Arguments on Spanking

Three reasons people do not believe spanking is that spanking can cause harmful side effects, spanking is not more effective than other punishments, and spanking promotes child violence. Some of the harmful side effects that spanking can cause are children with depression, poor academic outcomes, or problems in the second half of life. Since side effects usually do not appear immediately, it is impossible to see side effects. It is also thought that spanking can not prove to be more effective than any other punishment. One of the main arguments supporting spanking is that it does not lead to any discipline. One of the main arguments for fighting spanking is that in more than 80 studies on spanking, the results of the survey show that more children experience more corporal punishment, they show more serious behavior. Review of the literature provides a background to understand how spanking affects children. Research on corporal punishment (physical) punishment is defined not as correc ting or managing children's behavior, but as use of physical strength to give children a pain 1. Corporal punishment by law 7. In general, spanking and slapping that do not cause serious physical harm are considered acceptable corporal punishments. Corporal punishment is often escalated to child abuse, Children's Corporal Punishment: Slapping. Standpoint of Inverse Span. Religious Tolerability: Abusing may escalate. As spanking for a while, it is common for parents to repeat spanking when a child is misbehaving. More serious spanking It may become abuser beyond the reasonable power threshold. Corporal punishment often reacts innocently to child's behavior excessively Jan Hunt. 10 reasons not hitting children natural children project: 2. In many cases of so-called bad behavior children are basic Ignore the needs, respond only to your own needs according to your age and experience. Sleep and nutrition, hidden allergy treatment But his greatest need is his parents concentration.

The Challenges for Business Start-ups Essay Example | Topics and Well Written Essays - 2500 words

The Challenges for Business Start-ups - Essay Example The essay includes discussion and analysis on different aspects of the topic such as financial resources, entrepreneur’s time, competition from existing firms, human resource management, establishment of customer base and intellectual property rights. Alone in United Kingdom, there are more than 4.8 million small businesses which employ less than five people. Furthermore, out of these 4.8 million businesses, 3.8 million are sole proprietors. According to a conservative estimate, almost 0.5 million people start their own business every year. Over 60 percent of the total workforce or almost 22.8 million people of the United Kingdom work with small and medium sized business. Surprisingly, 60 percent of the commercial innovations also come from these small businesses. However, there is another side of the picture, which tells that more than 80 percent of these small businesses fail within the first year of their operations. Therefore, the point here is that these new businesses of ten face a great deal of challenges during their initial days. As the old saying goes that â€Å"People don't plan to fail, they fail to plan†. Only those businesses survive, which have the planning, resources, determination, and focus to cope up with those challenges. This paper is also an attempt to present a brief overview of these challenges in light of various examples and theories. In conclusion, the researcher states that business startups without proper planning are similar to a ship, which is moving in circles without any direction.

Social Studies Standards Essay Example | Topics and Well Written Essays - 750 words

