I assumed it meant. When Mr. Knightly says â€Å"You are a better place here; very fit for a wife, but not at all for a governess† (I.IV.33) you can assume (without reading on) that he meant that she is not a very good governess and would be better fit merely being a wife. I see this as her not being able to teach Emma as much as Emma taught her.... Free Essays on Emma Free Essays on Emma There are two basic arguments I would like to bring up. One of those arguments is â€Å"why or how is Emma marrying her brother-in-law?† The other argument I would like to bring up is a line between Mr. Knightly and Miss Taylor. The line is â€Å"I am sure you always thought me unfit for the office I held.† â€Å"Yes,’ said he, smiling. ‘You are better placed here; very fit for a wife, but not at all for a governess.†(I.IV.33) When looking at my first question I debate with myself on what the time would approve of. I am not sure of the thoughts or feelings of people in that time. Are they ok with such a marriage? I found it weird that it was not even a debate in the book. No other characters even questioned the marriage. My thoughts on this is that it must have been ok in that time to marry within the family or just because the relationship was created through marriage Looking at my second argument was a controversial question in class. I brought up the above like and believed that is meant that Emma had taught more to Miss Taylor than Miss Taylor had taught to Emma. Overall I was wrong. Almost everyone else in class saw it as Emma had in a way tamed Miss Taylor into doing what she was told. Basically Emma was turning her into a good wife. The other point I would like to bring up with the same above line is that it gives more of a basis to see Mr. Knightly as being an uptight individual. Of course, this is only viewed as such if it was taken the way that I assumed it meant. When Mr. Knightly says â€Å"You are a better place here; very fit for a wife, but not at all for a governess† (I.IV.33) you can assume (without reading on) that he meant that she is not a very good governess and would be better fit merely being a wife. I see this as her not being able to teach Emma as much as Emma taught her....

Gamification in Education

Gamification in Education Often the term â€Å"gamification† is met with controversy, resistance and confusion, as it is not completely clear what is meant by its implementation into education. If you strip away all of the additional information that has been added over the years, gamification is simply adding elements that are usually related to games or game-like activities into the classroom. Some examples of these features include: points, a focus on competition and a clear set of rules. This does not just mean games that are used in the classroom but rather activities or tasks that have game-like features added to them. This is an important difference to note. It seems like a straightforward concept but it is usually poorly implemented within education. This misuse can range from gamification being a mild yet useless distraction right to transforming an educational program into a farce of games masquerading as learning opportunities. In this article we will look at the best use of gamification and how it can increase the overall retention of information. We will also provide a range of methods to successfully bring gamification into everyday classroom activities without it becoming a waste of the student’s time.   More Complex Than Playing Games Often students, teachers and parents make the mistake of thinking that gamification is simply adding games to the classroom. There is a famous range of games that are considered educational but this is not the same as the concept of gamification. This is explained further in a great article by Steven Isaacs. To better understand the key differences between games, game-based activities and gamification, here are some points to consider: Win or Lose? In gamification there is not always a built-in chance of losing. The purpose is to motivate the students to learn or to take action and therefore there shouldn’t be any form of demotivation. This is why the focus is always on achievement and the attainment of new goals. Content – The game features are added to the educational system rather than the focus being on content, such as with traditional games or game-based learning. This is why gamification usually has in-depth storylines, which makes it an easier and less time-consuming system to implement. Objective – The main aim for gamification is for the participants to collect points as a form of reward. This is in direct contrast with games or game-based learning, as these forms of education have strictly defined learning objectives or even no objective at all. Gamification, therefore, has a wider and more flexible learning style that means students can develop knowledge rather than immediately stopping once a certain goal has been reached. For more details there is a useful infographic that shows the major differences between gamification, games and game-like activities. In More Detail   By now you will have a better picture and understanding of what gamification really is in a general sense. This is a good start and will now allow us to shift the focus to not what it is, but rather why it is important and significant in education today. Before we look at why gamification has become widely used and what the benefits are, we must first examine a brief history of this theory. The first example of gamification came in 1896 when stamps were sold to retailers and then used to reward loyal customers. This was all put into motion by marketers that claimed great success and results in reinforcing buying behavior and company engagement. In the 70s the theory began to form with Thomas Malone publishing, â€Å"What Makes Things Fun to Learn: A Study of Intrinsically Motivating Computer Games† in 1980. After this work was published companies, such as American Airlines, Holiday Inn and National Car Rental, began implementing reward systems for their customers. While gamification has been present ever since, it was not until Nick Pelling coined the official term in 2003. For businesses, consumers and lifelong learners, gamification is now a mainstream approach and a way of life with support and funding from many official bodies. To put things simply, the growth of gamification has established a place in both the workforce and education because it has been proven to be successful, whether it is with consumers gaining rewards for flying frequently or students achieving better test results. The reason for this success is due to the fact that this approach makes any task more interactive and essentially playful. This includes: Providing Goals. This offers the consumer or the student a step or a level to get to. This means that there is a visual progress throughout the process. Keeping The Participant Motivated. Having goals is a good way to stay motivated. This, paired with being able to get rewards, keeps the learner or the consumer interested and motivated to continue to focus on the task. Constant Rewards. What is better than getting rewards for your work or for your loyalty? This gives real value to any progress that is being made.   In these ways, gamification can make anything more enjoyable and hook users into a process of learning. This means that consumers will be more likely to buy from one company or buy more often as they are being rewarded for doing so. Students will reap different educational benefits. What Teachers Can Expect From Gamification The same principles that are applied to gamification in any setting can be successfully used in the classroom. The strength of this theory in schools is something that can create synergy between classroom learning as focused on by the teacher and classroom learning becoming a focus for students. Few students would say that the normal classroom setting is playful or enjoyable. Gamification is something that changes that by giving students the goals and rewards as previously mentioned, but this can also have lasting positive effects in other areas. This process will: Motivate students to become more involved, Give teachers better tools for teaching and for giving out appropriate rewards, Encourage students to present their full capacity for learning at all times. Gamification shows students that learning can be more interactive, they can receive rewards to give value to their work and that formal and informal educational settings can combine for great results. Teachers can expect their students to be more self-motivated in the classroom. Rather than pulling teeth to get students to sit down and work through problems, they will want to work towards goals and reach those achievements on their own. Removing some aspects of having a formal learning environment can be extremely beneficial in the sense that students will not necessarily view the gamification aspects as uninteresting but rather will participate in active learning. While immediate benefits are regularly seen by teachers in the way students view the classroom, in their approach and their results, there are other advantages to consider that will follow the students throughout their learning career and life. These include: Modern Life Skills It is especially important for students to gain the skills necessary for them to enter into the 21st century as successful citizens. This means giving students access to technology and programs that will show them the real life situations. Students will develop a new framework for understanding the tasks around them and their school environment through gamification and being able to work within a reward system similar to many work situations. Deeper Understanding This theory will promote a better understanding of issues and solutions. Gamification helps students understand which problems need to be fixed, create systems of thinking that will promote a solution and maintain the effectiveness of those solutions. Students will be able to be creative throughout this process and this is actively encouraged. Promote Creative Thinking Students are able to experiment more as they learn. By testing the rules and the roles they are a part of, students will be able to understand the boundaries of the situation and of their learning. This promotes more awareness of the student’s self and abilities. Love of Learning The encouraged lifelong pursuit of learning is another side effect of introducing gamification and using it as a tool in the classroom. Students will no longer find learning a dull experience but rather something to be approached with the intent to achieve a goal and become a better person overall. Engaging the Learner Gamification, if implemented correctly, makes education more engaging and enjoyable. The learning environment can be more creative, playful and free as students have the game-like features of their education promoting a subject in a more digestible manner. The potential for gamification in practice and the results can be endless depending on how it is used and implemented. If these reasons are not enough for you to become invested in this method then we have included examples of specific learning programs and procedures that have been proven to be effective in the classroom.   