Learning Plan Essay

The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur. ) It is  assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information 1 2 LEARNING PLAN: HISTORY DEBATE CLASS literacy/interpretation skills of online material (assessed by reviewing the  reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view the video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to participate in new media opportunities within an educational context. Learning Plan Context Setting †¢The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. †¢There will be 25-30 students in an individual classroom. †¢The lesson will take place the week after the Civil War unit is finished. †¢It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. †¢The content area is US History/Politics. The grade level is Juniors (11th grade). †¢In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. 2 3 LEARNING PLAN: HISTORY DEBATE CLASS Standards †¢According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both  sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢ Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard. (http://www. cde. ca.gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) Learning Objective 3 4 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from  online sources, by formulating arguments to be presented within a debate. Learning Theory Applications †¢Constructivism is certainly at play in this lesson plan: †¢The activity allows knowledge to be organized into schemas, concepts, and worldviews. †¢This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). †¢The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. †¢Finally, students are working autonomously with the help of the  teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: †¢Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. 4 5 LEARNING PLAN: HISTORY DEBATE CLASS †¢Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also, at least two of these words must be incorporated into the arguments of their team. †¢Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www. teachersfirst. com/gifted_strategies. cfm) The first situation to consider is a student who is gifted/talented, but not academically 5 6 LEARNING PLAN: HISTORY DEBATE CLASS rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the  teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the  cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: †¢Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so 6 7 LEARNING PLAN: HISTORY DEBATE CLASS teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. †¢Mid tech: One computer connected to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. †¢High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will  start even earlier (in the pre-planning stage). Content-Based Literacy Skills †¢In terms of text-based literacy; students must incorporate information from their textbook into their arguments †¢Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy. ) New Media Literacy Skills  Ã¢â‚¬ ¢Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. 7 8 LEARNING PLAN: HISTORY DEBATE CLASS †¢Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. †¢Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. †¢Networking: Once again, this skill is illustrated when students must  search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: †¢Textbook: Learners will need textbook so that they can recall information. †¢Paper, pen: Leaners will need so that they can write down information. †¢Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. †¢Notes: Learners will need them as a reference when formulating arguments. †¢Stopwatch/watch: This will be given to the student whose job is timekeeper. †¢Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity †¢Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most 8 9 LEARNING PLAN: HISTORY DEBATE CLASS poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer. ) †¢In a class of 30 chair/table. There will be 15 chairs/ tables on each side  of the room. They will be facing eachother. †¢Learners will enter the classroom and sit down immediately with their team. †¢The teacher will then show the video as soon as the class is seated and quiet. †¢This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: †¢During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. †¢Teacher will tell all students to take out their rubrics. †¢She/He will go over some key point from the rubric as it relates to the debate. 9 10 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. †¢The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. †¢Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact, concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the  other team presents their arguments? †, â€Å"Are my responses to the other’s teams arguments not insulting? † etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook? †, â€Å"Did my team use at least two credible internet sources within the argument? †, â€Å"Did my team follow special instructions assigned by the teacher (e. g. incorporating ideas from IEP students, ELL student, gifted students)?. † †¢This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They  also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity 10 11 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of  Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. †¢The teacher will select one team to present their arguments first. †¢Recording will begin †¢The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is  presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War. † In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. †¢The student will finish the presentation of his/her argument. 11 12 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell the next team to present its argument. The team will follow the same procedure as above. †¢The teacher will then stop recording of the debate. †¢This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination †¢The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. †¢The teacher will also ask students how their team’s or the other team’s  information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. †¢As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Extension †¢For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. 12 13 LEARNING PLAN: HISTORY DEBATE CLASS Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their  argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second 13 14 LEARNING PLAN: HISTORY DEBATE CLASS phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , & Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf Jenkins, H. , Clinton, K. , Purushotma, R. , Robison, A. J. , and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. † Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www. teachersfirst. com/gifted_strategies. cfm 14 15 LEARNING PLAN: HISTORY DEBATE CLASS.

