The Nanking Massacre free essay sample

A paper discussing the views of the Japanese society on Japanese actions during World War II. The following paper examines Japanese actions during World War II, focusing specifically on the Nanking Massacre, an attempt to dominate China quickly by demoralizing and destroying the population of Chinas capitol. The writer discusses the economic and political goals of this action and he also examines how not all of Japanese society has been comfortable with acknowledging this part of their history. After World War II, Japans economic needs still required raw materials only available from other countries, and they continued to look to China as the source. This economic reality was complicated by the post World War II politics regarding China, which was now split into two countries: the Republic of China, now in exile on the island of Taiwan, and the Communist Peoples Republic of China on the mainland. While Japan needed good relations with The Peoples Republic of China because of the need to trade with them, the post World War II sentiment among most of the dominant powers was that the Communist government was not legitimate, should not be recognized, and should not be encouraged in any way. We will write a custom essay sample on The Nanking Massacre or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

The False Cause Fallacy Correlation Does Not Equal Causation

The False Cause Fallacy Correlation Does Not Equal Causation The False Cause Fallacy: Correlation Does Not Equal Causation When we see that two things happen together, we may assume one causes the other. If we don’t eat all day, for example, we will get hungry. And if we notice that we regularly feel hungry after skipping meals, we might conclude that not eating causes hunger. A good deduction! But does the same logic always apply? Are two things that seem to occur together always related? Or is this sometimes an error? In this post, we look at correlation and causation to help you understand – and hopefully avoid – the false cause fallacy in your academic writing. Correlation and Causation A correlation is a mutual relationship between two or more things. Typically, this is a statistical relationship where two variables are interdependent: A positive correlation occurs when two or more variables seem to increase or decrease together. For instance, there is a clear correlation between the variables â€Å"foot size† and â€Å"shoe size† because people with bigger feet reliably have bigger shoes. A negative correlation occurs when one variable increases as another one decreases. For example, the variables â€Å"speed of vehicle† and â€Å"duration of journey† are negatively correlated because a faster vehicle will typically complete a journey in less time. Correlations like this can be useful because they can help us spot a connection between two things. In some cases – including the examples we’ve used here so far – you can even identify a causal relationship between the variables. For instance, few would deny that skipping meals can cause hunger, or that a faster vehicle can reduce journey time. But we must be careful when drawing this kind of conclusion. Correlation does not always imply causation. And if we misinterpret a correlative relationship, we might fall into the false cause fallacy. The False Cause Fallacy The false cause fallacy occurs when we wrongly assume that one thing causes something else because we’ve noticed a relationship between them. For instance, if one thing happens after something else, we may assume that the first causes the second. However, following from or coinciding with something is not the same as causing it. And if we are too quick to conclude a causal relationship, we might end up with a false cause. Two major hazards here are reverse causation and spurious correlation. The False Cause Fallacy: Reverse Causation When looking at a correlation, we may misunderstand the relationship between the variables. And this can lead to mixing up a cause and an effect. For instance, based on a correlation alone, it would be just as reasonable to believe that windmills cause wind as it would be to believe wind causes windmill blades to turn. All we know is that the two things happen together, increasing and decreasing at the same rate. Its basically a big rotary fan, right? (Photo: music4life) For anyone who knows anything about windmills, though, this is obviously a case of the false cause fallacy. We know this because we know that windmills catch wind to create rotational energy. Thus, a correlation can only tell us about a cause if we know how the variables are related. And if we get this relationship wrong, we can end up with reverse causation. The False Cause Fallacy: Spurious Correlation The false cause fallacy can also occur when there is no real relationship between variables despite a correlation. For example, there is a genuine statistical correlation between movies released featuring Nicolas Cage and the number of people who drown in US swimming pools each year. Is Nicholas Cage a secret pool murderer? Our libel lawyers say No. (Graph: TylerVigen.com) If correlation implied causation, we might assume that Nicolas Cage movies are deadly around water. But this would be at best a hasty conclusion. As with the windmill example above, correlation alone is not proof of causation. If we truly wanted to say that one of these variables caused the other one, we would need to explain how Nicolas Cage movies are related to pool deaths. And we’d need evidence that the two things were connected. Without this, we’re left with a spurious correlation (i.e., two things that coincidentally overlap in some way). And we cannot draw any useful conclusions from this kind of relationship between variables. How to Avoid False Cause Fallacies So, then, how do you avoid the false cause fallacy in your own work? We have a few tips that you might want to follow: Remember that correlation does not equal causation. It is fine to report a correlation in your data, but you cannot assume a cause and effect relationship from that alone. Always consider how variables in a correlation are related. Think about non-causal explanations, such as pure coincidence. Is there enough data to suggest a strong correlation between two variables? Consider whether other variables could explain the correlation. For example, ice-cream sales and hospital admissions for heat stroke are positively correlated because both are influenced by a third variable (i.e., high temperatures), not because eating ice-cream causes heat stroke. If you are going to argue that a correlation suggests a causal relationship between variables, back this up with evidence. Don’t forget, too, that having your work proofread can help you express yourself clearly. And the more clearly you can set out your arguments, the easier it will be to avoid false cause fallacies.