The Success Stories   Gamification can be a useful classroom tool that will encourage a student’s natural desire to learn by presenting them with interesting materials and tasks with aspects of games built into them. The effectiveness of this education method has been proven time and time again. Here are some noteworthy examples: The World Peace Game. This is a political simulation for the classroom that is game-based but is more of a scenario task for students to carry out. Created by John Hunter in Virginia, this version of gamification is designed to teach the children about being a part of the global community and the complexity of relationships between different nations around the world.How does it work? The teacher introduces the information students need to interact. This is generally a scenario with details about the resources of a country, their political positions, issues they face and various other important pieces of information. The students use these facts and achieve cooperation and positive relationships. While this specific case of gamification is marketed as a game, the details give students focus and goals while they work. Pai’s Class. This is a digitally assisted learning environment for students. In this kind of classroom, students use various devices to access games, programs and the Internet in conjunction with their studies. This means that students will be learning about a particular subject or many subjects and be introduced to basic concepts using technology. This use of technology and age-appropriate graphics has increased interest and improved overall test scores. Students can reach different levels and get rewards for their success within the technology that they use. This is a school of gamification that can be used across many different age groups and with a wide range of subjects and topics. Coursera. This is an educational technology that operates collaboratively with leading universities to make their courses available to students for free. This is an example of gamification that applies to higher-level learning rather than the more commonly thought of elementary school environment. This program requires students to watch videos on their subjects of choice and then submit assignments and tests for evaluation. In this process students can level up and receive badges and rewards for their achievements. There is also a level of interaction between students to enhance the overall learning experience and create a community feeling. Bringing The Theory Into The Classroom We Haven’t Been Properly Introduced It is very difficult to immediately include a full range of gamification techniques into the classroom. Some of the most challenging aspects are: Getting students to the idea of a constant reward system, Fully understanding a potentially complex system before putting it into place, Creating the unique style of gamification that suits the specific group of students. When first starting to use gamification, it is a good idea to focus on educational games. Many classrooms have game-related activities built into the daily routine but not all focus on the concept of being rewarded, beyond the student being able to enjoy the process of learning. Including gamification concepts in the classroom is easy by gently adapting existing games that students are familiar with. By including badges, achievements, points and other aspects of the theory, any game-based activity becomes a starting point for implementing the theory as a whole. Here are some classic games that are easily transformed into tools for gamification. Scheduled Doses – A common issue with this theory is choosing the right time to include it in the daily timetable of a classroom. It is a huge task for students to go from nothing to absolutely everything they do being point-based. By selecting activities that will have a system based on points and building from there, the atmosphere will become implemented slowly and it will quickly spread to other activities, usually at the student’s request. It is important to not try to make gamification an all-or-nothing system and to integrate it into a full curriculum. One of the best places to start are grades. Instead of using the traditional system you can equate these to terms that remind students of games. This includes concepts such as: Achievements, XP points, Badges, Lives, Levels, If you are creative, then it is fun to invent all of the ways that your class’ favorite video game references can be implemented into the grading system. For some inspiration there are fantastic suggestions here. Foster Competition – It is a common theme in education to not create too much competition between students but this is crucial for gamification to be successful. There has to be a desire for points and this is important to foster, especially at the beginning. There are several ways that the teacher can encourage competition including: Leaderboards – Making the number one spot publicly means that students will know what they need to do to get higher on the board. Prizes – Whether this is something relatively small or more coveted, having a prize to reflect the achievements will help develop a competitive nature in the students. Having more of a focus than simply points has a great overall benefit on the energy levels in a classroom and the desire to achieve more through the education system. It is, however, still important to keep a balance between a cooperative and a competitive classroom. To see how to do this more effectively you should definitely check out this article.   Equalize The Playing Field It is a common misconception that gamification is only suited to extroverts. By introducing the aspects of gamification into quieter more introverted activities you will be able to level the playing field and provide the benefits to the entire class. One of the greatest tools for this is the range of apps available for quieter quizzing. The use of the app is on an individual level but the points or XP can be easily tracked and added to a collective leaderboard. This research is indispensable when you are trying to better understand how to implement gamification for both introverts and extroverts.   Common Mistakes To Avoid It is often said that the use of gamification can be potentially harmful. There are several reported reasons for this but it should be noted that the most common cause of gamification failing is due to mistakes made with the implementation of the theory. Here are some of the most common errors made by educators. They are not necessarily made by those new to gamification but they can also develop over time as the original idea becomes stale with the students in the educational system. Focusing on the successful implementation and the maintenance of that focus can really make a difference in the results observed in the classroom. Winning Isn’t Everything – One of the most common errors that educators make is crafting the classroom to be too focused on achieving points. Having students too focused on winning means that the educational value of the tasks will be lost.   The reason that this happens is almost always because the stakes are too high or the prizes are too desirable. It is the duty of the teacher to put themselves in the mindset of their student and choose prizes that are desirable enough without them becoming the main focus. This issue might seem contradictory to the push for prizes and points mentioned previously, but it should be considered how exactly this has to be done for your specific class. A good way to avoid this from happening is to keep the focus on: â€Å"Does this result in learning?† This will ensure that winning is always secondary to a learning objective. Too Much Reward – The concept of gamification is often oversimplified when it is put into place. It is a common belief that it is the achieving of goals that drives the students forward and this means they create systems that awards points or achievements almost arbitrarily. If the success is not meaningful and consistent then the students will quickly lose interest. Students need to feel like they are really progressing whilst they are earning points and getting rewards.   At first this can be a very laborious task of continually checking the reward system and keeping to strict rules, but once the students get a hang of the system it will start to regulate itself.   Not Integrating The System – Whether this is treating gamification as an isolated learning technique or not following up on a natural process, not bringing it fully into the daily schedule means it is usually a waste of time. It should be a solid part of a larger curriculum that gives students a chance to get to know the system and fully benefit from it.   This should be balanced when you first introduce this theory into the classroom so that it is not overwhelming. In the end, however, the theory should be a normal part of the overall educational approach.

