Abortion: a Practice of Contraception Essay

Abortion is the deliberate killing of the weakest and most defenseless among us. Unfortunately, for the last few decades, the practice has been recognized as a fundamental human right by the highest court of the land. Many people are fervent supporters of abortion. Their reasons for support are varied. However, I believe that support for abortion is not possible for those who understand our dignity as human persons under God. We were made by God, and it is from Him that we derive our worth The issue of abortion is one of the most commonly used as a topic for academic argumentative papers. Definitely, abortion is a very sensitive issue from the moral and ethical points of view, and there are numerous proponents and opponents of abortions in the US. See more: Examples of satire in adventures of huckfinn essay Writing an academic paper on abortion can give the writer a great field for arguing and discussing numerous pros and cons of this controversial issue. At the same time, writing argumentative essay on abortion can help author formulate own point of view on this problem and demonstrate own opinion and position regarding abortion legalization. Many people consider abortion as a cruel, unnatural, and absolutely immoral human act, that is why they are arguing for banning abortions. They qualify it as a murder of an unborn child and argue for launching criminal responsibility to those who intend to do abortion. They are convinced that such thing as abortion can never be considered ethical and it infringes all moral norms and postulates on which our society is based. They believe that abortions as a concept is very unhealthy and even dangerous to normal development of our social life. Those are the most important con factors which can be mentioned when working on argumentative essay on abortion. There are also numerous proponents of the abortion issue, who believe that there is nothing wrong about it and it is a personal matter of every modern woman whether to keep the unborn baby or not. Such individual point on numerous incidents of rape or incest which sometimes simply require abortion as a salvation from the situation. Also, they say that some pregnant women choose abortion since they are not ready for motherhood or do not have funds to rise the child properly. These are quite strong pro arguments which should also be mentioned in any academic paper on abortion.

Religious Fundamentalism Essay

To what extent is it true that religious fundamentalism arose as a reaction to the influences of the West? It is true to the large extent that religious fundamentalism arose as a reaction to the influences of the West due to US backing for Shah, Soviet invasion of Afghanistan and the support for the Mujahedeen. However, Western influence may not be the only factor as globalisation and the failure of modernization and secularization also play a part in the rise of religious fundamentalism. At that point of time, many Islamist organizations define themselves in opposition to the West, and particularly the United States, especially as the latter’s foreign policy has become ever more interventionist in the region. The death of the democracy in Arab states in combination with the collaboration between the US government and many regimes in the Middle East prevented certain opposition groups from expressing themselves. In effect, they have no say in the running of their countries. As a result, they turn to religion for divine validation. The emergence of the overly anti-American Islamic Republic of Iran reflected the wave of popular discontent with US interference and influence throughout the region. The shah was restores to power by an army coup inspired and paid by the US and the UK, despite his lack of popular support. He pressed on with his ‘White Revolution’, which was ever more dependent of Western capital and political leadership. Therefore, due to US backing of the Shah, it provided aids and military supply to him thus making Iranian to resent the Shah and leading to the rise of religious groups. The Soviet invasion of Afghanistan triggered international jihadism. As Muslims around the world, from the Middle East, Southeast Asia in the West volunteered to join the armed struggle. US and Saudi Arabia recruited Muslim volunteers around the world to aid in the jihad with the Soviets. The Afghan experience encouraged individuals such as Osama Bin Laden and Muslim states such as Saudi Arabia, Kuwait and Pakistan to use religious justifications for armed conflict. As the withdrawal of the Soviet Union mythologized as an ‘Islamic’ victory against a secular superpower and strengthened militant  Islamism as an active, energized doctrine through which Islamic political aspirations could be attained. When other Muslims saw this victory, then began to want to be part of the Jihad and thus leading them to creating their own religious fundamentalist group. Therefore, due to the West influence of recruiting Muslim volunteer around the world to go to war, it actually influence s the Muslim and thus leading to the rise of religious fundamentalism. US supports for the mujahedeen in the Afghan war also lead to the rise of the religious fundamentalism. In its fight against the USSR, US not only trained the religiously influenced Mujahedeen elements but also provided arms, economic aid and gave diplomatic support for the Islamic fundamentalist. The jihadi mind set, propagated through training centres throughout the region, began to spread and gain credibility faster than the US had foreseen. The short-sighted nature of American foreign policy in this period helped to create the forces and leadership structures of militant Islamism, forces that emerged as the greatest challenge to US hegemony in the post-Cold War World. The American willingness to fund resistance movements created a cadre of professionally trained, combat-ready Islamists. As a result of its involvement in Afghanistan, the US inadvertently assisted in the creation of a network of highly trained militant. For instance, the Soviet invasion of Afghanistan and the consequent US support for the Islamic militants led to the rise of Taliban in Afghanistan. Taliban spread its ideology to various other regions and as a result, there came into existence a number of organizations and groups championing the ideology of Jihad and other forms of extremist religious forms in different parts of the world. On the flip side, western influence is not the only factor that leads to the rise of religious fundamentalism as the effect of globalisation also plays a part in creating religious groups. In countries that combine some modernization with little or no democratization, religious fundamentalists experience official opposition. They may enjoy an increased capacity to formulate their own agenda and mobilize resources, but have little or no opportunity to promote that agenda in the formal political process. Consequently, regions of the world that have experienced some modernization, little democratization and the widespread diffusion of militant political theologies have produced  radical religious movements such as Al Qaeda and Hezbollah. Globalization increased the capacity of religious actors to project influence, mobilize resources and attract followers across national boundaries. For example, millions of Christian around the world circulated bulletins via email and the internet detailing how their fellow believers were persecuted in far-flung, obscure locales like Orissa in eastern India, Kaduna in Nigeria and Sulawesi in Indonesia. Therefore, due to globalization it then leads to the rise of religious fundamentalism as through globalisation it has made the world a smaller place. An effect of modernization and secularization is another factor that leads to the rise of religious fundamentalism. Modernization, be it gradual or rapid has challenge the religious tradition. Contemporary Islamic fundamentalists incline towards aggressive, politicized and ‘purified’ version of Islamic theology – such as Sharia, argued that the root of mounting social problems in Islamic societies lies in a lack of religious fidelity, corrupting â€Å"secular† elites, ceding to Western manipulation and the absence of a strong universal Islamic community. Christian fundamentalist have made extensive use of political action to promote traditional biblical values and beliefs in the US society, to recreate the US as a Christian nation. Among the governmental secular measure that helped arouse Christian fundamentalism un the US were the proposed Equal Rights Amendment and some key Supreme Court measures, especially the outlawing of prayer in the public schools in 1962 and the granting of abortion rights in 1973. Fundamentalist Christian believes that the Bible forbids abortion and that outlawing the school prayer is an abomination. Therefore, due to the failure of modernization it actually leads to the rise of religious fundamentalism. In conclusion, Western influence plays a big role in the rise of religious fundamentalism. However, the effects of globalisation and the failure of modernization also is one of the factors in the rise of religious fundamentalism.