Foundations of Human Development Worksheet Essay

Write the key features, listed below, into the correct life stage of development and most significantly affected age range. In your own words, provide an explanation of the term and how it affects the developmental stage. An example is provided for reference. For the purposes of this assignment, field marked N/A do not need to be completed. Teratogens Attachment ADHD Temperament Preoperational Thought PeriodIn-Vitro Fertilization ConservationSelf-Concept Refined motor skillsZygote Positive Reinforcement Sensorimotor Period Mobility Biological DevelopmentPsychological or Cognitive DevelopmentSocial DevelopmentConception and Pre-birthExample Teratogens are substances, including drugs, that cause malformations in the fetus (Zastrow Kirst-Ashman, 2010, p.54). For example, the text states that teratogens are Certain drugs affect biological development by causing malformations of body parts and organs. Newborn children of drug addicts, for example, experience a number of potential developm ental problems such as low birth weight, muscle tremors, and physical birth defects (Zastrow Kirst-Ashman, 2010, p.54). A zygote is a single cell formed by the combination of the genetic material in a womans egg and sperm. In-Vitro Fertilization is a process in which eggs are removed from a womans body, fertilized with sperm in a laboratory dish, and then implanted in the womans uterus (Zastrow Kirst-Ashman, 2010, p.90). N/A N/AInfancy The central theme of attachment theory is that primary caregivers who are available and responsive to an infants needs allow the child to develop a sense of security. Bowlby believed that the earliest bonds formed by children with their caregivers have a tremendous impact that continues throughout life. He suggested attachment also serves to keep the infant close to the mother, thus improving the childs chances of survival.Temperament is each individuals distinguishing mental and emotional nature that results in a characteristic pattern of responses to people and situations (Zastrow Kirst-Ashman, 2010, p.125). There are three broad categories of infant temperament that are often used as guidelines for determining normal infant behavior. The three categories of infant temperament are easy, slow-to-warm-up, and difficult. N/AChildhood ADHD, a psychiatric diagnosis, is a syndrome of learning and behavioral problems beginning in childhood (Zastrow Kirst-Ashman, 2010, p.146). Children often fail to give close attention to details and make  careless mistakes in their schoolwork or in other activities. Also, they have difficulties organizing their tasks and activities. They are easily distracted by extraneous stimuli and they tend to be forgetful in their daily activities Piagets second stage of cognitive development, the preoperational thought period, extends from approximately ages 2 to 7 (Zastrow Kirst-Ashman, 2010, p.116). Increased use of verbal representation but speech is egocentric. The beginnings of symbolic rather than simple motor play. Can think about something without the object be ing present by use of language. Conservation is the idea that a substance can be changed in one way while remaining the same in another (Zastrow Kirst-Ashman, 2010, p.115). This means that the child understands that although the appearance of something changes, the thing itself does not. Fine motor skills are necessary to engage in smaller, more precise movements, normally using the hands and fingers. Fine motor skills are different than gross motor skills, which require less precision to perform. The sensorimotor period identifies a child as they progress from simple thoughtless reflex reactions to a basic understanding of the environment (Zastrow Kirst-Ashman, 2010, p.116). Behaviors are limited to simple motor responses caused by sensory stimuli. Children utilize skills and abilities they were born with (such as looking, sucking, grasping, and listening) to learn more about the environment. Baumeister provides the following self-concept definition the individuals belief about himself or herself, including the persons attributes and who and what the self is (Baumeister, 1999). The self-concept is how we think about and evaluate ourselves. To be aware of oneself is to have a concept of oneself.Positive reinforcement refers to positive events or consequences that follow a behavior and strengthen it (Zastrow Kirst-Ashman, 2010, p.169). Successful positive reinforcement results in a behavior occurring more frequently in the future. It can make learning fun, increase participation and cooperation, and help children learn valuable skills. Because of their mobility, children need constant supervision. Their interest in exploration, falling down, and getting into dangerous situations are all constant possibilities (Zastrow Kirst-Ashman, 2010, p.67). Baumeister provides the following self-concept definition the individuals belief about himself or herself, including the persons attributes and who and what the self is (Baumeister, 1999). Its psychological development due  to self-evaluation, but its also social development due to the benchmark we judge others by. References Baumeister, R. F. (Ed.) (1999). The Self in Social Psychology. Philadelphia, PA Psychology Press (Taylor Francis). Zastrow, C. H., Kirst-Ashman, K. K. (2010). Understanding Human Behavior and the Social Environment (8th ed.). Mason, OH Cengage Learning Foundations of Human Development Worksheet