Strategic Management Accounting Essay Example | Topics and Well Written Essays - 3000 words

Strategic Management Accounting - Essay Example A Ltd operates in a very stable environment wherein there is hardly any variation in the different activities of the business like sales, inventory, closing stock, demand and profit. B Ltd on the other hand operates in a very dynamic environment. There are huge variations in the different activities of business continuously for which deciding a single course of action would be very difficult. Whether in stability or dynamism, zeroing on the suitable approach of forecasting and budgeting is imperative. Initiating the suitable course of budgeting helps the management to direct its employees in the desired manner. There are many types of budgeting like the traditional, performance, zero based etc. As A Ltd operates in a non-dynamic environment, traditional approach sounds to be an apt option for it. Traditional approach of budgeting: It is a procedure of forecasting contingencies and planning to overcome those situations effectively. It starts with the: Assumptions to be considered: Dev eloping up of assumptions and plans to mitigate those circumstances- The assumptions could be mostly economic in nature. Some of the economic considerations could be in terms of inflation rate, growth rate, exchange rate, interest rate etc. For example, if there is high inflation, the demand of our product could be low (Unless our product is a necessity). This implies an inverse proportion also as in the case of high interest rate. Similarly, the demand of our product is directly proportional to growth and exchange rate of that particular region. Once these assumptions are laid out, course of action plans which should be taken to control these situations have to be well drawn out in the form of budgets. (Chandra.P, 2006) Approval of the plan: It is like succeeding in the endeavor of convincing the management to take up a particular course of action. As such, a standard path has to be outlined to prepare a successful budget report as follows: Plan Administration: Senior officials of operations along with finance executives should get involved while execution of budgets. The plan should involve all related resources like HR, Technical etc. Planning Profit: Optimum production volume and desired profit have to be ascertained by considering the unit sale price, volume, mix, and cost of production per unit, research and competitive forces of markets. Operational strategies which could be alternatively followed in place of the current plan also have to be examined and the best one has to be selected. These plans usually deal with the realities of plan execution like objective, description of plan, assignment of responsibility, costs expected, need for research and deadlines for each stage and the expected results of those efforts. Planning for contingencies: In case of any contingencies, crisis response also has to be planned to mitigate the loss. Continuous observation of warning signals has to be undertaken. Once all these rigorous efforts have been taken up, by al l the functional departments namely sales, production, marketing, HR, Research, sales etc. all these budgets would be combined to form a master budget which would be approved for implementation purposes. (Shim.J.K& Siegel.J.G, 2009) Comparison of Budgets: After the budget period commences, the actual results of all the planned budgets have to be called for on a regular basis.

Aviation strategy- course assignment Essay Example | Topics and Well Written Essays - 4500 words

Aviation strategy- course assignment - Essay Example Making use of its point to point flights, the airlines gives regular direct flights for the short distances, for example from Los Angeles to Las Vegas, etc. In 2008, Southwest served 438 nonstop city pairs, in 64 cities in 32 states and carried over 101.9 million passengers, the most of any domestic carrier. As the low-fare leader, Southwest's average ticket price was $119.16 in 2008, up from $106.60 in 2007 compared to an average price of $139.40 in 2008 at its closest competitor, Jet Blue. The Southwest Airlines has a focused strategy, it has defined target market and does not scramble its efforts to gain benefits from all over. Instead, it has selected a niche segment, to cater their needs better. Target market - the market that the company focuses are the low cost and value conscious travellers, with no frills but a comfy journey. It focuses on customers that have to travel short haul, these include passengers that travel for their business, are time conscious as well and also include residential customers that prefer travelling for vacations and seeking best value for their spending. Product offering - With focused target market, Southwest has a differentiated product (service) offering, it describes its service offering as short haul, low fare, high frequency, and a point to point carrier in the United States' airline industry. The informal and casual but dignified journey experience is the whole package. It does not provide meals, a pack of peanuts would do, there are no assigned places, no transfer of luggage and no class differentiation either, in form of first class or the business class etc. Whilst the average cost of a meal serve per passenger in the airlines industry is approximately $5, the cost for Southwest airlines is around 20 cents (Rose, 1999)3. Pricing structure - since Southwest Airlines distinguishes itself as the low fare

Music Essay Example | Topics and Well Written Essays - 500 words - 11

Music - Essay Example The first of these feelings that I have when listening to my favorite music is a complete and total immersion; similar to jumping into a pool. The music seems to float around me, engaging each of my senses to heights that would otherwise not be realized within the course of an average day without music. This heightened sensitivity allows my brain to focus in on the individual components of the music that derive the most empathy, joy, sadness, courage, or whatever other emotions the composer is trying to portray. However, beyond enlivening the senses, music for me serves as a tool. Naturally, depending upon the type of music that I listen to, it can ultimately be used in a way not dissimilar to a drug. For instance, when I am having difficulty sleeping, I can easily find a piece or a series of pieces of music that reflect a very calming and soothing tone; thereby helping me to get to sleep. When I need a level of focus or would like to bring out key attributes of determination or courage, I can turn to music as a way to instill such emotions. In short, music and the feelings it inspires can act as a type of stimulus to achieve the given mood that I am in search of or to induce feelings that would otherwise not come to me in a natural way. Finally, as a function of the other two ways in which music affects me, the third way is an ultimate end in and of itself. Music for me provides an escape, a type of imaginative portrait that can be painted in any number of ten thousand different ways. Even though I may have heard the song, track, or album before, the fact of the matter is that the imagery that it engages me with as a function of the aforementioned emotion and mood alteration is something that can only be described to a fellow music lover. Whereas one can read a book and have the same thought process, look at a piece of art and evoke the same images or memories, when I listen to music, there is