Baseball Bats Essay Research Paper In any

Baseball Bats Essay, Research Paper In any game, the equipment participants use determines the manner the game unfolds. Try to conceive of a association football game played with an American football! Or seek playing tennis with the wooden rackets of 30 old ages ago. Change the equipment, and you discover a really different game. As portion of my expression at baseball, I decided to analyze the tool of the baseball trade: Bats. Possibly the most important and seeable tool in baseball is the chiropteran. A chiropteran is the violative arm, the tool with which tallies are scored. To understand the history and scientific discipline of chiropterans, I read a magazine published by Louisville Slugger, in Louisville, Kentucky place of the Hillerich A ; Bradsby Company, Inc. ( besides known as H A ; B ) , the makers of possibly America # 8217 ; s most celebrated chiropteran, the Louisville Slugger. Through the reading I learned how the modern chiropteran came to be, and what it might become. In 1884, John Andrew Bud Hillerich played truancy from his male parent # 8217 ; s woodworking store and went to a baseball game. There he watched a star participant, Pete The Old Gladiator Browning, fighting in a batting slack. After the game, Hillerich invited Browning back to the store, where they picked out a piece of white ash, and Hillerich began doing a chiropteran. They worked tardily into the dark, with Browning giving advice and taking pattern swings from clip to clip. What happened following is legend. The following twenty-four hours, Browning went three-for-three, and shortly the new chiropteran was in demand across the conference. H A ; B flourished from at that place. First called the Falls City Slugger, the new chiropteran was called the Louisville Slugger by 1894. Though Hillerich # 8217 ; s father thought chiropterans were an undistinguished point, and preferred to go on doing more reliable points like bedposts and bowling pins, chiropterans became a quickly turning portion of the household concern. Merely as it was back so, the authoritative Louisville Slugger chiropteran used by today # 8217 ; s professional participants is made from white ash. The wood is specially selected from woods in Pennsylvania and New York. The trees they use must be at least 50 old ages old before they are harvested. After crop, the wood is dried for six to eight months to a precise wet degree. The best quality wood is selected for pro chiropterans ; the other 90 per centum is used for consumer market chiropterans. White ash is used for its combination of hardness, strength, weight, feel, and lastingness. In past old ages, H A ; B have made some chiropterans out of hickory. But hickory lumber is much heavier than ash, and participants today want visible radiation chiropterans because they # 8217 ; ve discovered that they can hit the ball further by singing the chiropteran fast. So they can # 8217 ; t do the chiropterans out of hickory. Though Babe Ruth, one of the all-time great home-run batters, used a 42 or a 44 ounce chiropteran, participants today use chiropterans that weigh around 32 ounces. Even batters like Mark McGwire and Ken Griffey, Jr. merely use 33 ounce chiropterans because they want to bring forth great chiropteran velocity. How do you do a wooden chiropteran you ask. Here? s how. The wood is milled into unit of ammunition, 37 inch spaces, or notes, which are shipped to the H A ; B mill in Louisville. There they are turned on a tracer lathe, utilizing a metal templet that guides the lathe # 8217 ; s blades. These templets are set up to the specifications of each pro participant. Then the chiropterans are fire-branded with the Louisville Slugger grade. This grade is put on the flat of the wood # 8217 ; s grain, where the chiropteran is weakest. Players learn to swing with the label facing either up or down, so that they can strike the ball with the border grain, where the chiropteran is strongest. Hiting on the level grain will more frequently than non ensue in a broken chiropteran. Finally, the chiropterans are dipped into one of several possible water-basedcoatings or varnishes, which gives chiropterans their concluding colour and protective coat. Each participant selects the coating they desire, while a few participants, such as former Kansas City Royals star George Brett, chose to go forth their chiropterans unfinished. Players today may travel through every bit many as six or seven twelve chiropterans in a season. ( In early old ages, participants used merely use 10s or twelve chiropterans. ) In fact, one participant, Joe Sewell, used the same chiropteran for 14 old ages. Joe attributes the increased breakage of chiropterans to the thin-handled, large-barreled design of modern chiropterans, and to the usage of ash alternatively of hickory. A pitch that jams you inside will about ever saw off a modern chiropteran, while an aluminium or antique hickory chiropteran might bring forth a base hit. Though the fabrication procedure for chiropteran has stayed mostly the same, the design of the pro wood chiropteran has changed a great trade since 1884. The early chiropterans had really small taper, ensuing in a chiropteran with a really thick grip and a comparatively little barrel. The early chiropterans about look like person merely took an ax grip and used it for a chiropteran. Modern participants want a thin grip and a big barrel, to concentrate the weight of the chiropteran in the hitting country. By major conference ordinances, chiropterans must be round with a barrel of no more than 2 3/4 inches. They can be up to 42 inches in length ; there is no ordinance about the chiropteran # 8217 ; s weight. One of the few inventions to the design of the wooden chiropteran is cutting acup out of the terminal of a chiropteran. Developed by a pro participant named Jose Cardinal in 1972, this cup can # 8217 ; t be more than 2 inches in breadth, and 1 inch deep. The cupped chiropteran allows the chiropteran shaper to utilize a heavier, denser, stronger lumber, while still keeping the desirable chiropteran weight. Recently, Ted Williams visited the Louisville Slugger Company and he said that if he was playing today, all of his chiropterans would be cupped. About half the pro chiropterans made by H A ; B today are cupped chiropterans. Throughout the history of baseball, participants in hunt of an border have doctored, or altered, chiropterans in many unusual ways. The chief scheme has been corking the chiropteran. Players cut the terminal of the chiropteran away, bore a hole down into the barrel of the chiropteran, and make full the hole with cork, so glue the terminal back on. This is an effort to buoy up the chiropteran, and give it more spring or bounciness. But truly this does nil advantageous to the chiropteran. In fact, the chiropteran gets weaker, because they? ve drilled out the bosom of it. You may retrieve the clip when [ pro participant ] Graig Nettles put a clump of gum elasticsuperballs inside his chiropteran, and the chiropteran broke, and all the balls spilled out. Nettles attributes the continuity of corking more to head games between the participants than to any advantage a corky chiropteran might hold. Players have besides been known to rub their chiropterans with ham castanetss or glass bottles, a procedure called boning, in an effort to indurate the chiropteran. However, this pattern doesn # 8217 ; t seem to bring forth any benefit beyond the psychological either. In early yearss, some batters would illicitly hammer nails into their chiropterans so that the ball would strike Fe. Even if the chiropteran could be made harder, it would merely decrease striking. Solid wood chiropterans give really small in the impact country, and therefore they store really small energy. What small they do store, they give back [ to the ball ] really expeditiously. On the other manus, the ball distorts a batch under impact, and is comparatively inefficient in giving the energy back. So a harder chiropteran merely consequences in more distortion of the ball, and a lesser hit. The inquiry that come to us following was, but what about a metal chiropteran? The most stupefying alteration in baseball chiropterans in the past 30 old ages started in the 1970s, when chiropterans made from tubings of aluminium began to look. These tubings are machined to change the wall thickness and the diameter, and bring forth chiropterans that are light, strong, and hollow, as opposed to the solid wood. At first, the aluminium chiropteran was merely a metal transcript of a wooden chiropteran. They were merely more lasting, so they were cheaper to utilize. But makers and participants shortly discovered that there were other differences every bit good. Aluminum chiropterans are rather different than wooden 1s. They # 8217 ; re much lighter, more than five ounces. The barrels are bigger, and because they are lighter they can be swung faster than a wooden chiropteran. In add-on, the hardness and resiliency of aluminium can ensue in much greater velocities when the ball comes off the chiropteran. Major League Baseball has required that its participants use wooden chiropterans, but the aluminium chiropteran has come to rule the lower degrees of baseball, from Little League to American Legion to the college game. The most important difference between wooden and aluminium chiropterans is that with an aluminium chiropteran, a phenomenon occurs called the # 8216 ; trampoline effect. # 8217 ; The walls of the chiropteran are thin plenty that they deform, or flex when the ball hits the chiropteran. Some of the energy ( of the hit ) is transferred into the chiropteran alternatively of the ball. That energy is about wholly elastic ; it is given back, or bouncinesss back, about 100 per centum. The energy absorbed when the ball is deformed is about 75 per centum lost to heat, and therefore wasted every bit far as impeling the ball. Because of this trampoline consequence, you can hit the ball slightly faster, and slightly farther. In fact, when the NCAA approved the usage of aluminium chiropterans in 1974, H A ; B started comparing statistics and found that the squad batting norms went up about 20 points, and the home-run production about doubled. The primary ground that wooden chiropterans are required in the pros is due to this public presentation difference. The pro conferences want to protect their historical records, and they desire the public presentation of the game to be the consequence of human ability, instead than the engineering of the chiropterans. Ever-increasing public presentation of metal chiropterans has begun to impact the game at the college degree and below. Aluminum chiropteran shapers have been researching stronger and lighter metal metals. The consequences include ever-lighter chiropterans with dilutant walls, and accordingly higher chiropteran velocities and even greater trampoline effects. A ball hit by these chiropterans travels further and faster. In add-on, H A ; B has already made a chiropteran called the AirAttack in which a polyurethane vesica is inserted into the centre hollow, so filled with pressurized N gas. The gas force per unit area in the vesica supports chiropteran walls, forcing them out after they are deformed under impact. This support allows a much dilutant wall and a greater trampoline consequence. H A ; B has a playground ball chiropteran called the Inertia, in which the inside of the chiropteran contains a rolled-up steel spring that does the same thing. Batting norms and home-run production have gone up systematically at the college degree as these progresss have appeared. Titanium was used briefly, but it was rapidly prohibited because that metal # 8217 ; s combination of high strength, light weight, and snap was clearly traveling to consequence in shattering all striking records in all stages of the game. You could really grab the barrel of the chiropteran in your custodies and squeezing, and you could experience the chiropteran spring. The trampoline consequence was tremendous, and though Ti was banned, Louisville Slugger learned a batch about how to do aluminium chiropterans achieve the same consequence. Recently, a het argument has broken out over the widespread usage of aluminium chiropterans in college conferences. Many in baseball fright that modern engineering is making a superbat, which will irrevocably change the game and endanger participants. Indeed, the regulations commissions are diligently looking at the public presentation of chiropterans, and they have already put some bounds on public presentation ; they may good add more. They are non merely concerned about the unity of the game, the balance between discourtesy and defence, but they are besides concerned about safety. The NCAA regulations commission has decreed that many modern metal chiropterans are unsafe to participants and disruptive to the game. The high velocity of the ball coming off the these metal chiropteran has put hurlers in danger, as a line thrust hit at them may be going excessively fast for them to acquire out of the manner. And the energy of a hit ball additions as the square of the speed, so a fast hit can make more harm. As a consequence, the NCAA has ordered late that chiropteran makers alter their designs to do chiropterans heavier, with a smaller barrel. And baseball organisations from college to Little League are sing a return to a wooden chiropterans merely policy, though the disbursal of wooden chiropterans may do such a move impracticable.