Success in college Term Paper Example | Topics and Well Written Essays - 1250 words

Success in college - Term Paper Example As far as using the educational resources are concerned, I need to be apt with how these resources are made use of and what the best foot forward is when one thinks about the work representations. I can gain quite a lot if these educational resources are employed in a sound and positive way because this will mean that I am looking forward to receiving the best of education and academic intelligence which is needed in this day and age. This will also guarantee that I am aligned with how to make the best use of the changing technological facets which have come to the fore and which shall have a very strategic bearing on my growth and development over a period of time. For using the educational resources, I need to make the best use of my university library so that the hidden treasures within it are explored to the hilt. The articles, books and journals need to be discerned for finding out the very basics related with the respective subjects. This shall mean that I am doing my utmost to make sure that the wrong concepts and ideologies are taken care of in an appropriate way and any such apprehensions are also kept at bay within the thick of things (Hess, 2001). When one talks about the academic honesty dictum, I need to make sure that I remain one step ahead of the requirements which exist within the related fore. This can only happen if I know exactly how I will plan things accordingly and how I shall be able to reap rich dividends in the coming times. I would like to be head-on with the plagiarism policies which exist within an academic context. In order to be completely at par with the rules and policies, what I need to know is how I can make the best use of these academic principles, ethical considerations and the like so that I remain in line with the changing need dimensions of the time, more so when it concerns with the academic honesty discussions. Any university would dearly have an academic honesty policy that shall have implications for the plagiarism i ssues which come to the notice of all and sundry. These need to be avoided in order to bring upon success which is hidden beneath academic excellence. It is sound to know that in this day and age universities are undertaking efforts and initiatives to make sure that the dishonest students are removed from their realms because they add nuisance value to its lengths and breadths. Therefore all-out efforts should be in place to remain academically honest about one’s dealings and undertakings. From an educational perspective, it is always significant to know and find out what the long term and short term educational goals and objectives are. This means that these educational objectives need to be achieved over a period of time and proper concentration and attention must be paid towards the same. By this, I need to have clarity as far as comprehending how I can achieve success within the shortest possible time and what I need to do in order to bring out the best within my skills, abilities and competencies (McKenna, 2011). Indeed there would be a host of obstacles and difficulties which would stand in my way but what I must do under such circumstances is to make sure that I remain steadfast about my educational priorities and thus give my very best day in and day out. This shall allow me an understanding that I must always remain supreme as far as achieving my

HR Competitive Strategies Case Study Example | Topics and Well Written Essays - 1000 words

HR Competitive Strategies - Case Study Example The competitive advantage model is being applied in all the three cases. The competitive advantage model has three parts to it: the innovation strategy, the quality enhancement strategy and the cost reduction strategy. The Benchill & Son's firm adopts the cost reduction strategy; Speke Furnishings adopts the quality enhancement strategy while Thorntree Office Solutions adopts the innovation strategy. The competitive strategy that Benchill and Son's follow is that of a cost advantage. They do not provide very high quality furniture, but their costs are very low when compared with that of their competitors. Their furniture is ideal when customers need to bulk buy and when cost is their major deciding factor.As the production process is very simple, not a lot of training is required for their workforce. The skill of the employee should not be very high because then they would demand higher wages and since the company only competes on price, quality of the work performed is not a major factor for them. Semi skilled employees work fine for them, as they will be cheaper than the skilled employees. The competitive strategy ... Speke Furnishings Speke Furnishings is known for the high quality products that they produce. This is not the only service they provide, they also give their customers delivery and after sales service. Their products are not cheap in the market but have good quality when compared to that of its competitors. Their name has become a brand name in the market and is directly correlated with high quality. They use the best raw material and their products are not defected and will not break down after purchase. The competitive strategy followed by Speke Furnishings is on the basis of quality. The HR approach that Speke Furnishing should follow is the competitive strategy of quality enhancement. The employees should be committed to producing high quality products. They should be highly trained so that they can do this quickly and efficiently. The production process should be changed according to the employees so that it enhances flexibility and improves outcomes. The focus is more on long term rather than short term. Cooperation levels should be high among the workers and they should not be concerned with the number of products they are producing. They should focus on the quality. There is less risk taking activity and the high commitment to organizational goals. The Human Resource department should ensure the policies are fixed and are known by the employees. They should understand them and be clear about the policies. The workers need job security which should be provided by the company if they expect them to produce good quality furniture. Thorntree Office Solutions Thorntree Office Solutions is a specialist furniture company. They produce

Child Support Agency: Critical Analysis of its Current State

Child Support Agency: Critical Analysis of its Current State Support that Needs Supporting: A Critical Analysis of the Current State of the Child Support Agency Abstract: On November 17, 2005 Prime Minister Tony Blair stated to the House of Commons that the CSA has fundamental problems. And this is the current opinion amongst many of the users of the service. This project will critically analyse the issues which have caused the agency to fail in its provision of support to some of the most vulnerable people in society; children. Table of Contents (Jump to) Preface Introduction Chapter 1: Investigation Chapter 2: Adjudication Chapter 3: Enforcement Chapter 4: Technological and Staffing Problems Chapter 5: The Future for the CSA Conclusion Bibliography Table of Cases and Statutes Preface This dissertation examines the current state of operation of the United Kingdom Child Support Agency, an organisation beset with criticism and administrative difficulties. It was hoped that the CSA, which has the two-fold role of assessing and collecting child support payments, would solve many of the problems of the court-based regime it was designed to replace. However, after 13 years of operation and several intervening attempts to reform the Agency these early ambitions have not proved well founded. In the following paper various areas of institutional weakness are identified and discussed, and conclusions are drawn on the basis of the observations made. Introduction The Child Support Agency (â€Å"CSA†) commenced operations in April 1993. It is an executive agency of government and a branch of the Department for Work and Pensions. The CSA is obliged to implement the 1991 Child Support Act and all relevant legislation relating to child support.