Social Studies Standards - Essay Example The national standards for social studies and the standards set for social studies by Washington state have much in common. The national standards broadly reflect a scenario where the rudimentary elements of the subject are highlighted. Also, the nature and scope of knowledge and skills for students in the different school grades that must be developed are provided (National Standards for Social Studies). The Washington state social studies standards are more specific to its region. It highlights the role of a citizen in society and his rights and responsibilities. It makes study of the constitution of the United States and the constitution of Washington State compulsory for students desirous of graduating from this state (Social Studies). Students in the early grades, middle grades and high school learn social studies in the context of their understanding and grasp. The level of learning and understanding naturally advance as the students scale higher up on the academic ladder, year by year. The students' understanding of the subject gives them greater awareness of their rights and responsibilities in society. Their knowledge of the locality as well as their state and the world at large and their interdependence, also become sharper. Their capability to think and address issues of local application and global importance also gain significantly. For instance, environment and the need to do something to reduce pollution are fresh in the minds of students (Wyoming Social Studies Content and Performance Standards). Social Studies Knowledge As mentioned earlier, the knowledge of social studies advance as students go up the academic grades. The basic knowledge of social studies is essential for every student. For students intending to pursue any branch of study where social studies play vital role like history and geology there is benefit in good score. For middle graders, an understanding that different scholars may interpret similar events in different ways may suffice. For high school students, it becomes necessary to demonstrate that historical knowledge and the concept of time are socially influenced constructions and the questions they raise need to be handled selectively according to the time they occurred (National Standards for Social Studies). Meaningful Learning A systematic and cohesive learning makes study of social studies interesting and meaningful. The student looks forward to such learning and his curiosity is heightened and satisfied step by step with each passing grade. Learning must be such that interest in the subject is awakened. The curriculum must be composed of not only contents but also the means of conveying the message. There must be good use of visuals, audiovisuals, group discussions and interactions with students. The use of computers and search engines like google and yahoo must be encouraged. Students must be given projects highlighting issues on social studies. It is great to note that use of pictures and words in a project enhance knowledge. There is a Chinese saying that one picture is as good as a thousand words. Conclusion As a subject, the indispensability of social studies cannot be overemphasized. It is not possible that one can do without it. Thanks to the technological advancements in communication and travel, the world has become a global

methyl bromide :: essays research papers

Methyl Bromide The Crop Protection Coalition (CPC) suggests that the scientific foundation for the phase out of methyl bromide (CH3Br) may not be justified. The implication of the CPC is that the effects of CH3Br on stratospheric ozone is likely to continue to decrease because there was a decreasing effect noted as the science progressed through the 1990s. However, the science community completed a major new assessment of stratospheric ozone (Scientific Assessment of Ozone Depletion: 2002; available through the World Meteorological Organization in Geneva) where little difference was found relative to the findings of the 1998 assessment determination of the Ozone Depletion Potential (ODP) for methyl bromide. This finding was not surprising. CH3Br still accounts for roughly 50% of the organic bromine reaching the stratosphere. Determination of the ODP for methyl bromide primarily depends on the understanding of its total lifetime in the atmosphere, which in turn depends on the understanding of its re moval processes from the atmosphere. During the 1990s, it was discovered that ocean and soil sinks for methyl bromide need to be considered in determining the lifetime of methyl bromide. Those sinks are now considered in our analyses (a recent reevaluation of the ocean sink gave results very similar to the analyses used in the 1998 assessment). While there remains some uncertainty in the soil sink, this is unlikely to further change the ODP for methyl bromide in any significant manner. With ocean and soil removal processes now included in the analyses of its ODP, it is unlikely that there will be major changes in the ODP for methyl bromide unless there are significant changes to the understanding of its removal processes. The current evaluated global lifetime for CH3Br is 0.7 years, resulting in an ODP of 0.38. If all of the uncertainties in the soil sinks were to go the maximum amount towards increasing the sink, the ODP for CH3Br could decrease a little more. However, this is extr emely unlikely, as it would produce a huge inconsistency between the sources and sinks, exacerbating the difference already existing in the known sources and sinks. The bottom line is that the ODP for methyl bromide is unlikely to change further. As chlorine in the stratosphere decreases under the effects of the Montreal Protocol, the fact that stratospheric bromine is currently not decreasing means that bromine will become more and more important in its effects on ozone.