Write an analytical essay about Orientalism and the Other

Write an analytical about Orientalism and the Other - Essay Example The article is well organized, first telling the reader what might be expected and then proceeding to discuss each of these items in turn. This helps to improve his argument because it seems straightforward. In his discussion regarding the ideas of Orientalism, for example, he traces the way in which social scientists have gradually become more aware of how their own culture colors perceptions of various elements of other cultures and their language reinforces the East/West dichotomies that foster continued flawed perception. His analysis of the writings of Max Weber regarding the Orient reveals exactly what he means when he says the very vocabulary of the sciences are guilty of reflecting the Orientalist approach. â€Å"He [Weber] contrasted the ‘sensual’ East with the ‘rational’ West, where denial of luxury was upheld by the Protestant church.† From this understanding of Weber’s focus, he then moves forward to trace this thought through the history of Orientalist criticism. â€Å"The first stage developed in the late 1950s and early 60s as Oriental Studies departments in the US, USSR and UK were reorganized,† while the second stage started with protests published by individuals from within the ‘oriental’ culture primarily championed by Abdel-Malek in the 60s and 70s. The third stage of this aspect of social theory development is identified by Walker as being the publication of Edward Said’s book Orientalism. Throughout, he demonstrates how the ideas of Marxism were frequently adopted by these critics as a means of overcoming some of the more glaring issues. As this discussion progresses, Walker manages to also demonstrate how the language itself poses a problem through asides such as â€Å"The terms ‘Third World’ and ‘non-Western’ are both culturally loaded and s uggest a dichotomy were there is, increasingly, not one.† This aspect of the

Thinkertoys Week 4 Essay Example | Topics and Well Written Essays - 500 words

Thinkertoys Week 4 - Essay Example By dint of a comprehensive and thoughtful planning, the company jumped from seventh position to second position in the market. Michalko has defined steps to be applied by a company in order to turn out successful even at the most unfavorable situation. The same is being adopted by the researcher in the present research, which is as following: Since I tend to start my own consultancy, after completing my graduation in business administration, in order to provide the young people with counseling regarding career selection, I plan the following possible scenario for starting my career: I will start my consultancy at the heart of the city, where commercial activities are at boom; so that I could capture the attention of the visiting clients too along with the clientele out of my personal relationship. In case I find difficulty in finding out possible clientele, I will shift my office from commercial zone to the area adjacent to the colleges and universities, so that fresh graduates and students could discover a career counseling consultancy in their area. I will also examine the market scenario and will assess whether I am working under perfect competition or monopolistic competition. I will revise my business strategy time and again on the foundation of business environment. Since business administration degree provides its graduates with the opportunity of working in numerous fields, I may start working in the fields of real estate, advertising, marketing and others. Since I strongly believe in hard work and honesty, I will never escape from my duties and obligations towards others. I will work diligently for the promotion of my business as well as obtaining dexterity in my skills and abilities. I will not confined my thinking to myself alone; rather, I will consult the specialists, professionals and experts regarding my thoughts and

Telecomm Question Research Paper Example | Topics and Well Written Essays - 500 words

Telecomm Question - Research Paper Example d by Lancaster University indicated that a professor at the University of Lancaster was at the forefront of developing technology that has the capability of speeding up the development of the 5G (fifth generation) wireless communication. Reports indicate that the professor together with colleagues from China has concluded a worldwide review of the 5G progress including the challenges underlying its implementation (Lancaster University, 2015). According to the project review team, greater breakthrough in telecommunication is on the way as research and development go on with to meet their commercial goal of the Firth generation network for everyone by 2020. The review team also expects new techniques and network architectures to merge to promote the existing cellular systems. A research conducted by the review team indicates an overview of potential network architecture. On other hand, the report also highlights various techniques, which could be used to develop the 5G system by analyzing the 5G current research and requirements. Some of these techniques include; Millimeter wave communications, Massive Multiple input multiple output, Non-orthogonal multiple access, and Cognitive radio and Device to device communications among others (Zheng, Zhang, Ding, Fan, & Li, 2015). 5G network systems will offer a platform that that will not only increase communication speed, it will also open doors to different industrial and consumer applications and uses. Some practical example of the uses the systems will be put into includes health monitoring devices, autonomous cars, and interactive gaming gadgets among others. Additionally, the system is expected to provide faster data sending rates between the sender and the receivers, faster download speeds of data, a more linked world and most importantly a longer battery life. In order to make this dream a reality, the research and development have started the pursuit in the bid to seize leadership. Moreover, large amount of

Business Enterprise Proposition Essay Example | Topics and Well Written Essays - 750 words

Business Enterprise Proposition - Essay Example Maintaining the health has become the major necessity. Many professional health centers are opened to guide the health conscious people about the proper exercises and proper and healthy diet. In short this service is really very money-spinning. This is the reason we are planning to start a Health Club â€Å"La Bella Health Club.† The health club is concentrating a particular market segment and that is the women or female customers. Health club is the need of the people especially who are living in urban area. In these days the people work before the computer for more than eight hours. The office job generally is sitting job. So it causes lots of negative impact on the physical health. They have to watch the computer screen and it can damage their eyes. It can result into many physical problems such as obesity, spondylitis, vertigo and many more. For women especially the major problem is hormonal changes. In such situation people are inclined to start regular Gym activities to maintain their health. The goals of this health care centre are long term goals. So the strategies are based on the achievement of long term goals. So it is necessary for the business to establish its brand in the market. For this the following activities will be performed. The online registration for membership will also be available. The website will also be the major part of our promotional activity and so our IT team will take strong efforts to make it attractive as much as possible. The facilities consist of regular Gymnasium, Cardio, Aerobics, Yoga, Swimming, and weight loss package, steam and massage. The latest technologies will be used in our health club; among them is Power Plate Machine, Treadmill, Croos Trianer, Recumbent bike, coach rower and many more. Very spacious premises of around 6000 sq ft will be available. A special circuit program of 30 minutes will be arranged for the women. In this program we will provide high standard circuit series

Business strategy Essay Example | Topics and Well Written Essays - 2750 words - 2

Business strategy - Essay Example Apple Inc., possesses wide base of total assets and this makes them largest technology company across the globe. There is large number of customers who opts for Apple products and this has enhanced brand loyalty. Brand loyalty of the product is due to unusual items manufactured by the company. It is considered to be most admired company in United States. The strategic position of the company is well supported by its understanding about customer’s taste and preferences. iPhone denoted creativity of Apple Inc., in smartphone industry. In this study, strategic analysis would be exhibited on iPhone 6/6+ of Apple. This shall indicate effective utilization of resources and competencies in order to address customer demand and secure high profit margins. The company well segments consumer market so that manufactured product reaches right consumer. High prices of its product line are substituted by innovation and quality which cannot be easily imitated by other players in the market pl ace. The study shall encompass analysis of Apple iPhone 6/6+ in technology industry, along with usage of models to determine its strategic framework. Models such as Porter’s Generic Strategies, Bowman’s Strategy Clock, Pestle analysis, Five Forces Model, Value Chain, Resources and Competencies Audit and Strategic Group Mapping will be included in this research study. There are four kinds of generic strategies such as cost leadership strategy, differentiation strategy, focus cost strategy and focus differentiation strategy. Products launched by Apple Inc., are unique by nature and are targeted towards a particular consumer market segment. Focus differentiation strategy states that narrow market segment are targeted by the company so as to acquire maximum market share. This form of differentiation strategy is adopted by a company when high priced products are being sold in the market place. Apple iPhone 6/6+ are targeted towards high income

Clinical Governance is an umbrella term covering a wide range of Essay

Clinical Governance is an umbrella term covering a wide range of quality, accountability and risk management issues. Assess the impact of Clinical Governance - Essay Example Van Zwanenberg fro Oxford defines clinical governance as "a powerful, new and comprehensive mechanism for ensuring that high standards of clinical care are maintained throughout the NHS and the quality of service is continuously improved" (Zwanenberg, 2000). Clinical Governance is a practice that was brought about by the United Kingdom National Health Service (NHS), to describe and establish a systematic approach to improve the quality of patient care. The framework of clinical governance aims at establishing the same levels of quality and accountability and management in clinics and hospitals that the framework of corporate governance aims at establishing in an organization. Prior to 1999, ensuring financial management and acceptable levels of patient care quality were the only mandatory responsibilities of the trust boards on NHS. Since 1999, the NHS trust boards accepted the need for improving the quality of service extended to patients; the effect of which was the adoption of clinical governance. Successful implementation of clinical governance mandates continual professional development for the whole primary care team. Each and every team member must be involved. The main challenge that teams may face is the transition shift to a m ultidisciplinary, team based learning. The tasks of clinical governance are complex and demanding. It needs efforts from all members of a team. Improving patient care means that all the factors that have an i... Elements of Clinical Governance Improving patient care means that all the factors that have an impact on the care must be studied and improved, which requires a high level of inter-professional understanding. Representatives from all groups of staff must explore 'care' from patient's point of view (Dickinson et al, 2006). Various elements are needed to be carefully understood in order to establish an effective patient care. Nigel Starey, Director, Center for Primary Care from University of Derby identifies some of the major elements that build effective clinical governance (Starey, 2003). Education: Continual sustained professional education is mandatory for all health care professionals. It is found out that a substantial amount of what is learnt during training is quickly forgotten. Post Registration Education and Practice (PREP) for nurses, Postgraduate Education Allowance (PGEA) for GPs, Continuous Professional Development (CPD) for hospital doctors are some of the various systems that are prevalent to assist health care professionals in their continued professional education. Another essential aspect of continual education is team based learning. Until recently, only the general practitioners attended educational events. The educational requirements of nurses and other staff members were neglected (Pringle, 2000). However the new emphasis on education stresses professional development for all the team members. Clinical Audit: Measurement of the prevalent standards of a clinic against the pre determined standards is a very crucial element of clinical governance. The standards must be pre determined at regular intervals by medical directors

TV seriies ( 60 Minutes) Essay Example | Topics and Well Written Essays - 250 words

TV seriies ( 60 Minutes) - Essay Example Be it a good or a bad issue that they are showing, it gives enough knowledge about my surroundings and helps me with my judgments and views. The first time I saw 60 minutes on TV, I thought, â€Å"What does this show has to offer? What good can it give me? Is it worth watching?† Then a friend of mine, who happened to love this show, told me that this is not any ordinary show. She loved it for the reason that it allows the viewers to see the ‘real thing’ in celebrities, in ordinary people, in the government and all the other issues that are likewise hidden from the people. I watched the segment wherein President Obama and his wife were interviewed and was satisfied that this show has done something like this for the nation, including me, to know someone so great like Obama. I heard in the news that this segment was the most watched episode of 60 minutes, and it has done a great effect to the show. I think that this show has somewhat improvised a new genre in the field of journalism and mass media, which is great for me, since I’m quite interested in journalism. The effect this show has on me is a good and helpful one that is why I consider it as my all-time favorite among all TV series. The fact that I can answer well when others ask me about certain issues in our country makes me feel knowledgeable. They thought of me as a keen observer, thanks to 60 minutes. It is with this show’s help that I can be aware and maybe even helpful to our country when the time comes. I am even inspired to write for the show, maybe