[1] Child support, which is more popularly known as child maintenance, can be defined as the contribution made by a non-resident parent towards the financial costs of raising their child and it is usually paid to the person (usually the other parent) with whom the child resides. Before the establishment of the Child Support Agency disputes regarding child maintenance were dealt with by the courts. It was hoped that the introduction of the CSA would solve many of the problems associated with the old system in particular its inability to trace parents and its tendency to impose arbitrary and unfair settlements. The CSA was charged with the duty to assess payments on a consistent basis against a standard formula and thereafter to collect and distribute child support in an efficient manner. There is no doubt that this is a very sensitive and difficult area of public policy to manage but it is hard to avoid the assertion that the Child Support Agency has performed poorly. Criticism has been levelled at the CSA since its inception. In 1998, Prime Minister Tony Blair accepted that the CSA had â€Å"lost the confidence of the public†. He described the Agency as â€Å"a mess, in need of urgent reform†.[2] Various costly and comprehensive reforms were indeed implemented but the Agency’s performance deteriorated yet further over time. In November 2004, Doug Smith, the head of the CSA, resigned after wide-ranging criticism of the CSA systems..[3] Chairman of Work and Pensions Committee Sir Archy Kirkwood was moved to describe the situation at the CSA as: â€Å"a systemic, chronic failure of management right across the totality of the agency..† In November 2005, confronted by reports that for every  £1.85 that is collected for child support, the CSA spent  £1 on administration, Tony Blair acknowledged that the CSA was â€Å"not properly suited† to its function.[4] Blair proceeded to admit to the House of Commons that the CSA has â€Å"fundamental problems.† It is submitted that this is now the view of the overwhelming majority of commentators and clients of the CSA’s services. There is now a strong likelihood that the CSA will be subject either to radical reform or be scrapped altogether. At the time of writing in June 2006 it is anticipated that the government’s plans for the CSA will be laid before Parliament before Parliament rises for the summer. These are therefore important weeks for the Agency. This project will critically analyse the issues which have hindered the CSA in its efforts to provide support to some of the most vulnerable people in society; the children of failed relationships. Chapter 1: Investigation â€Å"†¦I make no defence of the current situation. The CSA is in an extremely difficult position†¦it is the investigating agency, then it is the adjudicating agency, then it is the enforcement agency†¦.The basic problem remains†¦It is extremely difficult to make this operation cost effective when the agency is the investigating, adjudicating and enforcing authority†¦.The truth is that the agency is not properly suited to carry out that task† Prime Minster Tony Blair House of Commons, 16 November 2005[5] Perhaps the first point to make is that the CSA caseload is very heavy. Changes in society are producing more and more broken families and thus child support claims, and many of these may prove to be highly complex cases. The investigation-stage of a case is clearly resource-intensive and the plain fact of the matter is that staffing resources and internal efficiency protocols have never been adequate to meet the demands of the burgeoning caseload. It needs hardly be said that the process of investigation of child support cases is often a very difficult and thankless task. Non-resident parents will often make great efforts to conceal and misrepresent facts so as to circumnavigate, obfuscate and frustrate the work of the Child Support Agency and it is unfair to blame the Agency for the behaviour of those with whom it is charged with dealing. Anecdotal evidence suggests that parents have taken extreme steps such as changing jobs or rendering themselves unemployed to defeat CSA investigations aimed at building a case to require them contribute financially to the upbringing of their children. It is likely that evasive or duplicitous parents create many times the amount of work for the Agency that a cooperative parent does and it is perhaps unreasonable to lay that responsibility at the door of the CSA. However, it is submitted that the style of management and administration systems operative at the Agency has exacerbated the profou nd external difficulties it faces, magnifying inevitable difficulties and allowing other problems that could be avoided under a tighter and more cogent regime to manifest themselves causing additional costs and delays. Perhaps the greatest weakness in the CSA investigation system the policy organisation’s policy that â€Å"the non-resident parent has a right to be believed† which ties the hands of Agency staff. This policy is clearly in place to reduce the administrative burden on the CSA but it is manifestly susceptible to abuse, if not, frankly, ripe for it. If a parent with care is fully aware that the non-resident parent has several jobs but has disclosed only one job to the Agency, then telephones the Agency to disclose this fact, the Agency will respond by repeating the aforementioned mantra and refuse to take further action unless â€Å"pay-slips from other jobs can be provided†, which in almost every case is an impossible demand. This is a ridiculous state of affairs, and one that gives non-resident parents full and open licence to deceive the Agency and avoid paying the proper amount to the children who are supposedly the priority in the system.. It is also submitted that the CSA, being an administrative entity, is not best suited to dealing with some of the highly complex and contentious cases that fall for its attention.. Such cases, which would probably be better suited to solution within the court system, serve as logjams in the Agency’s workload, and delay the progress of many more straightforward cases.[6] CSA investigations have been hampered not only by clumsy managerial procedures and organisation, but also by the information technology systems upon which it relies. The problems with the CSA’s IT systems have been well-publicised and are so extensive as to merit specific discussion later in this paper.[7] However, with regards to the issue of case investigation in particular, it has been impossible for management accurately to scrutinise and evaluate the performance of the Agency, and thus set in place long term strategies and goals, because of failings and incongruities within its information technology infrastructure. As the Commons Work and Pensions Committee commented in 2005: â€Å"It is difficult to exaggerate the Agency’s already low reputation†¦Ã¢â‚¬ .[8] It is submitted that the credibility of the CSA is perhaps one of the greatest obstacles to its case investigation work. The Agency does not enjoy the unqualified respect of parents on either side of the child support equation, and this probably understates the truth. The CSA is widely perceived to be a disorganised and failing entity. Given that effective investigation is heavily reliant on prompt and fulsome compliance by parents, the credibility of the Agency itself has become a major factor in reducing its effectiveness as an organisation. In simple terms, parents are not scared of the CSA or intimidated by the consequences that dilatory or obstructive behaviour on their part might provoke. When one contrasts the reputation of the CSA with that of the Inland Revenue or the Police it is clear that the Agency is its own grea test enemy, in particular in regards to its role as investigator something which is so dependent on its relationship with and image in the eyes of parents, many of which already harbour a recalcitrant agenda. CSA investigation has also been hampered by weaknesses and omissions in the range of powers made available to the Agency for the fulfilment of its case investigation work. For example, Liberal Mps David Laws and Danny Alexander recently claimed that the CSA has had to shelve 46,000 cases where the non-resident parent cannot be traced, noting, almost incredulously, that there is no obligation on non-resident parents to inform the Agency when they change either their job or their address.