The Existence Of God Evil - 1293 Words

The Existence of God Throughout the years as the human species keeps learning about the world we live in, we are finding out that we are surrounded everywhere by evil. This seems to conflict with the belief of theism, one who believes in a God or Gods, especially a personal God who’s in control of the world. If there was an all-omnipotent, all-omniscient, and all-benevolent God, then he should have consummate knowledge that there’s evil in the world. Given that, if he knows there’s corruption in the world then he should have pure benevolence to stop the evil. So if God wanted to cease evil, he could since he should have complete power to cause the evil vanish. Nevertheless, we†¦show more content†¦The reason for believing that necessary evil justifies the existence of an all-omnipotent, all-omniscient, and all-benevolent God is because theism conceptualizes that, â€Å"the evil in the world is necessary to prevent a greater evil or to bring about something good, then it is justified†(taken from Doing Philosophy, Lewis Vaughn). This explanation given by theism illustrates that the evil established in this world is something that’s controllable and necessary in order to terminate the formation of an uncontrollable and unnecessary evil. An example of an uncontrollable and unnecessary evil is an all-powerful, all-knowing, and all-evil being known as Satan. To give an illustration, we are told that, â€Å"Some try to justify evil by blaming it on Satan. God doesn’t create evil; Satan does†(taken from Doing Philosophy, Lewis Vaughn). Overall, this argument helps solidify the theistic beliefs that there’s an all-omnipotent, all-omniscient, and all-benevolent God who is cognisant of how much evil is brought in the world by humans and nonhuman factors and how much is able to be controlled and kept in equilibrium with the good. If we were to be controlled by a force beyond our control, alike God, then we would be perfectly goo d beings who would always choose the good decision over the evil one. Several of the evil in this world are mentioned to be caused by humans and the choices they execute. In other words, it is implemented that we live in a world where our actions aren’tShow MoreRelatedEvil And The Existence Of God1147 Words   |  5 PagesThis essay is based on how the problem of evil attacks head on into the existence of god who is all good, all powerful and all knowing. The problem of evil is a wide area that can t be outrun easily. The concept of evil has been problematic to many philosophers. When speaking about evil, we all have the idea that is the absence of good. For some religious people, Evil has been described as a supernatural force, although for others is been described as part of the human nature. Blackburn mainly raiseRead MoreThe Existence Of God : Evil1297 Words   |  6 PagesThe Existence of God Throughout the years as the human species keeps learning about the world we live in, we are finding out that we are surrounded everywhere by evil. This seems to conflict with the belief of theism, one who believes in a God or Gods, especially a personal God who’s in control of the world. If there was an all-omnipotent, all-omniscient, and all-benevolent God, then he should have consummate knowledge that there’s evil in the world. Given that, if he knows there’s corruptionRead MoreThe Problem Of Evil And The Existence Of God1636 Words   |  7 PagesThe Problem of Evil is one of the most influential and common arguments in modern philosophy against the existence of a Greater Being, God (Trakakis, 2006). Both Theist, those who believe in the existence of God, and Atheist, those who don’t believe in the existence of God, argue that evil exists in the world. The Problem of Evil explores whether the existence of evil and suffering constitutes significance evidence for atheism. When looking at the definition of the greater being, most refer to theRead MoreThe Belief Of Evil And The Existence Of God1780 Words   |  8 Pagesof religion is the discussion between theists and skeptics on the existence of God. Atheists say that there is a logical inconsistency between the existence of evil and the existence of God. However, theists believe that the mere existence of evil is not sufficient enough to completely dismiss the possibility of a morally perfect being existing This paper will discuss the logical inconsistencies between God and the â€Å"problem of evil† as well as the theist s response to this argument through the free-willRead MoreThe Existence of God and Evil Essay2232 Words   |  9 PagesThe Existence of God and Evil The problem of evil has been around since the beginning. How could God allow such suffering of his â€Å"chosen people†? God is supposedly all loving (omni-benevolent) and all powerful (omnipotent) and yet He allows His creations to live in a world of danger and pain. Two philosophers this class has discussed pertaining to this problem is B.C. Johnson and John Hick. Johnson provides the theists’ defense of God and he argues them. These include free will, moral urgency,Read MoreWhy God Allowed For The Existence Of Evil1703 Words   |  7 Pagesreasons of why God allowed for the existence of evil, if they are able to examine the logical problem in totality. Without doubt, there are plenty of coherent arguments that can combat the claims steming from the logical problem of evil. Alternatively though, the next objection cannot be addressed in the same fashion. The de jure argument, as known as the plausibility problem, requires a greater emphasis on the emotional consequences, rather than the specific and factual results of evil. The PlausibiltyRead MoreThe Existence Of God And The Battle Between Good And Evil1386 Words   |  6 PagesThe existence of God and the battle between good and evil has been a topic of much discussion for centuries. Through the philosophical scope, there is a â€Å"Problem of Evil† that challenges the existence an all-powerful God if there is evil in the world. Gottfried Wilhelm Leibniz, was a German philosopher who argued about the topic of the problem of evil. Leibniz argued that (1) evil is not necessary; (2) that there is evil in the world because as humans we are restricted in our knowledge since we areRead MoreThe Problem Of Evil Questions God s Existence995 Words   |  4 PagesThe Problem of Evil Questions God’s Existence An argument against the existence of God is based on the presence of evil in the world. This deductively valid argument is divided into two categories; human action and natural evil (Sober, 2005, p. 120). Human action discusses how experiences makes us better people, while natural evil are tragic events that are not under the control of humans. Each category is used as evidence to refute God as an all-powerful omniscient, omnibenevolent, or omnipotentRead MoreThe Problem Of Evil : An Argument Against The Existence Of God1922 Words   |  8 PagesNotes †¢ The problem of evil (the problem of suffering) is an argument against the existence of God †¢ The argument against the existence of God is incompatible with the existence of an all-loving, all-powerful God. Greek Philosopher Epicurus The Epicurean Paradox †¢ Is God willing, but not able to prevent evil? †¢ Answer: Then he is not omnipotent †¢ Is God able but not willing? †¢ Then he is malevolent †¢ Is he both able and willing? †¢ Then whence cometh evil? †¢ Is he neither able nor willingRead MoreDialogue of Good, Evil, and the Existence of God by John Perry1570 Words   |  7 PagesDialogue of Good, Evil, and the Existence of God by John Perry In John Perrys book Dialogue on Good, Evil and the Existence of God, he used three characters in the dialogue in order to clarify the positions of the three characters (Weirob, Miller, and Cohen), the arguments they provide in support their positions and the end state of their discussion. This allows us to examine our understanding of the good, evil and the existence of God. Perry shows a clear position of Weirob