The Use Of Mobile Devices In Schools

The Use Of Mobile Devices In Schools Most of our classrooms of today do not differ much from those of the 19th century, chalk and talk, as well as desk and texts (Roschelle et al. 2000: 76) are still the primary structure of classroom lessons as they were back then. But yet, as explained by Roschelle et al. (2000), todays curricula, together with societal demands, expects students to learn and know a lot more than previous generations. With time, technology increases rapidly and becomes more ubitquitous. Mobile devices have become an integral part of the 21st century student. From cell phones to mp3 players, digital cameras to mobile tablets. These are their tools that is like extentions to their brain (Prensky 2005: 10) that they use in their everyday lives. Educating students without these tools is like educating a doctor whithout a scalpel. The use of mobile technology to facilitate learning is slowly starting to emerge as an area of its own and refered to as m-learning. This review will be looking at what research has been done in the literature regarding the use and integration of mobile devices in the educational system. Research Topic The chosen research topic is part of an existing research project where Android mobile tablets are distributed to schools with mathematics content on. The purpose of my research will be to evaluate the usefulness of the mobipads in supporting mathematics learning in classrooms. This research topic falls into the broad area of mobile learning (m-learning). Problem Outside of schools, new technology such as mobile devices is changing the way we find information, how we learn and even how we are entertained, but, although our education institutes are aware of these happenings outside of schools, they still prohibit the use of mobile phones and other mobile devices (Squire 2009: 73). It is inevitable that technology, but especially mobile devices, needs to be integrated into the schooling system which leaves us with the question: How can mobile devices be integrated into our learning institues to be perceived useful by both educators and learners? Main Research Question As stated is Section 2, I will be conducting research within an existing project which aims to suggest one way to address the problem as stated in Section 3. My main research question then will be: Are mobile devices such as Android mobile tablets a useful tool to support the learning of mathematics in classrooms? Background Background to Topic Digital natives is what students of today are called according to Prensky (2005: 8), because they grew up and live in the digital world of today (Franklin Peng, 2008: 69). Consequently they are very familier with all types of mobile devices as they use it in their everyday lives in numerous day-to-day activities. When mobile devices (excluding mobile phones) first made their appearance, they were referred to as handheld computers and where merely just stripped down versions of their more complex desktop predecessors (Squire, 2009: 71). Squire (2009) further explains that researchers began to study mobile devices more in depth to find out what makes it unique and how it can be utilized. Anytime/anywhere is the most unique characteristic of mobile devices. Mobile learning (m-learning) is a phenomenon that is rapidly evolving as more and more people rely on their mobile devices to provide them with needed information at any time and any location. According to Chang, Sheu and Chan (2003: 337) m-learning consits of three necessary elements: the mobile learning device; the communication infrastructure and a learning activity. Huang and Lin (2007:585) defines mobile learning as activities in which people use mobile devices such as cellphones, personal digital assistants (PDA), mobile tablets (mobipads), etc. to facilitate learning, studying or teaching of any kind. Ting (2005) goes further by stating that mobile learning is not aimed at replacing the traditional classroom learning system, but it provides an additional way to get learning content and to embed learning into the daily lives of people. Huang Lin (2007) cunducted research in the user acceptance of m-learning. Their reseach findings suggest that individuals perceive m-learning a s omnipresent and easy to use and with the mobility it offers, m-learning is regared as a very useful by students. Mathematics has always been known as a problem subject that students underachieves in and struggles to understand. Rubin (1999: 3) argues that it is due to the fact that mathematics is often viewed as an abstract topic, filled with symbols and invisible concepts. He continues to argue that the lack of dynamic and visual illustrations of the maths concepts, makes it all the more difficult to understand, especially for the 21st century student that is more visual orientated. According to Rubin (1999: 3), technology can help to create dynamic visual images. Franklin and Peng (2008) did just that. They distrubuted iPod Touch mobile devices in an eighth grade math class where the students created math videos to explain difficult math concepts to their fellow students. Some of the students responded by saying that in order to be able to create proper videos, it required them to think harder and longer about the mathematics concepts and that they realized how hard it is to explain maths to others. Swan, van t Hooft and Kratcoski (2005: 100) supports Franklin and Pengs (2008) findings by stating that the use of mobile devices can support personalized and collaborative learning. Swan et al. (2005) provided a sample of students with mobile computing devices to take home with them. Their results shows that these devices were not only used inside the formal environment of school, but also infomrally outside of school boundries to facilitate learning. This can be partly explained by the fact that students having a mobile device in hand feels like second nature to students of the contemporary age, it keeps them busy and entertained. Swan et al. (2005: 100) found that students were more motivated and engaged in more learning activites which resulted in students being more productive. Students using mobile technologies to collaboratively perform problem-solving activities, proves to have a positive influence on their level of understanding of the processes and content (Klopfer, Yoon Rivas 2004: 348). In their research case study, Franklin and Peng (2008: 78) found that using technology even helped special education students to better understand the concepts of the mathematics and kept them interested in the content of the work for longer. As previously discussed, the current generation of students grow up constantly exposed to technology and thus are more technology literate than those students of a decade ago (Swan et al. 2005). Keeping in mind the increasing use of mobile gaming devices and video gaming consoles, Squire (2009) investigated how the use of mobile devices ousite of the school environment impacts learning and education. Squire (2009: 72) argues that although the utilization of mobile devices in formal schooling environments are coming around slowly, there already is a big emerging market for gaming companies to develop games for learning. Nintendos Brain Age product and More Brain Training advertising campaigns and UbiSofts My Spanish Coach is a few examples the Squire (2009:72) mentions were one can see that more gaming companies are developing educational games that facilitates some sort of learning. Squire collaborated with Klopfer in (Klopfer Squire, 2008) to investigate the use of augmented reality (AR) games for learning purposes in educational institutes. AR games were developed on the concept that students are players within virtual worlds that are created by the game based on real worlds, and move around, interact and respond to simulated activities (Squire, 2009: 73). Squire (2009: 73) explains further that while students move through this virtual version of a real world, they get access to news clips, historical photographs and other multimedia data relevant to the specific place they are in within the game. Squire (2008: 73) found that through this kind of learning, students develop a tendency to ask deeper questions in problem-solving situations. More reseach done by Klopfer and Squire (2008: 6) brought to light that there are numerous entertainment and educational applications for mobile devices that only enhances these devices teaching potential. All of these apllications are developed with the chatacteristics of mobile technology in mind that includes portibility, connectivity and individuality. These entertainment and educational application offers features like real-time data on a wide range of subjects, immediate feedback on questions and aswers and facilitation of group work by students. Through the literature, it is becoming evident that educators are starting to believe that they can use the unique facilities that mobile devices offers to keep students engaged and more easily distribute the coursework and content to them (Franklin Peng, 2008: 71). Schools of thinking emerging from literature In the literature it comes across that the general school of thinking falls within an interpretivism paradigm which, according to Oats (2006: 291), is used to understand the social context of something. The use of mobile devices is by itself of social nature because it is used to communicate with others, work collaboratively with others and to entertain. When one studies the use of mobile devices, the use of data gathering methods like interviews, questionnaires and diary studies or journal studies are used were the learners are asked to analyse themselves in terms of their own thought and learning experiences (Pachler et