[9] This position has been labelled as â€Å"absurd† by the Work and Pensions Select Committee.[10] It can be argued that such lacunae in the powers awarded to the CSA have made a significant contribution to the inefficiency of its case investigation operations.. Moreover, in this regard it should be noted that the ability of the Agency to obtain information about a non-resident parent’s income at the investigation-stage from Government bodies and other organisations and is woefully inadequate, and this weakness predictably generates a huge amount of unnecessary delay. The CSA’s inability to access confidential information such as credit cards records clearly hampers the organisation’s activities although there is a limit on just how far enhanced legal powers could assist in bringing the most assiduously evasive and duplicitous non-resident parent to book. Ironically, given that the future of child support may well lie in that direction, it is submitted that there has to date been poor communication and ineffective cooperation between the Child Support Agency and the Inland Revenue.. Unfortunately, even in cases where both parents offer full cooperation, due to the CSA’s parlous communication networks families rout inely have to wait many months before a child support assessment is made and a maintenance liability is established, and of course over this period extensive arrears may build up. Another factor which has frustrated CSA investigation work is that the rules and frameworks under which it operates have been subject to constant and comprehensive change over the course of the life of the Agency. Seemingly well-meaning â€Å"reforms† have been implemented with such regularity that the CSA is in a constant state of learning. For example, The Child Support, Pensions and Social Security Act 2000 introduced a wholly new system[11] (known in the literature as the new scheme†) which entered into force for new cases as of March 2003. The intention was that the new scheme, which incorporated much simpler calculations, would elevate the problems of the Agency, however, it is submitted that this attempt to improve the situation at the CSA only made things worse, because the Agency now had to deal with a new an unfamiliar system alongside the old rules which remained applicable to earlier cases. Further work was generated by the need to convert cases from the old system to the new. These demands inevitably had a negative effect on the on-going case investigation work of the Agency, further depleting morale and resources. Other weaknesses in the investigation process may prove simply intractable. Under the rules of the CSA men are liable to start paying maintenance from the moment they are named by the mother as the father of the child. Unfortunately, almost one in five men who challenge the claim and ask for a DNA test discover that they are not the father of the child in question (3034 of 15909 1998-2004).[12] Refunds to the men are paid by the taxpayer, no attempt has been made by the CSA to recover any of the money wrongly paid over to the women in question. Labour MP and ex-social security minister Frank Field has commented: â€Å"The situation in the CSA is getting so absurd that even Lewis Carroll would have rejected it as a script for Alice in Wonderland.†[13] However, this is just one example of the difficulty faced by the CSA in attempting to impose an administrative framework and order in its investigative case work over such complex, sensitive and fraught personal relationships. The very latest report on the Child Support Agency’s performance, published on 27 June 2006 by Independent Case Examiner (ICE) Jodi Berg (who is charged with the responsibility of monitoring the CSA) expresses â€Å"deep concern† about the standard of its investigation work and the weakness of the basic administration of the Agency.[14] Berg reported that complaints against the Agency rose 5 per cent over the past year and noted that more than fifty per cent of all complaints were associated with delays or errors in the case investigation process. This increase in complaints follows on the back of record increases in the past two years.[15] Given the problems identified above this is perhaps not surprising. Berg recommended in more than half of all complaints ultimately investigated (1,348 over the last year) that the CSA should offer some form of financial recompense to the complainant.. The examiner concluded that the Child Support Agency would only be able to deal wi th its poor levels of customer service if it achieved the establishment of â€Å"sound fundamental administration processes†.[16] It is submitted therefore, in summation on this issue, that the CSA operates under a weak and pregnable administrative system, and that holes and ambiguities in the system are exploited by non-resident parents determined to avoid paying child support by any means. This commentator asserts that this combination of factors is in large part responsible for the poor performance of the Agency’s work on case-investigation. Chapter 2: Adjudication Alongside its role as investigator, the Child Support Agency is charged with the responsibility to adjudicate the cases that come before it. It is clear that the Agency has dramatically under-performed in this area just as it has in other spheres of its activity. The National Audit Office (NAO) has qualified its opinion on the CSA’s account in every single year since the Agency’s inception due to the level of error detected in maintenance assessments.[17] The NAO has reported that more than a quarter of receipts from non-resident parents and, astonishingly, more than three quarters of maintenance assessment debts are incorrect under the CSA‘s accounts. The NAO has also estimated that overstatement errors run to more than  £20 million pounds per year and that understatement errors may amount to around twenty times that amount.[18] This is an appalling state of affairs, and one which prejudices, in particular, the interests of children which the CSA is supposedly duty bound to hold high. The CSA Standards Committee provides the Chief Executive with a independent review of the quality of decision making within the Agency, and on the mechanisms in place for quality assurance. The Committee expected an improvement in the standard of adjudication achieved by the CSA after transition from the old to the new scheme, however it noted in its 2003/04 annual report that the new IT system was unable to deliver the anticipated results.[19] The report indicates an overall accuracy figure of 81.8%, which is below the 90% target imposed by the Government. It is submitted that this figure, which suggests mistakes in around 20 per cent or one fifth of all adjudications is unacceptable and that it cannot be explained merely by blaming IT difficulties. It is argued that staffing issues and poor management and surveillance play a significant part in erroneous adjudications and this is one aspect of the work of the Agency that cannot be defended by pointing at the behaviour of recalcitra nt non-resident parents.. The accuracy of decisions exclusively made in maintenance assessments is put at 79.8 per cent by the Committee, which is a steadily improving figure. (accuracy was put at 75% in 2002/03 and 71.6% in 2001/02). The report suggests that the primary causes of â€Å"inaccuracy† under the old scheme were: miscalculation of earnings errors regarding housing costs supersession errors[20] insufficient documentary evidence..[21] The Committee expressed disappointment that similar errors appeared to be creeping into the operation of the rules under the new scheme, and reported that these included mistakes in the setting of effective dates, elements of client contact and erroneous earnings calculations.