The Tuskegee Syphilis Experiment Essay - 1547 Words

The Tuskegee Syphilis Experiment The Tuskegee Syphilis experiment (The official name was Tuskegee Study of Untreated Syphilis in the Negro Male) began in the 1930’s. It was an experiment on African Americans to study syphilis and how it affected the body and killed its victims done by Tuskegee Institute U.S. Public Health Service researchers. The initial purpose of the Syphilis study â€Å"was to record the natural history of syphilis in Blacks† (Tuskegee University, â€Å"About the USPHS Syphilis Study,† par. 2). The study was necessary because syphilis was a disease that didn’t yet have an official cure (when the study began in the 30’s). There were 600 men in all; 399 had syphilis and 201 served as a control group for the experiment. The†¦show more content†¦It was unethical because the subjects were unaware of the consequences and denied the treatment for their disease. The Mississippi Appendectomy Study The Mississippi Appendectomy study started taking place in the 1920’s. The experiment consisted of excessive hysterectomies on many women mainly in the Deep South. Poor Black women were the main focus of the experiments as well as disabled women and women that the physicians thought were not worthy of reproducing. Young, less experienced doctors were told to perform the sterilization process so that they had â€Å"a chance to practice the procedure† (50). The experiment was unnecessary and served no true, ethical purpose. The doctors believed it was in order to perform the hysterectomies because the women seemed unfit to have children and to give the younger surgeons practice. In detail, while the women were having an appendectomy (removal of the appendix), the doctors would perform the hysterectomies which were unrelated to the problem with the patients appendix. Therefore, the hysterectomies were uncalled for since the women had no knowledge of the additional procedure and didn’t give consent (University of Maryland, â€Å"Mississippi Appendectomy†, par. 1). These procedures resulted in the women deprived of their right to reproduce and no significant benefits to science. The Mississippi Appendectomy had no significant effect on medical history either since no major lawsShow MoreRelatedAnalysis Of The Tuskegee Syphilis Experiment1309 Words   |  6 PagesIntroduction: The blight on human history known as the Tuskegee Syphilis Study was on all counts an immoral and unethical research study. Public Health Services were the ones conducting the experiment, which went on for years (from 1932 to 1972) and throughout the entire thing human beings were used as laboratory animals (The Tuskegee Syphilis Experiment, 2000). Unfortunately, this study was conducted when racism was still common, meaning that the human â€Å"lab rats† were poor black men, because theyRead MoreBad Blood: the Tuskegee Syphilis Experiment Essays1709 Words   |  7 PagesANALYSIS OF THE BOOK BAD BLOOD: THE TUSKEGEE SYPHILIS EXPERIMENT Dr. Bradley Moody PUAD 6010 By 22 November 2004 Introduction The book BAD BLOOD: THE TUSKEGEE SYPHILIS EXPERIMENT by James H. Jones was a very powerful compilation of years of astounding research, numerous interviews, and some very interesting positions on the ethical and moral issues associated with the study of human beings under the Public Health Service (PHS). The Tuskegee study had nothing to do with treatmentRead MoreBad Blood: The Tuskegee Syphilis Experiment Essay2436 Words   |  10 Pagessurrounding Tuskegee, Macon County, Alabama, the United States Public Health Service (PHS) and the Rosenwald Foundation began a survey and small treatment program for African-Americans with syphilis. Within a few months, the deepening depression, the lack of funds from the foundation, and the large number of untreated cases provided the government’s researchers with what seemed to be an unprecedented opportunity to study a seemingly almost â€Å"natural† experimentation of latent syphilis in African-AmericanRead MoreMedical Research: Tuskegee Syphilis and