al. 2010: 71) with regards to using these mobile devices. This goes together with observations that the researcher does in the natural environment where the mobile technology are being utilized. This kind of research is usually done over a time period, to be able to get a more holistic view of the specific phenomenon. The case study research strategy allowed Frankli n and Peng (2008) to give an indepth discussion of the utilization of iPod Touch mobile devices in two middle schools. Klopfer and Squire (2008) conducted a series of discriptive case studies to learn what the users experiences were of learning through augmented reality games and found it to be a strategy that gets user data quickly and leeds to a rich and detailed description thereof. They gathered their data through participant observaton, unstructured interviewsTo research the use of mobile tablets in a classroom environment for learning mathematics, I will be following the above school of thinking as I think it is most relevant. Many studies do follow the more scientific methods by making use of experiments that they implement in the field to determine the effect of the implementation of the mobile devices. Scanlon, Jones and Waycot (2005:7) refers to an experiment done on a sample of secondary school students. Each student was given a Pocketbook and were instructed to do a few activites with it. Questionairs served as a pre- and post-intervention measurement. A simmular research structure was followed by Klopfer et al. (2004). Rivera (n.d.) conducted a quasi-experiment with a control group and treatment group to test the effects of integrating technology such as skype to communicate with educators and online interactive white boards for online tutoring sessions. Rivera used the course exams as a measuring instrument as well as the amount of times the students accessed the online help site for the course. Observing the two control groups in their classroom environment and online was another gata gathering me thod that she utilized. Sometimes authors combine different research strategies to best suit their research objectives. Huang and Lin (2007) made use of an online survey as a means of gathering data which they then statistically analysed to be able to prove or disprove hypothesis. When authors follow a more scientific school of thinking, generally the data is statistically analised to answer their research questions and draw conclusions from. Challenges The following are challenges that have been identified by the literature regarding the use of mobile devices for educational purposes in classrooms: Lack of technical support. During their research Franklin and Peng (2008:75) that the need for quality technical support is critical. Challenges that they came accros was the provision of wireless technology without an expert to set it up. Although, the teacher had to contact the principle everytime a website that the students needed to work on, got blocked. It is not uncommon that schools are provided with technology to use in their classrooms, but without the necessary technical support and expertise. This can place a big damper on the idea that technology in classrooms is a fun experience and rather easy to use. The scarcity of recharging stations for the mobile devices. Providing facilities for roughly 40 students per class is a primary challenge (Franklin Peng, 2008: 76) that cannot be avoided when wanting to introduce mobile devices into classrooms. Technology skills of educator. Educators of the classes where the mobile devices are implemented, first needs to develop and learn the necessary technology skills to operate the mobile devices (Franklin Peng, 2008). This will be a challenge especially when the educator is of an older generation that did not necessarily grow up with technology and was not previously exposed to a lot of technology. Roschelle et al. (2000: 90) argues that technology support for teachers is often overlooked easily. The curriculum needs rethinking. Squire (2009: 73) expresses difficulties of trying to integrate the mobile media devices into the traditional schooling structure. Franklin and Peng (2008: 76) argues that presenting subjects like maths visually and with the use of technology, is a foreign concept for most educators in schools. The schools capacity to change. Roschelle et al. (2000: 91) argues the some schools are more reluctant at accepting the use of technology into their classrooms and curriculum. They still view the use of mobile devices for learning as foreign and unknown and therefore prefer to hold on to their current schooling structure. Opportunities The following opportunities for further research in the field of m-learning and mobile devices in education that have been identified by the literature: Huang and Lin (2007: 586) states that not much empirical research has been done on on mobile learning from the perspective of the learner. They argue that m-learning can only be improved if the behaviour, experiences and acceptance of the user of m-learning is studied. According to Squire (2009: 70) there has been little research done on to study and understand the impact of mobile media on learning where the mobile device is used outside of formal structures and in students own time. This is supported by Scanlon et al. (2005: 2) when he identifies that there is a need for research on the learning of science on mobile devices in an informal setting. Roschelle et al. (2000: 76) states that further case study research is needed to identify ways to use mobile technology that will support learning most effectively and the successful implementation thereof. More case study research is needed to investigate and better understand the aspects of peoples daily lives where they use mobile devices (Scanlon et al. 2005) and how m-learning relates to that. The use of mobile devices for educational purposes in classrooms as an m-learning tool offers several advantages and opportunities for the students as well as their society: Students can share the knowledge on the mobile devices with their peers in collaborative activities and with other friends or family at home. This opportunity was revealed when Franklin Peng (2008: 77) saw students sharing their earphones with someone else so both can whatch the educational videos on the iPod Touch. Students are provided with the opportunities of anytime/anywhere learning (Squire 2009: 71). Scanlon et al. (2005: 6) supports this by stating that due to the fact that mobile devices are rather affordable and provide portability, accessibility and immediacy, students can get what they need, when they need it (Staudt Hsi, 1999 In Scanlon et al. 2005: 6) and not be bound by their physical location. Students do not just learn about the subject presented by the mobile device, but they also learn how to use the technology, as some students do not have the technology at home and thus not the opportunity of learning about it otherwise (Franklin Peng 2008). This is valuable to the students development and crucial skills to have in their future. Roschelle et al. (2000: 88) identify a few advantages that doing mathematics on technology devices have for the students: (1) students can explore different ways of solving problems by because they can change and manipulate mathematical notations quickly and then (2) receive immediate feedback on the correctness of their notion and (3) students can make more sence out of the maths contect by either associating mathematical concepts to data from the real world or simulations thereof. Conclusion From the research it is clear that both researcher and educators have noticed the fast growing phenomenon that is m-learning through mobile devices. It is slowly but surely redesigning the chalk talk and desk and texts structure of our classrooms. Numerous studies have been done by researchers, some even collaborated with educators, to examine the presence, effects and uses of mobile devices in schools that facilitate learning in both formal and informal settings. Mobile devices offer some unique opportunities: Learning is no longer dependent on the location of the learner, but rather, anyone with a mobile device and the needed wireless connection can learn anything, anywhere and anytime. Knowledge can be shared a lot easier and promotes collaborative learning. Users of the device do not just learn about the content on it, but also about the technology they are working with. The different uses of mobile devices in peoples everyday lives. Because the use of mobile devices in schools is still relatively new, there are some challenges that were identified through literature: Lack of technical support with problems and queries in the classes where mobile devices are being used. The scarcity of recharging stations for the mobile devices in classrooms. Educators need to develop or update their technology skills before they can facilitate a class where the devices are used. The education curriculum needs to be revised in order to facilitate the use of mobile devices and utilize it to its full potential. Some schools still view the use of mobile devices for learning as foreign and unknown and therefore they are reluctant to change. It is sure that, by time, these challenges will be overcome more easily. Drawn from the research, it can be said with certainty that the use of mobile technology in education institutes is the way of the future, but a lot more research is needed on how to utilize it successfully to provide the youth with quality education that will allow them to strive in the world. By researching the effectiveness of using mobile tablets (mobipads) in classrooms as a tool for learning mathematics, will contribute to the m-learning body of knowledge in a much needed way. Word count: 3160