[22] In March 2005 the House of Commons Work and Pensions Committee delivered its report: The Child Support Agency: Government Response to the Committees 2nd Report of Session 2004–05. In this report the Work and Pensions Committee expressed continued concern at the â€Å"lower than expected level of accuracy of maintenance calculationsâ€Å". The Select Committee noted, the findings of the Agency’s Standards Committee as discussed above and recommended adherence to policies set down in the Transformation Programme designed to smooth the problematic transition from the old scheme to the new. These policies include double-checking for the most commonly made errors, and measures ensuring that all decisions are correctly documented (inadequately documented decisions are classified as inaccurate even if the calculation is correct). The Select Committee noted that a series of measures would be developed to further improve the adjudication process and these include: The adoption of a Standardised Adjudication Form – completion of which should be mandatory in the case of all â€Å"off-line decisions† unsupported by the system. It is submitted that this should support the documentary trail supporting these decisions. The introduction of a risk-based checking system – It is suggested that this policy should target surveillance and quality control resources on stages in the adjudication process known to be error-prone. In terms of opportunity-cost it is clearly prudent to make such stages a priority in this regard, but that is not to say that other less commonly arising mistakes should be ignored. Centralised Checking Teams – It is submitted that, in theory at least, this is also a well-founded policy. A centralised quality assurance mechanism, could more efficiently improve consistency and standardisation within the Agency and it is perhaps surprising that such a resource has not been in place within the CSA since its inception. Introduction of Quality Support Officers – again it is surprising that it took 12 years of operation before the creation of such posts were seriously considered. It is argued that the prior lack of such officers goes someway to explain the poor performance of the Agency since its establishment.. Such officers could quickly draw adjudication errors to the personal attention of the decision maker and the relevant Team Leader to ensure that misunderstandings are promptly and effectively rectified through focused coaching and targeted support.. Enhancements in Staff Training – Again it is noted that the User Education Programme concentrates on training aimed at eliminating the top five errors, but it is submitted that improvements aimed at eliminating the propensity to err in general should also be implemented if the Agency is really to address the mistakes plaguing its adjudication processes. As has been argued was the case in the context of the Agency’s case-investigation work the transition from the old scheme to the new scheme rules has proved problematic.. Efforts to improve the quality of the adjudication process have been hampered by the change from one system to the next and by the fact that the two quite different systems run in parallel and must be administered as such within the organisation.. These effects have been felt not only in the UK CSA but in its Northern Ireland counterpart. In the Annual Report on Decision Making in the Northern Ireland Child Support Agency (2003-2004)[23] the Independent Standards Committee reported that whereas under the old scheme around 1 in 4 decisions contained an error, under the new scheme almost half of adjudications contained a flaw, although curiously financial accuracy is reported to be 92 per cent in both cases. This suggests that most errors are either procedural in nature or to be found in the inaccurate/incomple te recording of decisions and this is very much a management issue. Ultimately, it is argued that it is the senior management team of the CSA that should be held responsible for the general tendency of the Agency to err in its adjudication role.. It is the function of the leadership of the Agency to set in place the appropriate systems and cultures necessary to ensure accuracy. After thirteen years of operation one would, it is submitted, properly expect that teething troubles in the adjudication process should have been long-since identified and rectified, but that does not appear to have been the case. Indeed the management malaise at the CSA, while perhaps most obvious in the context of poor adjudication standards, translates into below-par performance in other fields of activity beyond the largely internal scope of the adjudication process, with even greater force due to the determination of non-resident parents to hamper the administration that lax management has left pregnable.. Chapter 3: Enforcement Enforcement is the third of the CSA’s three main functions in the field of child support.. Yet again however, it is submitted that the Agency has been found lacking and criticism of its efforts in this arena has been both extensive and far-reaching. The CSA has consistently exhibited a disturbing failure properly to enforce maintenance payments. In an enforcement monitoring exercise supervised by the Child Support Agency Standards Committee in 2003 it was discovered that only 10 per cent of enforcement cases were dealt with in a correct manner. This, it is argued is a simply disgraceful state of affairs. Moreover, the National Audit Office has qualified the CSA’s Client Fund accounts in every single year since the Agency’s inception and this is an indefensible situation that would have led to collapse and investigation if it had occurred in the private sector in the context of any normal commercial undertaking.[24] Part of the blame can be laid on the behaviour o f obstructive non-resident parents but the lions share of the responsibility for this appalling record of failure must lie with the management and administration system dedicated to enforcement that those reluctant payers seem to find so easy to exploit. In principle, where a non-resident parent fails to pay regular maintenance, the Agency’s policies dictate that so-called â€Å"front-line staff† should endeavour to negotiate an arrears agreement. If such an agreement cannot be reached on a voluntary basis, and the non-resident parent is in employment, a debt manager may be called upon to impose a Deduction from Earnings Order on his or her salary. If this action proves ineffective the case will be referred to an Enforcement Team which will consider legal proceedings (this decision and the form of such proceedings is at the discretion of the Enforcement Team). The Child Support Agency Standards Committee have found numerous errors occurring at this important stage..[25] Among the errors the most commonly occurring include a failure to use the full range of powers available to the Agency to obtain information to allow the conversion of a case from an interim maintenance assessment to a full maintenance assessment.. In this regard it should be noted that section 14A of the Child Support Act permits criminal proceedings to be brought against those failing to provide information or who offer false information. It is argued that cultural factors within the management of the organisation deter resort to criminal action in some cases and that this tendency coupled with the fragile administrative superstructure is deleterious both to t he CSA’s performance and its reputation. Another frequently noted error is the incorrect application of Liability Orders, which are necessary to obtain legal recognition that a debt is owed as a precursor to further enforcement proceedings against the non-resident parent. In many other cases no action is taken after the issuing of a letter warning of enforcement action to an unresponsive non-resident parent.. There is strong anecdotal evidence and a commonly held public perception that the Agency takes a very tough and rigorous line on non-resident parent’s willing to cooperate and make payments, but a far less assiduous approach to uncooperative and evasive parents. It is submitted that there is a widely held belief that the CSA pursues this line with a view to the preservation of its own resources and the improvement of its own performance figures and the Agency is routinely criticised for disregarding the interests of children and single parents as a consequence. Indeed, the CSA has been roundly criticised by the Parliamentary and Health Service Ombudsman for this engrained pattern of behaviour.