Context whose reality Essay Example for Free

Context whose reality Essay The reality that we create is unique to our own experiences. What is real? What is reality? The notion of reality is inextricably linked to the subjectivity of individual human existence. Reality is defined as the state of being real; what we can perceive through our senses. In essence, reality is viewed differently by each individual, through the intensity of his/her past experiences, values, emotions and perspective. Consider this, three blind men all touch a different part of the elephant but are unable to recognize that it is indeed an elephant. Based on their own subjective impressions, thoughts and feelings, each arrive at different conclusions. The man who touched the trunk, said it was a snake; the man who touched its belly, said it was a wall. And the man who felt the elephant’s tusk, and said it was a spear and another felt its ear and said it was like a hand fan. All of the men were in heated disagreement. The story of the elephant and the blind man is a popular proverb in Buddhist mythology. The blind men all made inferences about the object based on their assumptions, their biases and prior experiences. The blind men were dependent upon different spheres of perception. Our perception is determined and skewed by environmental variables that refract events according to what kind of person we are and the events that have led us to believe what is real. The three blind men in this anecdote held pieces of the truth, determined by their lack of experience which had caused them failure to perceive the whole picture. The process of perception shows that many individuals can be mistaken. The simple fact is that the way people process â€Å"reality† is subject to interpretation. It depends upon the individual’s mindset and past experiences at point in time. POWERED BY TCPDF (WWW. TCPDF. ORG)