Nazi Human Experiments678 Words   |  3 Pagesrats† in both Tuskegee syphilis study and the nazi human experiments were living human beings. History repeats itself as the two studies occur with the same intention and procedures. It was a result of ignorance and the idea of hierarchy: superiority and inferiority. The inhumane action of the researchers led to policies that protects against barbarous experiments. Tuskegee syphilis study started in 1932 with a good intention, scientists were trying to examine the abundance of syphilis within ruralRead MoreBad Blood: The Tuskegee Syphilis Experiment by James H. Jones1734 Words   |  7 PagesBad Blood: The Tuskegee Syphilis Experiment by James H. Jones Introduction The book BAD BLOOD: THE TUSKEGEE SYPHILIS EXPERIMENT by James H. Jones was a very powerful compilation of years of astounding research, numerous interviews, and some very interesting positions on the ethical and moral issues associated with the study of human beings under the Public Health Service (PHS). The Tuskegee study had nothing to do with treatment Â… it was a nontherapeutic experiment, aimed at compiling dataRead MoreTuskegee Syphilis Experiment : Tuskegee Experiment1532 Words   |  7 PagesEvents Paper Tuskegee Syphilis Experiment Tuskegee Syphilis Experiment was done in the campus of Tuskegee Institute, Alabama between the year of 1932 and 1947. It is designed to discover the natural history of syphilis among the African-American population in hopes of justifying treatment programs for blacks Initially the participants have been told that they were treated for â€Å"bad blood†, but they did not receive any treatment from the experiment (â€Å"About,† n.d.; â€Å"The Tuskegee,† n.d.). ActuallyRead MoreThe Infamous Tuskegee Syphilis Experiment Essay1222 Words   |  5 Pagesconducted by the U.S. Public Heath Services to study the progression of untreated syphilis. The study consisted of 600 African American men, 399 who had previous had syphilis before the study began and 201 without the disease. Throughout the study many unethical things happened and the subjects of the study were not given the full truth of what was happening and what was going to happen. According to wikipedia, the Tuskegee Study was arguably the most infamous biomedical research study in U.S. historyRead MoreThe Tuskegee Syphilis Experiment : A Black Massacre1514 Words   |  7 Pages The Tuskegee Syphilis Experiment: Another Black Massacre Alesha Jones History Significance of Race in America Section 009 Professor Abu Sayeed The Tuskegee Syphilis Experiment was a clinical research study that took place in Macon County, Tuskegee, Alabama. The experiment was coordinated by the United States Public Health Service and carried out for forty years (Jones, 1). The experiment began in 1932 and ended in 1972, causing harm toRead MoreThe Tuskegee Syphilis Study And The Stanford Prison Experiment883 Words   |  4 Pagesfederal standards for performing research with human and animal participants, known as, psychological ethical codes. The Tuskegee syphilis study and the Stanford prison experiment highlighted a psychological study without proper patients’ consent and appropriate treatment, resulting in a research disaster with unethical incidents. During the timespan of 1932 to 1972 in Tuskegee, Macon County, Alabama, 600 poor and rural African American men were participants for a study done by the United States PublicRead MoreDeadly Deception Documentary Film1145 Words   |  5 Pagesbe given the right to informed consent if the research could result in possible harm? Is human experimentation in light of the Tuskegee study justified? These are just some of the questions that arose during the presentation of the film Deadly Deception. This film featured the government sponsored Tuskegee experiment and documents this forty year study of untreated syphilis in the black males of Macon County, Alabama. This review will examine the film Deadly Deception in light of the appropriateness

Article 37 Play It Safe With These Free Spin Bonus...