College Students with Disabilities Essay -- ADD ADHD Writing Attention

College Students with Disabilities As societal pressures for higher education increase, more emphasis has been placed on the importance of a minimum of a bachelor's degree from an accredited college or university. This has led to the increased enrollment of students with learning disabilities over the past decade. According to a recent survey from the National Clearinghouse on Postsecondary Education for Individuals with Disabilities, one in eleven full-time first-year students entering college in 1998 self-reported a disability. This translates to approximately 154,520 college students, or about 9% of the total number of first-year freshmen, who reported a wide range of disabilities, ranging from attention deficit disorder to writing disabilities (Horn). Attention deficit disorder, with or without hyperactivity, is frequently misunderstood, but it affects college students' academic and social success, as well as their emotional development. Attention deficit disorders are the second most common disability among college students, and it is classified as a psychiatric disorder, rather than a learning disability, in the fourth edition of the Diagnostic and Statistical Manual of the American Psychiatric Association, DSM-IV. Characterized by attention difficulties, specifically short attention spans, as well as impulsivity, distractibility, and restlessness, attention deficit disorders can adversely affect the performance capabilities of college students. Individuals report "drifting" during classroom lectures or social conversations, as well as difficulties focusing in noisy environments. The Connection Between Learning Disabilities and Attention Deficit Disorders The onset of attention deficit disorder usually occur b... ...A Comprehensive Guide to Attention Deficit Disorder in Adults: Research,Diagnosis, and Treatment.New York: Brunner and Mazel Press, 1995. Sills, Caryl K. "Success for learning disabled writers across the curriculum." College Teaching 43 (Spring 95): 66-72. Smith, Carl B. "Helping Children Overcome Reading Difficulties." ERIC Digest, 1992. ED 344190. Stage, Frances K. et al. "Creating Learning Centered Classrooms: What Does Learning Theory Have to Say?" ERIC Digest, 1998. ED422777. Stein, Marcy and Robert C. Dixon. "Effective writing instruction for diverse learners." School Psychology Review 23 (1994): 392-406. Vogel, S. A. and M. Moran. "Written language disorders in learning disabled college students - a preliminary report." In Coming of Age: The Best of ACLD - 1982. Eds. W. Cruickshank and J. Lerner. Syracuse: Syracuse University Press, 1982.