Classroom Management Plan Essay Example for Free

Classroom Management Plan Essay I will provide the right environment for all students to learn. I will generate energy, ideas and opportunities to foster student achievement. I will motivate learners to high academic achievement. I will care for, love and understand my students. I will center my decision making about curriculum around my students. I will never feel that I cannot better myself as a teacher. My Philosophical Beliefs About Teaching In evaluating my philosophy for my future teaching career, I have been very seriously considering my values and beliefs about discipline, my own management style and the social goals for my students. As organization is one of my top priorities as a student, I will strive to be as organized as possible when I start my career. My goal is to organize the logistics of my classroom so that I can make my classroom student-centered instead of teacher-centered. I value the education process, and young minds and new ideas never cease to intrigue me. I am committed to making my classroom a safe and challenging environment and engaging my students through the curriculum as well as getting to know them and interacting with them one-on-one. I believe that meeting the needs of my students is a very crucial part of my classroom. I want them to be comfortable with the other students, as well as me, so that there can be meaningful discussions and interactions. Talking will be common place in my classroom, along with group work. I want to encourage all students to participate in class so that they can learn from each other as well as me. I want to have a democratic and equitable classroom so that students can learn. I want to be a fair as I can be, so the students trust me. I feel that I have a very patient and calm attitude with my class. I ask students about their life outside of class and feel that they respond in class even more, knowing that someone is paying attention to them. I want them to feel comfortable asking questions of me. I think my attitude towards the students is not overbearing or authoritative. I do not believe in forcing the students to do anything. I want to work with them in all circumstances so that we can achieve together and they do not feel like I am spoon-feeding them information. I want students to be a part of their learning. I want to motivate students to learn and keep their interest by using engaging curriculum. I want to involve students in rules about the classroom as well as what curriculum they would like to study. I believe if students feel they are involved in the workings of the classroom, they will be more motivated to engage in the class and in turn, learn. In order to be as organized as possible, the structure of my classroom will be variable, allowing me to change parts of my plan from year to year. I realize that this management plan is a work in progress and what I value now as important points to address in my first management plan may eventually come easily to me with experience and other issues of management may require more attention than those I have addressed. In order for my classroom management plan to be effective it needs to align with my beliefs and values. Therefore, I have chosen the theories and practices that reflect my personal teaching style. There are numerous beliefs and practices that serve as the foundation on which I am building my classroom management plan. I believe that the teacher and students should work cooperatively together in order to create a safe and inviting classroom. Linda Albert’s Cooperative Discipline theory emphasizes that the teacher and students should work together to make class decisions. Albert recommends informing and involving the students’ parents in class decisions as well. This can be accomplished by implementing what Albert refers to as the Three C’s: connections, contributions, and capabilities. I agree with Albert that the classroom should be safe and free of threat for all students. The classroom should be a place that the students feel welcome. If the students are contributing to the class, they will feel as if they are an asset to the class. Finally, I believe that the teacher and students should work together because it is essential to developing a community of learners. I believe in creating a code of conduct cooperatively as a class. This belief coincides with Linda Albert’s Cooperative Discipline as well. A class code of conduct indicates how students are expected to behave instead of how they should not behave. Albert states that the teachers and students should work together to determine consequences for when a student does not follow the class code of conduct. When the students are involved in the determining the consequences, Albert feels the students are more likely to follow them because they are connected to them. I believe that having a class code of conduct in the classroom allows the students to know how they are expected to behave. The students will be more likely to remember what is expected of them because they were involved in creating the expectations. Therefore, the students feel as if the expectations are reasonable and can be met. I like that the teacher is not telling the students how to behave. I feel that students should play an active role in the classroom, and that students are capable of making good decisions. I will be sure to place the code of conduct in a visible spot in the classroom so the students can refer back to it. I believe in using â€Å"I-messages† to communicate my feelings to the students. This practice is introduced by Thomas Gordon in his theory of Discipline through Inner Self-Control. â€Å"I-messages† allow the teacher to share their personal opinion with the students in a non-threatening way. On the other hand, â€Å"you-messages† blame the students for their behavior which causes the students to become defensive. I believe that the teacher should have open communication with students, but in a positive way that creates a safe environment. This method could be taught to the students as well in order to help them solve conflicts. I believe that teachers should encourage their students. William Glasser refers to teachers who provide encouragement to their students as â€Å"lead teachers†. Glasser states that teachers should not try to force information into their students. This makes common sense to me because who likes to be forced to do something. I agree with Glasser that the students’ motivation to learn resides within themselves. It will be my job as a teacher to spark their interest to learn. Therefore, as a teacher I will need to create engaging activities, and be there to provide support to the students as necessary. I believe in creating a sense of community in my classroom. Alfie Kohn mentions that classrooms should be â€Å"learning communities in Beyond Discipline. A classroom should be a place where the students feel cared about and are encouraged to care about others. Eventually, the students will begin to feel connected to one another and see themselves as part of the whole class. I believe that in order for my classroom to be an effective learning environment the students need to feel comfortable. A sense of community will encourage my students to be active participants in class matters. I believe that the teacher should teach â€Å"life skills† to the students so that they can be successful not only in the classroom, but in life as well. Kagan, Kyle, and Scott’s Win-Win Strategies promote the use of â€Å"life skills† in the classroom. They refer to â€Å"life skills† such as self-control, anger management, good judgment, and empathy. These theorists believe that if the students require these skills they will be able to live more successfully. I believe that teachers are responsible for preparing students for life so this theory matches my belief. After my students leave my classroom, I want to see them succeed in life. I am strong believer that one needs to be the change that one wants to see in the world so I will model these â€Å"life skills† for my students. I believe that a teacher should handle behavior problems privately. If the teacher must get involved, Glasser believes that the teacher should do so in way that does not punish the student. I am going to take this one step farther, and say that the teacher should talk to this student in private about his/her behavior. Hopefully, the student and I will be able to determine a longterm solution for the behavior problem. I believe that students should be taught procedures in order to maximize their learning and show them responsibility. The Wong’s Pragmatic Classroom Management Plan supports this belief. Harry and Rosemary Wong state that most students will act responsibly if taught the procedures to do so. They believe students’ achievement is affected by how well the procedures are laid out and taught to them. I agree with Harry and Rosemary Wong that procedures are an important aspect of a classroom. I believe that procedures provide students with a structure that lets them know what is expected of them. This will help cut down on disruptions if the students are not confused about what they are supposed to be doing. Management Plan Goals Having the right environment for all students to learn. The ability to manage childrens behavior. Students will have a complete understanding of the classroom rules. Keep parents involved and â€Å"in the know† of their child and the classroom. Instructional strategies will be taught to the best of my ability. Physical Environment The importance and variety of a properly designed early childhood classroom cannot be over-emphasized when providing a learning environment for children. I will provide in my classroom safe and orderly spaces, filled with a variety of materials that will make the classroom more satisfying for both the teacher and the children. Furthermore, well-designed areas will decrease the number of conflicts that may arise. Quite naturally, any space must accommodate all the activities it will be required to house. Therefore, when making my classroom environment safe and orderly, I must make accommodations to have certain spaces to be multipurpose. It will be very important to make sure these areas, as well as other areas in the classroom, are filled with a variety of materials organized into appropriate activity areas. Clearly defined interest areas will allow young children to work best in small groups where they can learn to relate to other children, establish friendships, and solve problems together. The use of low furniture in these areas will allow me to see into all areas while at the same time giving children a sense of privacy. Use of low furniture also helps define work spaces that help children concentrate because they will not be distracted by other activities taking place in other areas. These different areas will be defined by what activities will be taking place in them. For example, I will have such areas as: dramatic play, art area, building area, science/sensory area, game area, and quiet area. I will also make sure to provide an area where children can relax and be alone with friends. This space will have large pillows, beanbags, and carpet. This so called â€Å"soft area† is very important for young children because it is important to their mental health and it promotes positive behavior because children who spend long hours in a group environment need time to themselves where they can rest. When it comes to supplies and materials in the room, they should be displayed on low shelves where children can reach what they need. This helps promote independence because the children will be responsible in getting materials out and putting them away. When displaying materials on shelves they must be in the area where they will be used. I will place labels and pictures showing where each object belongs. Logical grouping of materials promotes their appropriate use. Labeling the place for each object helps children maintain a clean and orderly environment. When it comes to the teacher’s supplies and materials, I will keep them up and away from the children so that they cannot access them. When the children walk through the door, they will be hit with all different colors coming from the pictures and posters on the walls. I hope to have a room with big windows that allow for natural lighting. The pictures I will have on the wall will be displayed on the children’s eye level, thus children will take better notice. I will also display the work of the children. Displaying their original artwork shows them respect and value for their hard work and effort. One last important thing to me, when it comes to the physical environment of my classroom, is that I will make sure the classroom materials will reflect the cultural richness of our society, the backgrounds and life experiences of the children, and people with different abilities. Children need materials they can relate to through past experiences, before they are asked to learn new concepts. A respect for diversity is important for identity and self-esteem. Behavior Management Many disputes and conflicts can be prevented by careful planning and with positive adult support. There is always a reason behind children’s behavior. Misbehavior is usually directed at achieving one of four goals: revenge, power, attention, and/or feelings of adequacy. I know I can’t force a child to change his or her way of behaving, I can only change the way I behave with the child. My ultimate goal in behavior management and child guidance is not to manage children’s behavior, but to help children manage their own behavior. I am aware that conflict situations provide important learning opportunities for children. Therefore, when it comes to classroom management, I will not deprive the children these opportunities to learn problem-solving skills. My role as a teacher in children’s conflicts is to de-escalate them when the children can no longer work out their problems by themselves. When I communicate with the children in my classroom I will use â€Å"I† statements instead of â€Å"you† statements. I will use gentle body language and make sure that I listen to both sides of the issue. I will try to focus on the present and future of the child’s behavior instead of past behavior. Also, I will focus on the child’s behavior and not the child. Most importantly I will keep in my mind the needs of each child and their best interest when it comes to fixing their misbehavior, and not focus on my best interest. My classroom rules will consist of four basic principles. Those four basic principles will be caring, honesty, respect, and responsibility. I believe any rule thought up by a child can fit into one of these four basic principles. For example, if a child is not keeping their body to themselves, they are not respecting the other child’s space. That is why I will not have a list of rules in my classroom, but rather have these four principles posted in my classroom where every child will see them. Therefore, when a child is not following the rules I will state what they are doing wrong and how it relates to one of the four principles. When it comes to classroom management and discipline, I will not use punishment, but logical consequences. There are two types of logical consequences. They are naturally occurring consequences and imposed consequences. Naturally occurring consequences usually occur when the problem belongs to the individual on whom the consequences fall. For example, Sally leaves her coat out on the playground and when she goes back for it, the coat is gone. I then say to her, I am sorry that it is gone and tell her it is her responsibility to keep track of it. Imposed consequences often occur when a behavior creates a problem for another person who then must impose consequences in order to change the behavior of the individual creating the problem. When I impose logical consequences on the children in my classroom I will try to keep certain things in my mind. Such things as being a consultant in helping the child solve his or her own problem. Keep the burden of the solution on the child and not me while implying that the child is capable of solving his or her own problem. I must also tie the time and/or place of the misbehavior to the consequence. These are just a couple of ways I will try to manage children’s behavior in my classroom. Parent Communication One of the most vital parts of teaching children and managing a classroom is communicating with their families. There is no one right way to communicate with parents, therefore as a teacher, I have to utilize many different methods to communicate with parents to build rapport. One of the first methods I am going to use is a parent board. On the parent board will be pictures of the activities the children have been doing and other information such as the weekly curriculum and things the children have to bring from home to school. I will have the parent board on a table where there will also be a notebook where parents can leave me messages, and where I can leave them messages. I will also have monthly newsletters to the parents that I will set out on the parent table. Another way I will communicate with parents is by having parents come into the classroom and be a classroom helper. I would try to get every parent to come into the classroom at least one time during the school and spend the day with their child or at least a couple hours. This would help me to get to know the parents of the children I teach and this would give me a good chance to build rapport with the parents so that communication will be made easier. Some of the most basic methods I will use to help me communicate with parents are by use of the telephone. I will call parents when need be and make sure that they know they can call me when needed. Finally, the last way I will communicate with parents is by talking to them face to face. Things I know to remember when talking to a parent are to first approach them with a smile or pleasant look and then introduce myself if I have not ever done so in the past. I will always try to start out the conversation with the parent with something positive about their child. If I were communicating with the parent because of a problem their child is having in my class, I would first tell them the issue at hand and then offer some possible solutions. I then would tell them what I want their role to be after I let them talk about what solutions they have. If they need to further talk to me I would offer them other times they can talk to me. I also would give them other possible people to talk to if they feel that they need to. When communicating with a parent I want them to feel that they can ask me questions about their child’s education or other issues they might have. If I can’t answer their questions, I will flat out tell them I don’t know the answer, but I will find out. I also will make sure not to make promises I can’t keep. If need be, I will always make myself available for a teacher-parent conference when scheduled ahead of time Instructional Strategies and Methods When it comes to instructional planning in my classroom I am going to start with the Pennsylvania Academic Standards. The reason I am going to start with the standards is because in the classroom the students are working towards a goal, and those goals should be set higher than the standards. If I do not teach my students to at least the level of the Pennsylvania standards, then I have not set the goals high enough for my instructional planning. If I set goals for my instructional planning, that gives me a start in what direction I need to go in my lesson planning. The second step I am going to take in my instructional planning is assessment. I have to measure the progress of achieving my goals by doing assessments of my students. Two kinds of assessment I will be doing are what you would call summative assessment and diagnostic assessment. The summative assessment will be tests, examinations, final projects, or other things depending on grade level of the students. These types of assessments will tell me if the students are learning the objectives and making progress towards meeting the goals. On the other hand I will use diagnostic forms of assessments when it comes to planning on how far I have to go to get my students to reach the goals or in meeting the standards. I will use diagnostic assessment at the beginning of the school year and before I begin each new unit. The third step in my instructional planning is planning for the long-term. My long-term plan will be as simple as planning my year end academic goals and group those goals into some discrete units to make sure that I cover my long-term academic goals. When it comes to the delivery of my lessons, I am going to keep it as simple as possible. Even though there are many different formats of lesson plans I can use, there is one general way I can make all the different types of lesson plans fit me. Using the following format to teach my lessons will help my students obtain the goals and objectives of my lessons. The format I will use is to first introduce the lesson. Then have an opening to the lesson, which is when I will tell the students what they will learn and why it is important. Next, I introduce the new material and teach it to the students. Afterwards, I allow time for guided practice and then independent practice. These two areas are where I make some informal assessments to check to see if the students learned the objectives. Last, but not least comes the closing. This is where I stress the connection of the lesson and check the students understanding by doing some type of assessment, usually a summative form of assessment. Schedules and Routines. When I go to a class, I like to see a schedule of what we are working on for the day. I believe that all students should be given this courtesy of knowing what is going to be happening during the school day by reading a daily schedule of the day’s activities. I will always have the schedule posted at the front of the class, each day updating any changes in the schedule. In addition, I will list the specifics of the day: for instance, what we are working on that day in math. I have seen schedules that list the basic outline of the day: math, language arts, social studies, lunch and science. I would like to take the schedule one step farther and include some details about the day and what will be happening. Not only are daily schedules helpful for students to see what is happening during a given school day, but my daily schedule will allow me to evaluate my the activities in my classroom, assuring that the type and variety of activities are appealing to different types of learning situations. Also, I want to find a good balance between teacher directed instruction, independent work and cooperative group work. Repetitious activities can sometimes impede the school day as it may evoke comments such as â€Å"We’re doing this again? † However, having routines in which students can predict what will happen can ease the transition from the bus, car or the walk to school to the classroom. To be specific, I will have a beginning of the day routine and an end of the day routine, so that I maintain consistency each day and convey the message that in our class, we use all of our time together to learn and we do not like to waste time. For my start of the day routine, I will play music as the students walk in. I will play quiet music that sets the tone for the day: a warm and relaxing learning environment where we are safe and ready to learn. I will have a welcome message posted on the board with a list of housekeeping items to do before we get settled for the day: sharpen pencils, turn in homework, put coats and backpacks away. In addition to this everyday welcome, I will have a list of activities that students can work on from previous days of school, including plenty of options to accommodate those that have finished all of their work. Also, I will greet my students as they enter the classroom, talking to each student as they get settled for their day, ensuring that I get to see each student and have contact with each one first thing in the morning. At the end of the day, I will take the last ten minutes to wrap up the day. I will post an end of the day wrap up list on the overhead for students to use a guide to get ready to go home. I will have mailboxes with the days handouts in them and my students can collect these handouts and place them in their â€Å"take home† folder. Then I will ask groups to get their backpacks and put away all of their materials. I will ask that they clear off their desks and the area on the floor around their desks so that the custodian does not have to clean up after us. As the students line up to go home, I will have my goodbye salutation: a piece of poster paper with four types of goodbyes: a handshake, high five, or smile. The students can pick any combination of these goodbyes when the leave. I want to have this goodbye so that I can be sure to have contact with each of my students before they leave for to go home. In doing this, I want to convey to my students that I care about them and I want to wish them a safe trip home and tell them that I look forward to seeing them tomorrow. By having structured routines for the beginning and end of the day, I will be setting the tone for the school day. For the beginning of the day, I want to imply that we structure our mornings so that we can get off to a good start with our minds and materials ready for the day. At the end of the day, I want to bring the day to a close with daily routine to ensure that my students understand that every part of our school day together is as valuable as any other part. Individualization In order to promote individualization and responsible behavior, I will implement a job chart where students will have jobs throughout the week. I will have paper passers, overhead cleaners, board erasers, recyclers, lunch duty, and line leaders. I will introduce these jobs on the first day of school and assign jobs to random students. Emphasizing the importance of the jobs will enhance the students’ desire to have the job to demonstrate their responsible behavior. I will have a policy stating that any student who cannot demonstrate responsible behavior and reliably complete their job will have to give up their job title and a different student will get their job. I have seen such a job system in another classroom in which I worked and this system was very successful in creating a sense of responsibility among students. Reflection As I complete my management plan, I feel that I am fully prepared to teach tomorrow. However, I know that that is not the case. My management plan will forever be growing and changing. My management plan focuses on the students’ needs in my class. By organizing many structured components of the school, I am attempting to prepare myself for any discipline problems that may occur. I will organize many aspects of my class before the year starts, but I will also sit down with my students during the first weeks of school and have discussions about rules and expectations to determine what they need from me and from each other. While I know that some misbehavior will occur in my classroom, I am instituting this plan to assist me in dealing with these issues as they occur. I believe classroom management is the key that unlocks the ability for children to learn and in creating an environment where children feel safe. I will set high expectations and encourage my students to succeed. Finally, my classroom management will not only be about creating a good rapport with the students, but creating a rich and engaging curriculum. | | | | | | | | | | | | References Albert, Linda, Pete DeSisto, and Linda Albert. (1996) Cooperative Discipline. Circle Pines, MN: American Guidance Service. Web. Guillaume, Andrea M. (2004). K-12 Classroom Teaching: A Primer for New Professionals. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall. Print.