Article 37 – Play it safe with these free spin bonus gambling strategies Depending on your outlook slot games will either be an open delight or a guilty pleasure, but whichever way you view them there is no denying that the online realm has made such games more fun than ever. Part of why slots appeal so much is because of the glamorous and often embellished stories that go along with the games. We have all heard the tall tales of players going all or nothing on the slots and winning big, but in reality tall tales is often all that these stories are. If you want to be a major success at online slots you need to understand that you need more than just luck. You need knowledge and flexibility to really be successful. Thankfully, when it†¦show more content†¦The problem is that some casinos and some games are more ruthless than others when it comes to such. It all means that you should feel comfortable where you’re playing and truly understand what odds and risks lay in front of you. While there is no denying the game itself and its features will determine how successful you, there are several elements within yourself you need to consider before you play. Everyone signs up to an online casino with a bankroll in mind, this means that you need to set your limits before you start wagering. The easiest way to control your gambling is to set a ‘loss border’ and a ‘target-winning amount’. The ‘loss border’ relates to how much you can honestly accept to lose when gambling on the slots, while the ‘target winning amount’ relates to the amount of money you’d be happy to walk way with. Calculate both figures based of the odds and payouts of the game in question and do your best to stick within these boundaries. Looking deeper into the games themselves and how they operate, you shouldn’t play under the premises that you are simply waiting on a payout. Online games don’t ‘charge up’ like the old land-based machines used to. Every spin is completely autonomous, which means is doesn’t how much money you plough into the game, the winning percentage will never change. When it comes to fun, very little else can outdo the exhilaration and excitement of spinning the slots. Problem is that for all the fun it presents on the

Biotechnology Essay Example For Students

Biotechnology Essay Over the past decade, Biotechnology Essay has advanced much to the advantage of many people. We have learned that with certain chemicals, we are able to cut-and-paste the DNA of certain organisms, and alter them to comply to our sociable needs. But this can also affect modern medicine, political factors, economic, and societal balances in our nation. For medicine, Biotechnology has been a blessing, healing people who suffer from a sex-linked trait known as Hemophilia. Hemophilia is a condition where the person may die of blood loss when cut or wounded. This is caused by a lack of a certain chemical known as Factor 9, which allows the patient to heal from wounds. Scientists may now insert a gene into the patients own DNA causing the patient to heal skin, which has been impossible until now, with Genetic-Engineering. I doubt that there have been any real disadvantages with this technology, since it works to heal the patient, but we really cant predict what kind of medical misfits there will be in the future, using this life-saving technology to their own personal, perhaps evil, advantages. Dealing with politics, Bioengineering has opened a whole new door pertaining to the military, whose use of it may create an ultimate destruction. The alterance of nature is un-natural, and creates an unbalancement in life. When we use this technology towards the wrong side, we may all be burned. You see, Biotechnology has the ability to altar what diseases we humans are susceptible to, and when scientists create something to eliminate immunities to diseases, it may result in a mass destruction of the evolved living being known as the human. This may sound tragic, but this is what Biotechnology is all about; changing genes so that they may fit our societal and economic needs. The government has probably taken this germ-warfare in to consideration, and is leading to an unhappy resolution. In this case, Biotechnology has no advantages. Socially, Biotechnology is a breakthrough in science. Our new techniques of giving nature a hand, in this case, will pave the road of the genetic highway to come in the future. We are now able to create the perfect tomato, the largest, reddest apples, and the plumpest grapes. We can score more milk by the cow, and create new chemicals to heal people. This is a society where we need not worry about a plague affecting our fruits and vegetation, nor our dairy and meat products. When we do not need to worry about certain factors like a draught or massive rain, we have a sociable balance between us and nature. Scientists have used biotechnology to an advantage here, and it seems applaudable. Yet, disadvantages may include harmful new substances in the plants being compounded together that may cause an allergic reaction to people. This is rare, and we shouldnt really worry about it, but we should be open-minded and consider these things. When it comes to the economy, people are most in desire for foods which are worth the money they spend on. Since we can now create the ultimate fruit, we should be able to produce them more quickly. And since consumers want more, we will then gain much capitol, creating a fine economic balance. For example, we are not making enough money because our cows cannot produce enough milk. Scientist and genetic engineers can now insert a gene which lets them make not only more milk, but the type of milk they want created. Now, we are wasting less to create more of something, and indeed has shown to increase economical factors extensively. Even though we have accomplished this in modern society, we are still young in the genetic age of science. We have yet to unleash the complete possibilities of biotechnology, like the creation of whole organisms, fully functional and self-sufficient. We have successfully generated an entire plant from a leaf, but compared to that, us humans are far more complicated and sophisticated. I myself stand that biotechnology can be used to our advantage, but I sternly warn you as Albert Einstein warned President Roosevelt about his discoveries of nuclear energy, that biotechnology can be a devastating new weapon, used to destroy human kind. I believe that the technology will flourish into the society as the computer has, having your own genetic lab at home so that you may cure yourself of a disease. Lending a Helping Hand Essay But biotechnology is more than that, being that it will pave the future technological highway; perhaps instead of robots, we will have cloned entire human beings to work for us. There are endless possibilities, and we must take caution in them. .