Chula Vista Nature Center

The Chula Vista Nature Center Tamitha Y Sprenger SCI 256 March 29, 2012 Tim Boyajian Chula Vista Nature Center San Diego, to many it’s a land of dreams from coastal backyards to mountain views as well as many areas that imitate the dessert like climates of Arizona. However, it is not just a home for people, but also for many animals and plants as well. California has partnered with the U. S. Fish and Wildlife Service and California fish and game to help protect the diverse species of plants and animals that share the lush beauty of this land.One way they are striving to accomplish this task is through the Multiple Species Conservation Plan (MSCP). One organization that assists in the restoration of the native plant and animals of Chula Vista is the Chula Vista Nature Center. The Chula Vista Nature Center is a nonprofit organization dedicated to providing environmental education on coastal resource conservation, and building a respect for wildlife in the lives of the people. It rests on the 316-acre Sweetwater March National Wildlife Refuge, and provides an interactive learning experience by introducing the guest to the way the native creatures live in their natural habitats.Some of the interactive exhibits include the turtle lagoon, the shark and ray experience, and the native plant gardens. One can even see burrowing owl nests and the bald eagle. At the native plant and garden visitors will be provided with staff fully knowledgeable on composting gardens. These staff members will then give a demonstration that will teach visitors how they can help make home gardens healthy and safe by reducing the use of toxic fertilizers that destroy the native plants.Some of these native plants guests will be able to enjoy are the Shaw’s Agave, Sagebrush, Coast Barrel Cactus, The California Wild Rose, and many more. With these beautiful and fragrant flowers guests will also enjoy butterflies, hummingbirds and other native birds. The Chula Vista Nature Center ta kes guests on an underworld adventure though the Discovery Center. Here, one will learn about the Rainbow Trout, California Lobster, Red Diamond Rattlesnake, Moon Jelly and more.Guest will find them selves traveling though the bay, to the marshlands and then into upland areas as they stroll through the Discovery Center. Interactions with humans for these plants and animals are beneficial to their survival. Without the knowledge of s disasters that put them in danger of extinction many of these creatures will have already been gone, and humans will only learn of them from books. With the help of The Chula Vista Nature Center, these native creatures will have a chance to grow, and live as they were meant to live.Humans will experience the beauty of the land, and the natural resources that are provided for them by the land. Human life does not come solely from their attempts to grow their own plants, or breed their own animals. It comes from working together with the plants and animals that naturally live and grow in the environment. References County of San Diego (2009). MSCP Biology. Received March 26, 2012 from http://www. sdcounty. ca. gov The Chula Vista Nature Center (2010). The Chula Vista Nature Center. Received March 27, 2012 from http://www. chulavistanaturecenter. org

Automatic Renewal Clauses: The Case between Letisha and Sudson Washer and Dryer

This paper examines a contract between Letisha and Sudson Washer and Dryer that contains an automatic renewal clause. The potential defenses for Letisha if Sudson sues her for breach of contract are presented. The defenses for Sudson that support the automatic renewal clause are also discussed. The ethical issues of using an automatic renewal clause and the actions of the Sudson Washer and Dryer representative when signing the contract are also examined. Section 2A of the Uniform Commercial Code and how it applies to this case is presented. There are also government and private entities that Letisha can complain to about the business practices of Sudson. Finally, the paper concludes with the potential outcome of the case if Sudson sues Letisha for breach of contract.Automatic Renewal Clauses: The Case between Letisha and Sudson Washer and Dryer Letisha signed a lease with a Sudson Washer and Dryer Representative that allowed her to lease a washer and dryer from the company for five y ears. At the end of the lease agreement, Letisha called to cancel, and found out that her lease agreement had been extended for three five year terms. Letisha was unaware that the contract had an automatic renewal clause.The Uniform Commercial Code section 2A defines a lease agreement, and it also explains how lessees and lessors are protected. Using Section 2A and state laws, there may be defenses for Letisha if she decides to breach the contract and Sudson sues her. There may also be government agencies Letisha can bring her grievances to about Sudson’s use of automatic renewal clauses. There are also defenses for Sudson to support the enforcement of the automatic clause, even if the use of an automatic renewal clause may be unethical. This case is an example of the importance of reading a contract before signing it.Defenses for LetishaDepending on the state where Letisha lives, there could be a multitude of defenses available to her regarding the automatic renewal. In some states, the lessor is required to send a reminder to the lessee of the automatic renewal (Davidson et al., 2009). In New York, for example, the lessor is required to send written reminders of the automatic renewal at least 15 days before the contract renews (Dutton, 2011). Since Letisha received no prior notification besides the information in the contract; she may be able to use that fact in her defense.In Illinois, the automatic renewal policy must be conspicuous (Dutton, 2011). There is no uniform requirement for conspicuousness, but the Uniform Commercial Code states that capital letters and bold face print should be used. It is apparent in Letisha’s case, that the automatic renewal clause with Sudson was not conspicuous, which may be grounds for a defense.In Wisconsin, laws regarding the automatic renewal clause were passed saying that the lessee must be informed about the clause before the contract is signed (Dutton, 2011). The salesman did not inform Letisha of the cl ause, and while it is her responsibility to read the contract, she may have grounds for a defense in some states. Some states would also allow a defense on the grounds that the automatic renewal length is too extensive. Most standard form contracts are held if the automatic renewal is for five years or less (Kirschenbaum, 2013). It would be up to Letisha to either research the legislation in her state regarding automatic renewal contracts, or to hire an attorney to do so, in order to find if she has grounds for a defense against Sudson.Defenses for Sudson Washer and DryerThough there are provisions in many states regarding automatic renewal clauses, if Sudson followed the stipulations in their state, they would have a legal argument supporting the enforcement of the clause. In the case of Tidwell v. Pritchett-Moore, Inc. & Tim Rutledge, the Alabama Supreme Court found that automatic renewal clauses are enforceable if the provision is clear in the contract (Tidwell 2008). It is not t he fault of the company, if the lessee signed the contract without reading it fully and failed to give notice of cancellation before the deadline.If the clause is stated clearly, then it is likely that it will be enforced by the courts. For example, in the case of Winthrop Resources Corporation v. Spearhead System Consultants, the court found that because intentions to terminate the  contract were not made clear before the time allotted in the contract, the renewal of the contract was enforceable (Huddleson, Graynor, Flick, & Whelan, 2003).Ethical IssuesWhile Sudson’s automatic renewal clause may be upheld, there are ethical issues of the company using such a practice. First, many courts have had the opinion that parties should be notified when the lease is up for renewal (Leitess, Ihne, & Goldberg, 2005). It is unlikely that the client would remember about the clause five years later, and the company should be willing to make a courtesy call in order to keep customers happ y. Also, all parts of the contract should have been discussed before signing.Not informing the client of the automatic renewal policy does not reflect well on Sudson Washer and Dryer Service. The National Association of Equipment Leasing Brokers states in their code of ethics that leasing companies should remain honest and professional in all business transactions (â€Å"NAELB,† 2013). In this case, not discussing all parts of the contract before allowing the client to sign is neither honest nor professional. U.C.C Section 2AThe Uniform Commercial Code Article 2A governs the leases of goods, and it provides basic contract rules regarding leases. The U.C.C. defines a lease as transfer of goods by a lessor to a lessee for a set amount of time in exchange for payment (â€Å"U.C.C.,† 2002). Using this definition, the U.C.C. Article 2A can be applied to the agreement between Letisha and Sudson Washer and Dryer Service. Sudson leased the equipment to Letisha in return for mo nthly payments.The company is responsible for the upkeep and maintenance of the washer and dryer because they hold the title to the machine. Letisha is required to make payments to Sudson in order to fulfill her part of the lease agreement. Article 2A not only lists the necessities to make a lease agreement legal, but it also lists the rights of both lessee and lessor regarding the lease agreement.Complaints to Government EntitiesOne entity that Letisha may complain to is the Better Business Bureau. The BBB will look into any complaint that does not involve the workplace, discrimination, health services, legal services, or cases in litigation (â€Å"What complaints,† 2013). A complaint through the BBB will be sent to the business for resolution. Though the business may choose to stand behind their agreement, a complaint will be lodged against the company. Another option for Letisha is the Bureau of Consumer Protection under the Federal Trade Commission.The purpose of the Bure au of Consumer Protection is to protect consumers from unfair or deceptive business practices (Rich, 2013). If the automatic renewal clause is found to be unfair or deceptive, then the company may be sued by the Bureau of Consumer Protection. Letisha can complain to these entities about Sudson’s automatic renewal clause, but it is the agency’s discretion whether the clause is unfair or not.Outcome of Legal ProceedingsIf Sudson sues Letisha for breach of contract, it is likely that Sudson will win the case. The U.C.C. Section 2A-301 states a lease contract is enforceable according to the terms agreed to by both parties (â€Å"U.C.C.,† 2002). Since Letisha and the Sudson representative signed the contract, both parties agreed to the terms within the contract. It is unlikely that the court will favor Letisha because the automatic renewal clause was not pointed out to her. It is the lessee’s responsibility to read the contract and understand all parts. The ag reement clearly stated the time limit on cancelling the lease, and Letisha failed to meet those requirements.ConclusionIn order to avoid issues like Letisha’s with Sudson, it would be advisable for parties to go through the contract together. Lessees may even want to hire an attorney to explain any part of a contract that is not easily understood. By taking the time to read the entire contract before signing, lessees are protecting their interests. Automatic renewal clauses are losing their popularity, but they are still used, especially in leases between businesses. Businesses may want to consider other avenues to keep customers, but if they are going to use automatic renewal clauses, it will keep customers happy if they are informed of such a clause before it is too late to cancel the lease agreement.