Inductive And Qualitative Approach Versus Deductive And Quantitative Education Essay

Inductive And Qualitative Approach Versus Deductive And Quantitative Education Essay The study is descriptive nature. Research philosophy is an over-arching term relating to the development of knowledge and the nature of that knowledge Saunders et al, (2009). Since, the research is guided primarily by the scientific criteria of the measuring instruments of quantification, systematic collection of evidence, reliability and transparency, researcher adopted positivism. 3.2. Research strategy 3.2.1. Inductive and qualitative approach Vs Deductive and Quantitative study Research on special education was vast and thus in order to further strengthen the findings researcher adopted quantitative deductive approach where theories are tested through empirically. Data was collected through pre-determined instrument to obtain numerical data which can be analyzed statistically. 3.3. Study setting and Sampling method The research project took place at the randomly selected schools in the United States. The teachers in these schools were interviewed on their perceptions and attitude towards special education program. About 200 teachers who are trained under special education (previous experience with certificate in special education) and not trained will be selected using systematic sampling method. The study adopts a pure descriptive approach. Data on the demographic information of the study sample were done based on the following criteria: whether the instructors included in the study was married or single, whether they were professionally trained for special education or not, the experience of the instructor greater than or less than 10 years. Predictor Variables It is vital that the participants fill in a detailed biographical questionnaire that gives information on the gender, marital status, experience as these demographics are predictor variables on the attitude towards inclusion. 3.4. Pilot study In order ensure for the content, readability and ambiguity the pilot study will be conducted prior to the main study. Pilot interviews were carried out among a small group of teachers, to generate items for the scale in assessing the attitudes of teachers towards the inclusion of special needs children in general education classrooms. The final scale consisted of 20 items which were accompanied by five-point Likert-type self-report rating scales ranging from positive attitude to negative attitude (1 to 5). Procedure of Data Administration The researcher administered the instrument in each of the selected schools after obtaining their mission to do so from the school authorities. In each of the schools, respondents were gathered in a class and were administered the questionnaire. The instructions were read to the respondents as regard the filling of the questionnaire. The items in the questionnaire were properly filled and returned after the exercise. To ensure there was no case of any loss of items as return rate was assessed. Snow (1974) recommended eight conditions to make designs more representative: 1. Actual educational setting: This survey was distributed in the actual educational setting of the teacher participants. 2. Variation of the educational setting: The four schools were chosen primarily because they were geographically and socio-economically varied. One upper middle-class and one lower middle-class school was examined in each county. 3. Observation of the participants: The researcher observed (a) all teacher participants during the pilot portion of the survey development and (b) the teacher participants surveyed during the study. 4. Observation of the social context: The researcher made a minimum of three visits per school to observe the social context. 5. Preparation of the participants: Brief instructions were given in the cover letter, on the survey, (and in person, for the pilot portion). Strict protocol and procedures were followed. Treatment fidelity was observed. 6. Incorporation of a control treatment that uses customary approaches: The survey was designed to be understood and completed simply, using common pen-and-paper assessment techniques. 3.5. Time Horizon Cross-sectional technique was adopted where data collected at one point of time and due to its inexpensive to conduct. 3.6. Data collection 3.6.1. Primary data collection This descriptive study involved mainstream classroom teachers and special education teachers. Questionnaire method was used to collect primary data. Questionnaire was developed based on the following hypotheses: Four hypotheses were postulated at the significant level of .05; they are: H01: There is no significant difference between male and female teachers in their attitude towards the inclusion of special needs students in general education classrooms. H02: There is no significant difference between married and single teachers in their attitude towards the inclusion of special needs students in general education classrooms. H03: There is no significant difference between professional qualified and non-professional qualified teachers in their attitude towards the inclusion of special needs and children in general education classrooms. H04: There is no significant difference between teacher with less than 10 years of teaching experience and their counterparts with more than 10 years of teaching in their attitude towards the inclusion of special needs students in general education classrooms. 3.6.2. Secondary data collection A desk-based approach was also adopted for the research where the data in collected from academic publications, journals, news-papers, government publications, policies, annual reports, and company websites. 3.6.1.1. Research instrument A survey on the attitudes and knowledge of school teachers regarding inclusive education was conducted. It consisted of an 18-item scale, divided in three parts: a) teachers perceptions (8 items), assessment of teachers views with the claim that children with disabilities are entitled to education together with their typically developing peers in inclusive classrooms, b) collaboration between the mainstream and special education teachers (5 items), which explored the relationship between the mainstream and special education teacher and c) strategies to improve inclusive education (5 items), which examined how inclusion can be enhanced. The participants were asked to indicate their degree of agreement on a five-point Likert scale In order to complete the questionnaire (1 = Strongly Accept; 2 = Agree; 3 = Undecided/Neutral; 4 = Disagree; 5 = Strongly Reject). Questionaire: Part I Students with special needs fare better academically in inclusive education Children with special needs must be integrated into the regular student community Students with special needs must be placed in regular classes with back up support to achieve highest level of inclusion Academically talented students may be isolated in inclusive class rooms Placement of children with special needs in regular class rooms may negatively affect academic performance of mainstream students. Children with special needs will benefit from inclusivity Children with special needs have a right to receive mainstream education Labelling as stupid, weird, hopeless is a problem in inclusive education. Questionnaire: Part II Special needs teachera and regular teachers need to work together in order to teach students with special needs in inclusive classrooms Although the inclusive education in a concept, its implementation is ineffective due to objections from mainstream classroom teachers Mainstream teachers have a main responsibility towards the students with special needs placed in their clssrooms The presence of a special education teacher in the regular classrooms could raise difficulties in determining who really is responsible for the special students The special education teacher only helps the students with special needs. Questionnaire: Part III Mainstream classroom teachers have the training and skills to teach special needs students Special needs students need extra help and attention Students with special needs committed more disciplinary problems compared to the regular students Mainstream classroom teachers received little help from the special needs teachers Although inclusive education is important, the resources for the students with special needs in a mainstream classroom are limited. 3.7. Reliability, validity issues The reliability and validity of an instrument will be done through pilot study and face and content validity measures. Validity No matter what research design is selected, concern for factors that could affect the validity of the design is always primary. Typically, two types of validity are considered when designing research: (a) internal validity and (b) external validity. Although both types of validity are important, emphasis may vary depending on the type of research questions being investigated. For descriptive questions (as in this study), external validity receives greater emphasis because the priority of the researcher is to systematically investigate an existing sample of individuals or phenomenon, as opposed to studying the impacts of a phenomenon or intervention (as in experimental research). The factors jeopardizing external validity (or representativeness) are often more relevant to a descriptive study. Internal Validity Internal validity determines whether, in fact, the experimental treatments used made a difference in a specific experimental instance (Campbell Stanley, 1966). Relevant to internal validity, Campbell and Stanley identified eight classes of extraneous variables, which, if not controlled by the experimental design, could produce effects confounded with the effect of the experimental stimulus. Cook, T. and Campbell (1979) expanded the list to include 12 extraneous variables. The variables and their relevance to the design of this study are reviewed below: History: History addresses the specific events that occur between the first and second measurement in addition to an experimental variable (Campbell Stanley, 1966) and would only be a potentially relevant threat in this design in relation to the 15 teachers randomly selected for participation in the confirmation interview. Since these interviews were completed shortly after the survey participation, and are only used for confirmation purposes, the threat is minimal. Maturation effects: Maturation effects are defined as those processes (physical or psychological changes) within the participants that are operating as a function of the passage of time (Campbell Stanley, 1966). Inherent within the research design was the use of only one treatment (the survey), which takes approximately 20 minutes to complete. The possibility is nominal that the growth of hunger, tiredness, or other conditions, within that time period would impact the data. Testing effects: Testing effects (defined by Campbell and Stanley [1966] as those effects of taking a test upon the scores of a second testing) were also controlled by this designas only one test was used. The pilot participants were not used as study participants and the participants used for interviews were not reassessedbut were only asked to confirm their answers. Instrumentation: Instrumentation (Campbell Stanley, 1966) refers to changes in the calibration of a measuring instrument, observers, or scorers used, and can produce changes in the obtained measurements. Controls built into this design for instrumentation effects included the use of one measurement (survey). The instrument was (a) carefully developed by accepted guidelines; (b) piloted; and (c) self-administered with supervision, handling, and mindful interpretation by only the researcher who had insight of the threat potentials. Experimenter bias and treatment fidelity were consciously avoided. Statistical regression: Statistical regression (explained by Campbell and Stanley [1966], as when groups have been selected on the basis of their extreme scores), was not considered a relevant threat in this design because only one test was applied, and selection was dependent upon general experience criteria and availability, not test scores. Differential selection: Biases, which result from differential selection by the comparison groups (Campbell Stanley, 1966), were not viewed as a significant threat in this research design because no comparison groups were used. The design used was more descriptive in nature, and the purported generalization was limited to the teachers of the four assessed schools. Experimental mortality: Experimental mortality, or differential loss of respondents from the comparison groups (Campbell Stanley, 1966), is controlled within the study design because no control groups were used, and the study was completed in a relatively short period of time. The possibility of the absence of some significant (main group) participants at the time of assessment is a noteworthy threat although deemed unavoidable. The researcher had no control over participants absences. Selection-maturation interaction: Selection-maturation interaction is where certain designs are threatened due to the given respondents growing older, or the results may be specific to the respondents given age level, fatigue level, etc. (Campbell Stanley, 1966). These threats were not relevant to this design because, again, no pretest or comparison groups were used and the questionnaire was taken by various aged participants within a short period of time. Experimental treatment diffusion, compensatory rivalry (John Henry effect): Experimental treatment diffusion, compensatory rivalry (John Henry effect), is nominal compensatory equalization, and resentful demoralization. Experimental treatment diffusion, compensatory rivalry (John Henry effect), compensatory equalization, and resentful demoralization (Cook, T. Campbell, 1979) as threatening extraneous variables were immaterial because no control group was used in this design. External Validity External validity (or representativeness) is the extent to which it is possible to generalize from the data and context of the research study to broader populations and settings (Bickman, 1989; Cook, T. Campbell, 1979; Hedrick, Bickman, Rog, 1993). Strictly speaking, one can only generalize to the accessible population from which this researchers sample was drawn. Several critical aspects of the populations used must be compared in order for the populations to be deemed similar. The environmental conditions also must be examined. Campbell and Stanley (1966) investigated factors that could jeopardize external validity. Interaction effect of testing: One factor that could jeopardize external validity is the reactive or interaction effect of testing (Campbell Stanley, 1966). This occurs where a pretest might increase or decrease the participants responsiveness to the experimental variable and thus make the pretested populations results unrepresentative of the effects of the experimental variable. This threat is considered to be minimal in this design because a pretest was not used. Therefore, it is arguable the population used may better represent the unpretested universe from which the respondents were selected. Interaction effects of selection. According to Campbell and Stanley (1996), the interaction effects of selection refers to the limitation of the effects of the experimental variable to that specific sample and the possibility that this reaction would be untypical of the more general universe of interest for which the naturally aggregated exposure group was a biased sample (p. 41). It is impossible to control all the variables of selection due to realities of life (funding, participant availability, human variability, etc.). This threat warranted concern but controls were added. Although randomization or matching was not possible, and intact groups had to be used for participant selection, a larger number of participants was used (N = 100). The sample included teachers serving varied socioeconomic and geographical locations. Explicit description of the sample population and study framework was provided. The study design and instrument were cautiously fashioned. The cover letter operat ionalized the definitions used for the surveys terminology, the survey was devised under specific guidelines, particular criteria were set for the participants, application and scoring of the survey was regimented, and bias of data interpretation was knowledgeably avoided. Furthermore, throughout the study, the researcher was cautious not to generalize any findings beyond the intended teacher population of the four schools selected for the study. Experimental arrangements: The confounding effects of the experimental arrangements might also jeopardize external validity (Campbell Stanley, 1966). The artificiality of an experimental setting and the participants knowledge that they are participating in an experiment threaten representativeness and generalization. This researchers choice of self-administered questionnaires and repeated assurance of participant confidentiality substantially diminished this threat. This researcher was absolutely resolute not to treat any participant in a substandard fashion. All participants were provided the same materials, information, and consideration. Multiple treatment interference: Multiple treatment interference, or the confounding effect of pretesting (Campbell Stanley, 1966), was controlled in this design. No pretesting was intended in this research study. The pilot test was used strictly to pilot the survey instrument and process. The results were not used in the study. Special care was taken to disallow any participant in the pilot study from retaking the survey. Any risk of the application of the interview survey in addition to the initial self-administered survey, changing the participants behaviorand therefore the results were also controlled by the design. The choice to select the interview participants randomly, from the entire population being studied, greatly reduced this threat, and enhanced the validity of the studys findings. Statistical analysis The data will be analyzed using excel. Descriptive statistic are used to analyze continuous and categorical data and presented in the form mean, standard deviation and percentage, while proportions are analyzed using chi-square test. To measure the reliability cronbachs alpha will be used.