Single-Sex Education

Term Paper April 2, 2010 Single-Sex Education Have you ever been sitting in a classroom and wondered what it would be like to have an entire class with just girls or just boys? What about an entire school? The drive for gender equity in American education occurred during the 1970’s and 1980’s, which was pushing coeducation forward. The Title IX legislation, passed by Congress in 1972, sharpened public awareness of equity issues that were related to gender.Public concerns about sexual freedom; a rise in unmarried–especially teenage– pregnancy; and the growth of sexually transmitted diseases led to a reconsideration of coeducational guidelines. In the late 1970’s, researchers began to note the higher levels of women academic achievements at single-sex colleges compared to coeducational institutions. In a 1992 published report, the American Association of University Women questioned whether or not coeducation was the best way to achieve the higher leve ls of accomplishments for young women.They claimed that women were more likely to be ignored in class discussions and subjects to threats of sexual harassment. Educational reformers were concerned about the low academic performances of young African-American males. They began to explore the possibility of all-male academies, to provide an environment that would be free of distractions in which these students could focus on achievements. (Rury, 2008) When tolled together, the numbers are not in favor of single-sex education because ninety-six percent of private schools are coeducational (Kennedy, 2010).Kennedy stated that only one point eight percent of girls and two point two percent of boys are educated in single-sex schools (2010). But this could be because out of the ninety-three thousand public schools in America, only two hundred and forty-one of them even offer single-sex classes (McNamara, 2006). According to CBS Evening news reporter, Melissa McNamara stated, â€Å"Three ye ars ago, Woodward Elementary near Orlando, Florida, separated boys and girls. The school's standardized test scores have jumped for both genders.After two years of same-sex classes, seventy-one percent of students beat the national average in reading, and seventy-nine percent beat it in math (2006). † The first academic source I found that directly relates to my topic is called â€Å"Effect of single-sex education on progress in GCSE,† written by Eva Malacova. A recent study found that boys in single-sex schools do better on average GCSE, while girls on total GCSE scores. If you do not know what GCSE is a public examination taken by sixteen year old school pupils in England, Wales, and Northern Ireland at the end of Year Eleven.Another study was done that showed boys performed better in single-sex grammar schools compared to their peers in mixed schools. Also lower ability boys did better in single-sex comprehensive schools than coeducational schools. (Malacova, 2007) A nother study that was done, reported that girls in single-sex independent schools achieve on average 0. 179 GCSE points more than those in coeducational independent schools for prior performance, but they achieved 0. 175 points lower progress on average for grammar schools. The same study also stated that boys in single-sex independent schools seem to achieve on average 0. 04 GCSE points more than boys attending coeducational independent schools, but they achieved 0. 273 points lower progress on average for grammar schools. In conclusion for this academic journal source, girls that attended single-sex independent schools achieve higher progress from GCSE when compared to peers in coeducational independent schools. It was the same for boys, as it said that boys in single-sex independent schools seem to achieve a higher mean GCSE score compared to their peers in coeducational independent schools. (Malacova, 2007)The second academic article I found was entitled â€Å"Single-sex school ing: is it simply a ‘class act’? † written by Georgina Tsolidis and Ian R. Dobson. They stated that single-sex education will not provide students with the full range of curriculum options, role models, and experience of each other, which make an easier successful social interest into future study and work. This source stated that the National Association for Single-Sex Public Education reported on a study by the National Foundation for Educational Research which discovered that both boys and girls did significantly better in single-sex schools than in mixed schools. Tsolidis ;amp; Dobson, 2006) The final academic journal source I found is, â€Å"Cross-school Mentoring: training and implementing a peer mentoring strategy† by Gill Pyatt. This journal talked about a mentoring program that United Kingdom has been using that started early 1980’s and then was later improved after Topping combined a variety of practices. The program has Year Seven students , ages eleven to twelve, from a United Kingdom inner-city girl’s school, get cross-mentored by Year Twelve, ages sixteen and seventeen years old, from another local girl’s school. (Pyatt, 2002)The Year Twelve girls had to go through a training program that lasted a total of twelve hours, to advance them for what was to come when they were start mentoring and throughout the mentoring program. The training consisted of listening skills which taught them to become better listeners, how to find solutions to the Year Seven girls’ problems, and confidentiality. The program also taught the Year Twelve girls how to look at it from the Year Seven girls’ perspectives and how to encourage the younger pupils to recognize and read moods of other people, adults and peers. Pyatt, 2002) After the training program the Year Twelve girls were introduced to the forty girls that they were going to mentor of Year Seven. The four Year Twelve girls mentored the five Year Seven g irls which occurred weekly, throughout the summer, for seven weeks for about a quarter of an hour on every occasion. As the autumn term came a new team of four mentors was recruited from the Year Twelve group and twenty new Year Seven students were chosen. (Pyatt, 2002)By the end of the autumn term it was agreed that the cross-mentoring program had been very helpful, beneficial, and was a complete success. The program benefitted both the Year Seven girls and Year Twelve girls. Especially the Year Seven girls though because they gained more self-confidence and had a more settled beginning to their new secondary stage of education. The current project was said to continue for years to come and there are plans to expand the mentoring strategy to include identified students from Year Eight