Total Quality Pioneers Paper Essay Example

Total Quality Pioneers Paper Essay There are different definitions of quality and many people use quality as a means of acceptance. Quality is the â€Å"measure of excellence or state of being free from defects, deficiencies, and significant variations† (BusinessDictionary, 2010). Consumers are concerned with quality when making major purchases such as a vehicle, house, boat, etc. , when choosing the groceries necessary for families, and when dining at restaurants. If the quality of a product or service is known by people as poor then the consumer will choose another means that can provide him or her with a quality that is expected. Because there are many definitions of quality, each meaning has common elements. The elements of quality include meeting or going beyond customer expectations, understanding that quality applies to goods, services, environments, and procedures, and the understanding that quality is a continuously changing condition. In other words, â€Å"what is considered quality today may not be good enough to be considered quality tomorrow† (Davis Goetsch, p 5). Pioneer’s Use of Total Quality Although W. Edward Deming is the best known quality pioneer, Joseph M. Juran is considerably near Deming because of contributions he made to quality. Juran created the Juran Institute, Inc. that is an â€Å"international leader in conducting training, research, and consulting activities in the area of quality management† (Davis Goetsch, pg 16). Juran is known for the following contributions to quality: Juran’s Three Basic Steps to Progress, Juran’s Ten Steps to Quality Improvement, The Pareto principle, and The Juran Trilogy (Davis Goetsch, pg 17). In Juran’s Three Basic Steps to Progress, the pioneer provides his opinions on what steps companies should take if they want to attain high-class quality. We will write a custom essay sample on Total Quality Pioneers Paper specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Total Quality Pioneers Paper specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Total Quality Pioneers Paper specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Juran’s Ten Steps to Quality Improvement are steps recommended for businesses to improve their quality. The Pareto principle was named after economist Vilfredo Pareto. This is known as the 80/20 rule. This rule states 80% of quality issues in a company are caused by 20% of the problems (Davis Geotsch, pg 19). Finally, The Juran Trilogy was this pioneer’s major contribution. The Trilogy summarizes the three managerial functions; quality planning, quality control, and quality improvement (Davis Goetsch pg 18). Joseph Juran pushed for the education and training of managers. Why Elements are Useful The elements of quality are useful in many ways in today’s environment. Each of the elements can help management understand the importance of exceeding customer needs and expectations. In today’s economy, businesses must understand the importance of quality and how it is related to their products and services offered to customers. After all, the elements play an important role in the success of the business. The Future of Quality The future of quality must continue to follow the trends of consumers. Because quality can result in a successful or failing business, owners and management must continue to enhance quality. An organization may have its own unique ideas on how to ensure quality however the most important mission is satisfying the consumer. Conclusion Quality has several different meanings. The word holds significance meaning to expectations of consumers. The elements of quality are useful in today’s environment and help business owners understand the importance of standards. After research on the quality pioneers, Joseph M. Juran is considered the father of present day quality management. His contributions altered the universe of quality.