Canadian Security Intelligence Service (CSIS) :: essays research papers

The organization I have chosen for this essay is CSIS ( Canadian Security Intelligence Service ). CSIS closely resembles The Federal Bureau of Investigation ( FBI ) or British Security Intelligence Service. I have chosen this organization because I have great interest in becoming an employee of CSIS in the future. This essay will provide brief history of CSIS, the responsibilities of CSIS for Canada, and the application process for an entry – level position. These will be further discussed in greater detail as the essay goes on. CSIS was created by the passage of an Act of Parliament ( Bill C-9 ) on June 21, 1984. The service began its formal existence on July 16, 1984. Prior to June 21, 1984, security intelligence was collected by the Security service of the Royal Canadian Mounted Police. Two different Commissions chaired by the Justice Mackenzie in 1969 and Justice McDonald in 1977 recommended that the security intelligence functions be separated from the RCMP and that a civilian service be formed to carry out those functions. Both commissions recognized that the problem of balancing the need for accurate and effective security intelligence with the need to respect democratic rights and freedoms could not be adequately resolved as long as security intelligence responsibilities remained part of the Federal police force. In 1970, following the report of the Mackenzie Commission, John Starnes, a Foreign Service officer with the Department of External Affairs, became the first civilian Director General of the RCMP Security Service. Although the RCMP became more flexible problem arose due to the different natures of security intelligence work and police work. In August 1981, the feral government announced that a security intelligence service, separate from the RCMP would be established. The first legislation to establish the security intelligence service, Bill C-157, â€Å" an Act to Establish the Canadian Security Intelligence Service ( CSIS )† was introduced in Parliament in May 1983. It passed by both Houses of parliament and given Royal Assent in June 1984. CSIS began its formal existence on July 16, 1984 with Ted Finn as Director. In addition to creating a civilian security intelligence service, the Cat also created SIRC, to review the activities of CSIS. CSIS is a government agency dedicated to protecting the national security interests of Canada and safeguarding its citizens. The main objective of the service is to investigate and report on threats to the security of Canada.

Making Them Feel Like a Natural Woman: Constructing Gender Performances on The Maury Povich Show :: Free Essays Online

Making Them Feel Like a Natural Woman: Constructing Gender Performances on The Maury Povich Show Goth teems drenched in black become teeny-bopper darlings in pink dresses and platform sneakers. Male couch potatoes in flannel shirts become debonair gentlemen in tuxedos. Scantily clad women popping out of halter tops and leather mini-skirts become responsible women in business suits and subtle make-up. The make-over is a popular talk show tool used by everyone from Oprah to Jenny Jones. These transformations embody Lancaster's argument in "Guto's Performance" by demonstrating how we are all participating in one big drag show, presenting our gender through our dress, our play. We construct our genders, moment by moment, through our performance, fluidly moving from one to the next. On "Oprah," an over-worked single mom in sweat pants who devotes all her time to working outside the home and raising her children (in a combination of constructed masculine and feminine gender roles) sits slumped in her chair. Soon, lipstick and sequins transform her into a confident, sensual woman, stru tting across the stage ready to take the arm of the handsome, well-dressed man chosen to take her out for an evening on the town (she now takes on a different, more feminine, gender role). But there is underlying tension in Lancaster's argument and make-overs on talk shows. Instead of made-over guests choosing their type of dress and performance, they are usually shuffled into these roles by a team of television producers, make-up artists, stylists, family and friends, and audience members. Often, talk show make-overs reinforce our rigidly constructed ideas of what is "masculine" and "feminine" by highlighting the taboo of stepping out of these roles and re-constructing a person's performance to fit the correct social mold. A recent episode of "The Maury Povitch Show" featured make-overs of women who worked in "manly" professions. There was a tow-truck driver, a car mechanic, a bike messenger, an electrical repairperson, a firefighter, a "pooper-scooper," a zoo-keeper, and a lumberjack. Each of the guests made there entrance dressed in their working clothes, some with appropriate props, strutting to the tune of "She Works Hard for the Money." After each guest had the opportunity to talk about her job, she was whisked away by stylists with makes-up brushes and blow-dryers only to be returned in fancy ball gowns to work the runway for the approving audience, pausing for a brief moment to pose beside their "before" photo.