and Year Nine. Pyatt, 2002) There are multiple sociological view points that a person could use to describe single-sex education. The first view point a person could use is the functionalistic view. T he functionalist theory could be applied to single-sex education because it limits the amounts of sexual temptations that normal coeducation high schools students have to deal with. This will then result in you getting a better grades because you will not have to worry about how pretty you look or how you can make yourself to look more sexually attractive.Furthermore males will not feel the urge to try to impress the women and to be physical fit and perfect. From both the male and female perspective, it reduces the amount of stress that normal coeducational high school students have to put up with. Single-sex education also provides fewer distractions that can be created by the students of the opposite sex, which can, in the end, increase your grades because you will be provided with a lot more opportunities to work harder and longer on your school work. The second view point a person could use is the conflict view.The conflict theory could be applied to single-sex education because usually only the people that are supplied with enough money and are well off are able to have their children attend to these schools. If you really think about it, how many people with money problems or of middle class have children that attend a single-sex school? Single-sex schools tend to be very pricey and cost way too much for people of middle class and below to afford. Usually only the rich are sent to these schools, which only enables well off people and students to usually only associate with other well off people or students.Another view point a person could use is from a religious view. A religious view point could be applied to single-sex education because it makes it easier to assist students to prolong their practice absence. This is because they are only attending school with students of the same gender so it limits their options of places to meet boys and to date. Single-sex schools also gives support to and helps with premarital sex. This is also because they are no t attending school with the opposite gender which enables them to focus more on other things such as academics, athletics, and other activities.In single-sex schools students that already have boyfriends or girlfriends will be less temped and will have fewer opportunities to be able to cheat on their boyfriend or girlfriend. The culture I selected was the United Kingdom. The similarity between the United Kingdom and the United States on the topic of single-sex education is an obvious fact, which is that students that attend the schools are the same. Another thing they have in common is that in both places the studies usually showed that single-sex schools was the better choice because the boys and girls had higher test scores.The difference between the United States and the United Kingdom is the number practicing single-sex teaching has shot up in the United Kingdom in the last four years from seven to two-hundred-and-twenty-three. As opposed to the United Kingdom, in the United Sta tes the overall trend is in the opposite direction because in the last decade one-hundred-and-thirty independent schools that were single-sex schools have either become coeducational schools or closed down. In the state sector the number of single-sex schools has fallen in the past forty years from nearly two-thousand-five-hundred to just over four-hundred. Asthana, 2006) When I search the internet I found, and got the following information from Marian High School’s web page at marian. dev, an all girl school called Marian High School located in Northwest Omaha; it is the only Class A, college-prep school for girls.The school is also religious and says that it is committed to teaching and living the six core values, which are inspired by our sponsoring order, the Servants of Mary. At this school, the web page also said, you are enforced to wear a uniform which consists of either a uniform sweatshirt, Dennis hunter green top with he school’s logo, or club sweatshirt or shirt for the top. For the bottom half of the uniform you have to wear either a Dennis, black watch, plaid skirt or skort that is not shorter than the extended finger tips, zipped and not rolled at the waist or Dennis khaki slacks or khaki walking shorts that is not shorter than the extended finger tips. One way single-sex education is depicted into the media is through the television show â€Å"Fresh Prince of Bel-Air. † In the show all the children attend a single-sex school.This television show supports what I said earlier about how usually only the people who are well off are able to send their children to single-sex schools. In the show the dad, Phillip Banks, is very rich because he is a judge. In the show, it obviously demonstrates how rich the Banks are because they live in a mansion, have a pool, have a pool house, and even have a butler named Geoffrey Barbara. Another way single-sex education is depicted in the media is through â€Å"The Amy Oliver Show: Single-Sex Education. In this podcast it is mostly about encouraging single-sex education and talks about various topics. Some of the topics are the options, who should decide whether or not you go to a single-sex school, and Title IX and single-sex education. (Kasic, 2008) In my own views about single-sex education in light of the information I have just reviewed I found out that single-sex schools seem like the better choice when looking for a better education. Numbers obviously have proved my point about when separate girls and boys do better with their studies then when together.I do agree that, especially girls, sometimes focus more on how sexually attractive we are or how to look more attractive than we do on our school work, which I think is really sad. I also know that in school kids can get sexual temptations to want and feel the need to skip class to go screw around with a person of the opposite sex in the library or backstage or something. As for suggestions for social change that I would make if change seems to be needed, the only thing I could think of is to somehow have social events, like once a month or so, that included an all boy’s and all girl’s school.This way they will develop some type of social skills with the opposite sex without having to see them and trying to impress them every day. This way they will not have to put up with the distractions the opposite sex causes for the other or the sexual temptations that normal coeducational high school students have to go through five days a week.