Free Essays on Ozone Depletion

Ozone Depletion The ozone layer is the earth’s protection against harmful ultra-violet rays that cause cancer. The ozone is a region of the earth’s atmosphere that is 12 to 30 mi above the earth’s surface. (www.encarta.msn.com) The layer of the Earth's atmosphere that surrounds us is called the troposphere. The stratosphere, the next higher layer, extends about 10–50 kilometers above the Earth's surface. Stratospheric ozone is a naturally occurring gas that filters the sun's ultraviolet (UV) radiation. (www.factmonster.com) The ozone’s job is to absorb much of the radiation that the sun gives off. There are two forms of this radiation that come from the sun: visible light and ultra-violet light. Visible light waves are the only electromagnetic waves we can see with are eyes and ultra-violet light is the radiation that humans have to protect themselves against. (http://imagers.gsfc.nasa.gov) Humans on earth are destroying the very thing that protects us and allow us to continue to live on this earth. Without our ozone all human and living things on this earth will seize to existence. To protect our home we need to evaluate the causes, the effects and the future of ozone depletion. The Cause What is the cause of our depleting ozone? It is believe to be caused by many of the things we used in our everyday lives: cars, refrigerators and aerosol cans. The ingredients that are in these items are compounds called chlorofluorocarbons (CFC), which was created in 1928 and other pollutes like halons that are used in fire extinguishers. (www.factmonster.com) When CFCs reach the stratosphere, the ultraviolet radiation from the sun causes them to break apart and release chlorine atoms, which react with ozone, starting chemical cycles of ozone destruction that deplete the ozone layer. One chlorine atom can break apart more than 100,000 ozone molecules. (www.greenpeace.org) Chlorofluorocarbons and these other polluta... Free Essays on Ozone Depletion Free Essays on Ozone Depletion Ozone Depletion The ozone layer is the earth’s protection against harmful ultra-violet rays that cause cancer. The ozone is a region of the earth’s atmosphere that is 12 to 30 mi above the earth’s surface. (www.encarta.msn.com) The layer of the Earth's atmosphere that surrounds us is called the troposphere. The stratosphere, the next higher layer, extends about 10–50 kilometers above the Earth's surface. Stratospheric ozone is a naturally occurring gas that filters the sun's ultraviolet (UV) radiation. (www.factmonster.com) The ozone’s job is to absorb much of the radiation that the sun gives off. There are two forms of this radiation that come from the sun: visible light and ultra-violet light. Visible light waves are the only electromagnetic waves we can see with are eyes and ultra-violet light is the radiation that humans have to protect themselves against. (http://imagers.gsfc.nasa.gov) Humans on earth are destroying the very thing that protects us and allow us to continue to live on this earth. Without our ozone all human and living things on this earth will seize to existence. To protect our home we need to evaluate the causes, the effects and the future of ozone depletion. The Cause What is the cause of our depleting ozone? It is believe to be caused by many of the things we used in our everyday lives: cars, refrigerators and aerosol cans. The ingredients that are in these items are compounds called chlorofluorocarbons (CFC), which was created in 1928 and other pollutes like halons that are used in fire extinguishers. (www.factmonster.com) When CFCs reach the stratosphere, the ultraviolet radiation from the sun causes them to break apart and release chlorine atoms, which react with ozone, starting chemical cycles of ozone destruction that deplete the ozone layer. One chlorine atom can break apart more than 100,000 ozone molecules. (www.greenpeace.org) Chlorofluorocarbons and these other polluta...