Biography Of Arthur Clarke :: essays research papers

Biography of Arthur Clarke   Ã‚  Ã‚  Ã‚  Ã‚  Arthur C. Clarke, a science fiction author, has had a very interesting life.   Ã‚  Ã‚  Ã‚  Ã‚  Arthur was born on December 16, 1917, in Minehead, England. He was the oldest of four children. His two brothers were Frederick and Michael, and his sister's name was Mary. As a child, he enjoyed science very much. He lived on a small farm, and enjoyed frequent trips to the nearby ocean. When he was 13 years old, he constructed his own telescope, and changed a bike light to transmit sound along the path of light it gave off. Arthur made his first literary connections by writing in the school newspaper.   Ã‚  Ã‚  Ã‚  Ã‚  He attended elementary, Middle, and high school in his home town, and then later went to King's College in London, where he made honors in Math and in Physics in 1948.   Ã‚  Ã‚  Ã‚  Ã‚  After Arthur had finished college, he became a member of the Royal Air Force.Then later he became the assistant editor of Science Abstracts, a science magazine. After quitting his job as the assistant editor, he decided to become a full-time science fiction author.   Ã‚  Ã‚  Ã‚  Ã‚  Arthur has never been married, and still, to this day, is a bachelor.   Ã‚  Ã‚  Ã‚  Ã‚  Clarke is a very successful writer. In fact, he is considered to be one of the most successful science fiction authors ever! He has written many books, including: Hammer of god; 2001, a space Odyssey; Prelude to Space; The Sands of Mars; Islands in the Sky; Against the Fall of Night; Childhood's End; Expedition to Earth; Going into Space; and Earthlight. Arthur has also written a few Nonfiction books, like Interplanetary Flight, and The Exploration of Space. Also, one day, he had an argument with a colleague, and said, â€Å" When a distinguished but elderly scientist states that something is possible, he is almost certainly right. When he states that something is impossible, he is very probably wrong.† (Science Digest )   Ã‚  Ã‚  Ã‚  Ã‚  Arthur has won many prestigious awards, including the UNESCO Kalinga Prize, The Franklin Institute gold medal, the Robert S. Ball award, and the Aviation/Space Writers Association Award.   Ã‚  Ã‚  Ã‚  Ã‚  An interesting fact is that Clarke proposed a belt of communication satellites, and now they exist. He also helped make the idea of space travel popular in the sixties. For some army history, Arthur joined the RAF in 1941.

Discuss the Importance of Visual Perception Essay

Sexual development is an important personal characteristic that contributes to ones self-worth. It is the way one sees him or her independent of one’s anatomic appearance. The way one feels and the way one is acknowledged by society and the environment can make the difference between being happy or unhappy. Whether or not one’s choice is accepted by others can also influence how one lives. Unfortunately, sexual development is often confused because it is most often assumed to agree with one’s appearance. Very often, it does but sometimes it differs. Simply because something seems or is supposed to be a certain way due to one’s societal expectations, does not mean that it always will be. Things are not always the way they appear and it takes much greater knowledge and understanding to accept people for what they are, even if it does not go along with what one learned. Keywords: Gender, male and female, hormones, environment Sexual Development Everyone possesses a gender identity, which most often matches one’s anatomic appearance. One’s sexual development can be either male or female or even something in between. Is sexual development truly so important or does it not play that significant of a role? Maybe this example will help everyone come to a better conclusion about this subject. A healthy baby boy was born to very happy parents. However, about eight months into his life, something happened and his genitals were horrifically destroyed. His biggest male appearance at that age, his penis, did not exist anymore. His parents, completely disturbed by the accident, heard about a psychologist who was able to assign sex to children whose genitals were destroyed or not there for another reason. According to Culbertson (2009), â€Å"If it is not created, then the child will be assigned a grammatical gender (in the Western world, all children must be either a boy or a girl), which may or may not match that childà ¢â‚¬â„¢s social gender as it evolves over the course of childhood† (para. 14). Very often, when a parent chooses the sex for his or her own child due to the circumstances, it seems to work very well. However, prenatal hormones also influence these factors in either working or not. Nevertheless, it did not work in this case and this boy began to live  an unhappy life as a girl. Time went by and many problems occurred until she saw another psychologist. Her parents finally told her what happened and she began the transformation into a male. It seems like being a male made him happier once again and he even married and became a stepfather. However, this story does not have a successful conclusion, as David Reimer committed suicide at the age of 38 (New York Times, 2004). This tragic story shows that one’s sexual development matters. It also explains that there is more than one factor that contributes to one’s sexual development. Therefore, the author of this paper will try to provide a better understanding into how gender identity and sexual development happens. The interaction between hormones and behavior will be explained and what role it plays in finding his or her own gender indentify in sexual development. As usual, it will also use the help of biopsychology and the environment to provide a better answer for the reader. The author hopes that the reader will not only establish a deeper knowledge about this subject but mostly that he or she will walk away with more understanding for individualism. Determination of Sexual Development Many different factors come into play determining one’s final sexual development. It is very important to acknowledge that not everything that appears a certain way also will perform as such. One’s anatomy might indicate being a male or female; however, this does not mean that this is actually how a person views him or herself. Chromosomes play a very important role in developing sexual organs. Sexual chromosomes, such as XX and XY, help determine sexual differentiation. For instance, XX chromosomes will lead to the development of a female while XY chromosomes develop a male. In addition, the sexual X chromosome and non-sexual chromosomes can do more and possess the ability of developing either sexual genitals. This is why the exposure to hormones before and after one is born is so significant. Hormones are responsible for one’s biological development. Therefore, it is very interesting to find out that the Y chromosome directs the glands to releases male sex hormones. Furthermore, hormones present during pregnancy will most likely affect the nervous system. It is important to acknowledge that every embryo is bisexual and has the ability to develop into a male or female until the end of the first trimester and  the ability of hormones, which will the determine the kind of system, the Mà ¼llerian system or Wolffian system, one develops (Carlson, 2007). It is clear that hormones influence sexual development and help one to not only view him or her as male or female but also feel as such. For instance, hormones also influence feminine and masculine characteristics. As stated by Berk (2004), â€Å"Masculine and androgynous children and adults have higher self-esteem, whereas feminine individuals often think poorly of themselves, perhaps because many of their traits are not highly valued by society†(p. 263). Children and Sexual Development One is not born knowing everything about him or herself. The way one is brought up, the environment, and different beliefs, just to mention few, all help one come to that conclusion. Children are not born with the knowledge of what his or her anatomy and gender identity is; they learn it at a certain age. To be even more exact and according to Rathus, Nevid, & Fichner-Rathus (2008) â€Å"Most children first become aware of their anatomic sex by about the age of 18 months. By 36 months, most children have acquired a firm sense of gender identity† (p.167). Therefore, one’s social learning and cognitive development also affect gender identity and sexual development. Children are influenced first by their parents and then by other authorities, peers and even the media. Another very important theory that should be considered in how one comes to their gender identity is the gender schema theory. This theory knows the strong influence one’s cognitive development and the environment play together. This happens by setting either masculine or feminine categories with which one can identify more. So for instance, boys play only with specific toys and girls do the same. Either gender is criticized by not following these rules or these rules are even pre-set by others. Parents buy gender specific toys and stores even categorize their sections by age and gender. These examples show how much other factors help one choose his and her gender identity and therefore influence one’s sexual development (Berk, 2004, p. 263). Still, even though one’s appearance normally goes along with one’s preference, there are times when this does not happen. Maybe this is one of the reasons why it takes so many to open up and let everyone know how he or she truly  feels. This may also be one of the reasons why so many never say anything and hurt themselves or even end their lives. This is why it is especially important for parents and other authorities’ roles to avoid stereotyping and allow the possibility of acceptance even if it does not go alone with one’s thin king and the social agreement. Furthermore, this can be explained by examining the behavior of intersexuals. Intersexuals’ gonads differ from their sexual appearance yet they are brought up by how they look. However, many express difficulty indentifying with being either male or female. This provides the clear evidence of the interplay of biological factors and the environment contributing to one’s sexual development (Rathus, Nevid, & Fichner-Rathus, 2008). However, indentifying with either one seems to be important. Quoted by Gross: Both males and females reported that gendered expectations at home involved educational success. For females, gendered expectations at school involved being interested in fashion and boys. For males, gendered expectations at school involved being interested in girls and participating in non-academic activities like sport (Gross, 2009). Biological Psychology Biological psychology plays an important role and considers different factors when explaining what and how sexual differentiation and sexual development is determine. It acknowledges that a person’s brain influences one’s behavior; this behavior resembles male or female characteristics and will be categorized as such. However, biological psychology also knows that it is not so simple explaining a human and there are many other important aspects in one’s life, which cause certain things to occur. Therefore, not only the brain but also, hormones, heredity, the environment, cultural upbringing, and one’s choices will determine either a traditional or a non-traditional role with which one can better identify. Determination of Greater Influence As everyone differs from each other, so too differ each individual’s influence. For instance, someone could have been exposed to prenatal hormones that normally would determine how one turns out to be, but then they were prone to the influences of his or her environment and turned out completely opposite. Therefore, saying which has the greater contribution  is a difficult decision to make. There is evidence for both such as, being raised as a male and resembling one should surely let one know that is how they should feel. That does not happen all the time. If the answer would be so clear, then one should be able to know what causes female homosexuals to have higher levels of testosterone, as human biology or a certain lifestyle can increase the level. This is why it is, most likely, the interplay of both that contribute to this occurrence, leading to uncertainty of the main cause. Conclusion One’s looks do not indicate how one feels and certain important factors contribute to one’s sexual differentiation, gender identity, and sexual development. Surely, it matters to try to find the correct answers because they may provide more understanding to human nature. So maybe one day, much clearer resolutions can be provided. However, in the mean time, one should always keep in mind that every individual tries to be his or her best and to be acknowledged is what, in the end, counts and makes a truly good person. One way of doing so is â€Å"by making it illegal to discriminate in employment, public accommodation, credit, housing and education based on a person’s sexual orientation or gender identity†( Journal of Property Management, 2007).