Social inequality. Race and Class in America Free Essay Example, 2000 words

According to King, the Black Americans had been crippled by the chains of isolation and also discrimination. This is the reason for which the Blacks used to live on an isolated island in poverty, in the center of a huge ocean of measurable prosperity. King also affirmed that the chains of exclusion along with discrimination made the Blacks to remain languished in various corners of the American society and found themselves to be exiled from their respective own lands. Thus, King saw a dream to make the lives of the Blacks free from the chains of discrimination along with segregation and end up the prevalence of greater social inequality based on race and class in every corner of the American society (Schumann, â€Å"I Have A Dream Martin Luther King Jr. Speech: Watch, Read Full Transcript Of MLKs Historic Address Here [VIDEO]†). With this concern, in â€Å"King’s Dream Remains Elusive† Report, Whites and Blacks of the American Society were mainly asked to respon d about the prevalence of social inequality after the speech delivered by King. LITERATURE REVIEW While discussing the two major themes of the Pew report, four readings have been taken into concern. We will write a custom essay sample on Social inequality. Race and Class in America or any topic specifically for you Only $17.96 $11.86/pageorder now Firstly, Charles Murray’s article titled â€Å"The New American Divide† would be discussed, which elaborates the change in civic culture existing in the past, resulting in broadening the gaps between the new upper and the new lower classes of American society. Secondly, the discussion would be based upon a chapter from Dennis Gilbert’s â€Å"Social Class in America†, which demonstrates the class structure of the Americans in an age of growing inequality. Thirdly, Eduardo Bonilla-Silva’s book, â€Å"Racism without Racists†, is relevant to the discussion as it tends to relate about how Whites perceive racial inequality today. Finally, the reading of Dalton Conley’s â€Å"Being Black, Living in the Red† would be discussed, as this accentuates the significance of housing discrimination in creating racial inequality through wealth distribution policies enforced by the American government during the period of 1970. In relation to the article titled â€Å"The New American Divide† by Charles Murray, a sort of civic culture can be apparently observed to exist in the US during the year 1960, which embraced various significant aspects. These aspects included shared experiences relating to day-to-day lives of the Americans and collective assumptions associated with fundamental American values in terms of religiosity, marriage, hard work and honesty.

Deb Peterson - ThoughtCo