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

Business Ethical Values - Essay Example Values of both employers and employees, therefore, significantly determine success of a business. By designing suitable ethical expectations and codes of conduct, businesses ensure that ethical principles are upheld. While exploring significance of business ethics, Fisher & Lovell (2009) concludes that there is a strong correlation between individual values and business ethics. This paper explores specific values that make business leaders ethical. Choosing Best Values While choosing best values, it is important to select values and ethics that you not only believe in, but also define your character. After the selection procedure, Glass (1981) advises that an individual must visibly live by the values every day. Living one’s values is a powerful tool for leading and influencing others. In business, values of employees and employers are dependent on one another. Thus, freedom of a business leader to choose ethical values depends on set of values defined by employees. Neverthele ss, an ethical business leader, according to Guth (1999), is described by the following five traits: willingly chooses to lead, good role model to others, provides feasible future vision, provides inspiration, and makes other people feel appreciated and important. Values that Make Business Leaders Ethical Honestly is the first and foremost value that business leaders must practice to become ethical (MSG, 2012). The value determines commitment of business leaders to observance of business principles in both favorable and unfavorable conditions. Mollie (2011) asserts that several corporations have different manuals with slogans encouraging commitment of workers to honesty. Integrity is another vale that makes business leaders ethical. Mollie (2011) defines integrity as possession of strong adherence to professional standards and/or moral principles. Integrity, therefore, connotes stability, consistency, and strength of a leader. In other words, integrity implies that a leader is readi ly willing to take a high road by applying the most valuable ethical standards. Rhode (2006), however, defines integrity as a state of completeness and wholeness. Thus, based on Rhode’s definition (2006), demonstrating integrity indicates soundness and completeness in a leader’s character and in his/her organization. Responsibility, as another value, is an integral part of business ethics. A responsible leader is accountable for his/her actions and decisions. He/she carries the entire liability of any judgment made in his/her organization. Irresponsibility, on the other hand, erodes cohesion and respect in any organization. That is, irresponsibility increases blame games and wrongful victimization in an organization. Rhode (2006), nonetheless, perceives actions and responsibility as both a cause and a result of the other. That is, actions or decisions a leader makes determine whether he/she is a responsible individual or not. Conversely, being responsible in small acti ons or making sound judgment determines weight of tasks a leader is allocated. Responsibility is closely related to quality, which is another important value in business ethics. Quality measures output of a leader. Quality should not only focus on production of best products, but should also extend to every facet of a leader. A leader who appraises quality and struggles for it daily develops a deep sense of

Academic electronic medical record system usability testing Coursework

Academic electronic medical record system usability testing - Coursework Example Some researchers suggest that the main reasons for the backlog in new technology applications are the following: a large number of end-users (e.g. physicians, nurses, and other medical technical personnel) are still strong followers of traditional pen-and-paper methods of information retrieval and storage; high costs of implementation and maintenance of the systems; the usability of the programs are highly variable amongst the software developers and the end-users, with those not having enough computer technical know-hows end up not using the system to their advantage; the use of computer-based records interfere with the time allotted to interact with the patient; and because future nurses are not taught how to use electronic health records (EHR) as early as possible during their studying years (McBride, 2011; Master of Technical and Scientific Communication Program Students, 2004; Moody, et al., 2004; Natarajan, et al., 2010). ... Common EHR Usage in Hospitals Using HER’s in hospitals provide improvements in health care delivery mainly due to the reduction of inaccuracies in patient health and medicine records. There is considerably less misinterpretation of information handled from the reduced use of handwriting which often leads to inaccuracies in patient records or from missing information due to illegibility (Garrido, et al., 2005; Simon, et al., 2007). But EHR is not limited to the storage and retrieval of patient health information, as it also functions as a database for other kinds of data such as drug dosage and actions, disease symptoms, and physician information which many identified users can access in order to synchronise patient medical information and history from (Wang, et al., 2008). At the same time, EHR can also function as an alarm or reminder notification system for regular users in their work duties, such as patient check-up times or administration of drugs, creation of electronic m emos such as patient health progress, among others (Bonnel & Smith, 2010; Moody, et al., 2004; Simon, et al., 2007). This makes for the EHR's contribution in enhancing care delivery for end-users and other stakeholders, and it is expected that the number of agencies putting EHR in effect will also increase in proportion to the improvements made in the program user interfaces. Impact of Teaching EHR in Schools Due to the costs of EHR instalment and maintenance, it can be expected that the bulk of end-users of such programs would be large health facilities such as hospitals or other medical institutions, or individual practitioners tied to these facilities. This is mainly from the high volume of patients or clients that enter regularly or intermittently and have their health records