[26] However, that is not to say that the Agency has not made progress in some fields of enforcement activity. Prompted by recommendations made by the Standards Committee the CSA has sharpened its policies to some extent. For example the  £250 de minimis[27] debt threshold for enforcement action (imposed presumably for administrative and cost efficiency) has been abolished and new fines have been introduced along with the option to seek the withdrawal of driving licences from non-payers. That said, by 2005 the Agency had only used its power to withdraw driving licences 11 times in the five years since the introduction of the penalty[28], and given that over that period well in excess of 250,000 non-resident parents had become habitual non-payers, this must be viewed as a lamentable if not disgraceful record. Unfortunately the developing picture became even gloomier despite the increase in resources made available to the Agency’s enforcement teams. Billions of pounds have now been written off by the Agency as â€Å"uncollectable†. It is submitted that the Agency’s political overseers must take some of the blame alongside the senior management of the organisation. Under Tony Blair’s Labour administration the amount of the uncollected child maintenance had tripled from  £1.1bn in 1997 to  £3.3 billion by 2005. It is clear that the Agency puts insufficient emphasis on compliance and that, for some inexplicable reason it resorts to middle-order procedures to compel regular payments in far fewer instances than should be the case. The parent with care is typically forced to make numerous complaints before any enforcement action is taken by the CSA and even then there is no guarantee that effective measures are put in place. For example, it has been asserted that only around 19 per cent of long-term defaulting cases are subject to a Deduction of Earnings Order.[29] It has also been noted that the sheer amount of complex regulation confuses both parents with care and non-resident parents, and that the latter group has become skilled in the art of exploiting the convoluted appeal system so as to either evade payment or delay it for as long as possible.[30] This commentator is spoilt for choice in the selection of statistics for mention in this paper on the CSA’s enforcement performance but perhaps the most damning fact of all is that the Agency Enforcement unit retrievedjust  £8 million in 2005 but cost £12 million to operate.[31] That really speaks for itself. Again it is pertinent to restate the fact that non-resident parents have exacerbated difficulties over enforcement by their obstructive and often duplicitous behaviour, but this does not justify the results obtained by the Agency. If the CSA was using the full range of its powers to their full effect and achieving poor results, this commentator would indeed dwell more on the behaviour of parents and the agenda of the Government which awards and delimits the powers. However, it is manifestly clear that the Agency does not use its powers effectively something best evidenced by the stated statistic on the incredibly low use of the driving licence withdrawal option. Such a threat is obviously a potent weapon in the arsenal of the CSA, and while it may not always be appropriate, perhaps because the non-resident parent relies on his or her licence in order to generate an income, this commentator simply refuses to accept that it has only proved ap

My turning point

Philosophy on Education â€Å"He, who opens a school door, closes a prison. † -Victor Hugo â€Å"Every time you stop a school, you will have to build a jail. What you gain at one end you lose at the other. It's like feeding a dog on his own tail. It won't fatten the dog. † ?Mark Twain These two quotes go hand in hand because they have the same meaning. The meaning of the two quotes is an abstract meaning the meaning is that ignorance is itself a prison that education releases you from. What the quotes are trying to say is that if you have no education you're opening a door for you to end up In Jail.It Like an equation you go o school you get an education; If you don't go to school you get no education and you end up in jail (school education = no jail; no school + no education = jail). If you get an education, then the chances of become a felon or going to Jail are reduced, or even totally removed. I wholeheartedly agree with these quotes, think about how many people ar e In Jail, who has most likely never had an education. If people, who are doing time, take up studying In prison, then the chances of being released and making something out of there life is increased greatly.To all the people that don't care about school I say think about what you're doing don't make a mistake that will ruin you emotionally, financially, etc. † would you rather make zero dollar living like a bum getting arrested or would you have have money an education and avoid being arrested? Think about it; it Is your life and your choice what do with It â€Å"You Only Live Once (YOLK)†. I know this quote makes me want to make something out of my life and get an education so I have enough money to take care and me and a family In the future.Strengths (l am†¦ ) Weaknesses A good friend Food Reliable I am sensitive Loyal I am opinionated Disciplined I am argumentative Independent I am talkative Goal oriented I am clumsy Creative I am irritable (time of the month ) Helpful I am sarcastic Adventurous I am naive Easy-going I am quite Mature I am sentimental Musical I am timid Passionate I am unemotional Talented am shy Warm-hearted I am lazy Smart I am easily distracted Rutgers University is located in Newark, NJ.Rutgers offers dozens of majors and minors in arts, sciences, humanities, business, and nursing for undergraduate students, plus graduate and professional study in arts and sciences, business, law, and social work. The fees for New Jersey, Non-New Jersey Residents and for International Students are $2,781. 00 commuters and for the $2,781. 00 on- campus fee is plus room and board which is $11,578. 00. The tuition for New Jersey Residents is $10,718.The tuition of Non-New Jersey residents is $24,742. The tuition for International students is $24,742. Rutgers offers a lot of sports for women such as basketball, crew, cross country, indoor track, lacrosse outdoor track, soccer, softball, tennis, and volleyball. Rutgers offer a lot of inte resting clubs to Join such as Academic clubs, Cultural clubs, Media/Publications clubs, Performing Arts clubs, and Social and Political Action clubs. Rutgers is ranked number 1 in the nation since 1997.The Rutgers campus also offers many Jobs for students on the campus. 3 major campuses which are Rutgers-New Brunswick, Rutgers-Newark, and Rutgers-Camden, with additional locations, including Rutgers Health Sciences at New Brunswick/Piscataway, Newark, Scotch Plains, Somerset, and Stratford 33 schools and colleges, including New Jerseys foremost pharmacy school. Rutgers is defiantly one of my schools of interest. William Paterson University William Paterson is located in Wayne, New Jersey.William Paterson has many majors such as accounting, art studio, art history, art-fine arts, biology, business administration, chemistry, communication, computer science, earth science, economics, education, English, environmental science, history, integrated math & science, and etc. The fees for und ergraduate part-time for In-State students is $53. 01 for campus facilities fee, $41. 36 for General Services Fee, $46. 44 for Student Services Fee, and $237. 19 for tuition. The fees for undergraduate part-time for Out-of-State students is $53. 1 for campus facilities fee, $41. 36 for General Services Fee, $46. 44 or Student Services Fee, and $485. 19 for tuition. The Undergraduate full-time for in- state students is $821. 76 for campus facilities fee, $644. 79 for General Services Fee, $61. 82 for student government association fee, $720. 12 for student service fee, and $3,710. 51 for tuition. The Undergraduate full-time for Out-of-State students is $821. 76 for campus facilities fee, $644. 79 for General Services Fee, $61. 2 for student government association fee, $720. 12 for student service fee, and $7,480. 51 for tuition. William Paterson also offers sports for women such as Basketball, Field Hockey, offer many clubs like Sports club, Academic clubs, Cultural clubs, Media/Publ ications clubs, Performing Arts clubs, and Social and Political Action clubs. William Paterson is an expensive university but is also another school of interest. Sexton Hall University Sexton Hall University is located South Orange, NJ.Sexton Hall offers many majors such as Arts and Sciences majors, Business majors, School of Diplomacy and International Relations majors, Education and Human Services majors, Health and Medical Sciences majors, nursing majors, and Immaculate Conception Seminary majors. The fee for undergraduate tuition is $16,870 for Full-time students and Part- time students. Undergraduate University fees are $390. 00 per semester for Full-time students, $1 15. 00 per semester for Part-time student. The full time computing fee is $650. 00 per semester.The part-time technology is $100. 00 per semester. The new student fee is $300. 00. Sexton Hall also offers sports for women such as Basketball, Cross Country, Golf, Soccer, Softball, Swimming & Diving, Tennis, and Voll eyball. Sexton also offers clubs such as Sports club, Academic clubs, Cultural clubs, Media/ Publications clubs, Performing Arts clubs, and Social and Political Action clubs. Sexton Hall is in the top 100 universities in the nation. Sexton Hall does not offer much but I hear that they are a great university for majoring in business.This is the school I hope I can go to because of their business program. Occupation: Not working Education level (Note: in the list below, â€Å"College† refers to all degree and non-degree study at any level, including graduate and professional study): High school diploma or equivalent Same Sex Marriage â€Å"Watch your: Words; Actions; Thoughts; Character; Heart. Love as thought is truth. Love as action is right conduct. Love as understanding, is peace. Love as feeling is non- violence. † By Asthma SAA Babe.Most people say that same sex marriage is disturbing and should be illegal. However I think same sex marriage should be legal everywhe re. The only thing that should matter in marriage is love. The same financial benefits that apply to man-woman marriages should apply to same-sex marriages. Rejecting them is a violation or religious freedom. The only thing that should matter in marriage is love. As least 40% of people are gay and want to marry who they love. How come they can't marry who they love? What ever happened to rights? Gay people have rights too.LOVE is LOVE Regardless of race, religion or gender! Dir. Luis at Yale University thinks that gay people should marry whoever they love like everybody else is allowed to do. The same financial benefits that apply to man-woman marriages should apply to same-sex marriages. In today's financial environment, it often takes two incomes to live. A married couple shares rent, benefits, and other bills, which are often difficult for one person to take on alone. This is particularly true if a dependent errors is involved such as a child.In addition, a married couple can oft en financially support each other when times get tough, such as when one of the two is out of work. Her feet. Owning a house is often impossible without another person to share the financial burden, and owning a home is not only part of the American dream, it helps strength and community pride. Denying them is a violation of religious freedom. The main reason for rejecting marriage to gay couples is that all major religions consider homosexuality a sin; however, the First Amendment of the Constitution clearly states hat a person's religious views or lack there for must be protected.Marriage by the state is a worldly activity; the government cannot start making laws Just because a religion says they should. What's next, should we make taking the Lord's name in vain a criminal activity because Christians consider it a breaking of a commandment? Once again I like to state that I think same sex marriage should be legal everywhere. The only thing that should matter in marriage is love. T he same financial benefits that apply to man-woman marriages should apply to same-sex marriages. Rejecting hem is a violation or religious freedom.If you want to support List's (Lesbian, Gay, Bisexual, and Transsexual) the symbol is a rainbow. Writing- Disciplinary History Have you ever been found responsible for a disciplinary violation at any educational institution you have attended from the 9th grade (or the international equivalent) forward, whether related to academic misconduct or behavioral misconduct that resulted in a disciplinary action? These actions could include, but are not limited to: probation, suspension, removal, dismissal, or expulsion from the institution. No Have o ever been adjudicated guilty or convicted of a misdemeanors, felony, or other crime? Note that you are not required to answer â€Å"yes† to this question, or provide an explanation, if the criminal adjudication or conviction has been expunged, sealed, annulled, pardoned, destroyed, erased, imp ounded, or otherwise ordered by a court to be kept confidential. : No Writing- Additional Information Please provide an answer below if you wish to provide details of circumstances or qualifications not reflected in the application. : I play sports for my high school as Softball, Blowing.I am Joined in many club in my high school such as LIMIT, Mock Trail, African American club, Hiking club, and Ski and Ride club. One of my Career choices is accounting. The required classes for this profession are introduction to financial Accounting, Introduction to Managerial accounting, Accounting for engineers, Intermediate Accounting l, Intermediate Accounting II, Advance Accounting, Concepts of Auditing, Income Tax Accounting, Topics in Income Taxation, Cost Accounting, Accounting Information Systems, Analysis of Financial Statements, Independent Project in Accounting, Honors project in Accounting.The average salary for accounting is $31,087 through $65,739. This is well-paying career I am ver y much interested in. I want to take up accounting because I enjoy math very much, math is my best subject and I never had a hard time with math. Accounting is a career where you help people with taxes, housing, income, payments, etc. Computer science Another career choice of mine is Computer science. The required classes for this profession are six course in computer science, three course in mathematics, at least five of the electives, and physics courses or Chemistry courses.The average salary for his profession is $79,000. This is another well-paying profession I am interested in. I would like this career because it use math and once again I enjoy math. It also involves computers and love learning new stuff about computer I even repair my home computer when it gets or virus or crashes. Computer scientists apply their knowledge of information theory and computation to computer systems. Computer scientists usually focus on theory while computer engineers focus on hardware.Areas of computer science include programming, software engineering, information theory, algorithms, databases and graphics. Important subjects related to computer science include physics, algebra, calculus and English. Good computer scientists have strong analytical, problem solving and logic skills. Communication skills are also an important part of computer science. A bachelor's degree is sufficient for a number of jobs related to computer science but higher level roles often require a PhD.Our increasing reliance on computer systems makes computer science a growing field with computer scientists typically being sought after and receiving high salaries. Mathematics is my final career choice. The required classes for this profession are plies anatomy and physiology, field biology, general chemistry l, general chemistry II, computer and information technology, seminar in integrated science, environmental suitability, calculus l, calculus II, logic method of higher mathematics, linear algebra , foundations of geometry, and introduction to physics.The average salary for this career is $44,197. Compared to my career choice this is not the best paying one but it is well paying. Mathematics is a combination of my favorite subject's math, and science. Math has always been easy for me this why I would like to have a career that involves math of some sort. Math is Just number and common sense to me to other math is confusing. I can't even remember the last time I got confused in math that's how easy it is for me.