Student Uniforms essays

Student Uniforms essays Picture yourself when you were 17 again, right before walking into your math class. As you are entering, all 32 heads raises up to glance as if you were walking down the red carpet in Hollywood. It could be one of those latest flare jeans from GAP. Doesnt anybody pay attention to whats on the chalkboard rather than being curious of what other students are wearing or even think? The school should adapt a mandatory rule where all students are required to wear uniforms. The adoption of school uniform polices can promote a school safety, improve discipline, and enhance the learning environment. If teenagers are willing to participate in wearing uniforms in an educational environment, they will be able to achieve better grades. One of the important ways how uniforms can benefit a student is by eliminating the distractions whenever a student wears the latest trend or designer clothes. For an example, if one of my closest friends came to school wearing a pair of blue dirty faded Diesel jeans, it would catch my attention right away because Im more focused on where she got her new jeans then reading my text book. According to the Archived Information, a legislative act posted a mandatory policy for the state of Washington at South Shore Middle School. Students were able to purchase a uniform at a reasonable cost. The uniforms prices were ranging from 25$ to 30$. In comparison, it was much cheaper to buy uniforms than to purchase the high fashion clothes from the mall especially for a low income family. The American values usually include in stilling students with discipline that allows them to attain the essentials of good citizenship. It is one of the beneficial ways that will keep parents and students resist peer pressure. There is usually a group of people who claims to be popular by enforcing other young adults to wear certain clothes in order to fit into their clique. A stud ...

Painting - George Washington Crossing the Delaware Essay

Painting - George Washington Crossing the Delaware - Essay Example The essay "Painting - George Washington Crossing the Delaware" focuses on the George Washington Crossing the Delaware, painted in 1851 by Emanuel Gottlieb Leutze. The obvious mismatch in dates between the creation of the painting and the actual crossing of the Delaware suggest that this was an event that was painted well after the fact – in fact, well after many of the recognizable men in the boat had been placed in their graves. Understanding a little about the history of the painting itself, along with the artist who painted it, helps to unravel some of the historical elements of the painting, both accurate and inaccurate. Emanuel Gottlieb Leutze was a German-born painter who spent much of his life hopping back and forth across the Atlantic. He was born in Wurttemberg, Germany in the spring of 1816 and was brought to America as a small boy. It is known that he was in America in 1825 but that by 1841 he was on his way back to Germany again to take a course in art at the Royal Academy of Fine Arts (Bowman, 1995). From his earliest works, one can begin to see his fascination with historical subjects as his first work, purchased by the Dusseldorf Art Union, was entitled Columbus before the Council of Salamanca. According to John Bowman’s (1995) essay on the painter, Leutze determined to paint the image of one of the more decisive moments of the Revolutionary War as a means of supporting the various revolutionary movements that were then taking place in Europe at the time of the painting.

Unit 23 Human Resources Development - Level 5 Human Resources Essay

Unit 23 Human Resources Development - Level 5 Human Resources Development - Essay Example 5). Activist includes learners who will try everything once - these learners are flexible as well as keen regarding latest things, and get involved with others with no trouble. Reflectors are those learners who examine and analyze all accessible information prior to taking any action - they think before arriving to any conclusion. According to Theorist style, a few individuals are learning by principles and models - they adopt methodical and rational approach towards problems. Pragmatist style includes individuals who make sensible decisions. Similarly, in Kolb’s learning model there are four key stages - â€Å"concrete experience, reflective observation, abstract conceptualization and active experimentation† (Edwards et al, 2013, p. 8). According to Kolb, individuals are capable of thinking in a different manner and have different point of view, they utilize information as well as imagination to tackle problems. On the other hand, the Myers-Briggs model categorizes learners in accordance with their inclinations towards scales developed from â€Å"Carl Jungs theory of psychological forms† (Lloyd, 2012, p. 29). This model has four different sets of contradictory inclinations and it says that in every pair, learners are likely to favour one side over the other, and they are likely to utilize that side for the most part, because it comes very easily to them. The learning curve is an investigative tool that can be employed to assess the pace on which cumulative knowledge let employees to carry out tasks quicker as well as with a reduced amount of cost. Learning curve models are a key technique to get an estimate about the required time for starting future tasks. Transfer of learning to workplace is important because there is recognition that transfer is a central notion in learning and connects with both process as well as the end result. Whenever learning takes place, earlier learning is utilized as a foundation stone (Laprà © & Nembhard, 2011,

Ethical Use of Tecnology in a Mordern Society Essay Example for Free

Ethical Use of Tecnology in a Mordern Society Essay As a result, there are more opportunities than ever for millions of individuals to engage with information technology in an unethical manner. This is why it is essential for the education systems and businesses to address the ethical concerns of information technology usage and to develop a practical code of ethics to prevent, or at least mitigate ,ethical dilemmas and infractions. In today’s organizations, ethical challenges relate to areas like fraud, right to privacy for consumers, social responsibility, and trade restrictions. For Information Technology (IT) specifically, these can translate to considerations on how technology is used to violate people’s privacy, how automation leads to job reductions, or how management information and its corresponding systems are used and abused for personal gain. I n the last 25 years, we have seen an overwhelming technology infusion affecting business, education, and society. Virtually all areas of our society have been transformed by the usage of technology. The change is important from an ethical perspective in terms of whose Information Technology (IT) workers are today and what their tasks are. In the 1980s, IT workers were mainly limited to technical fields, such as programming, data processing, server administration, and phone services. Today, IT workers are integrated into every department of organizations, they function globally, and they have access to a wealth of knowledge and information (Payne Landry, 2006). With the power and skills to access such large amounts of data comes with the need for ethical employees. The computer Professionals for Social Responsibility (CSPR) web site provides us food for thought when they state â€Å"Technology is driving the future, the steering is up to us†¦. nd we need every hand at the wheel† (Computer Professionals For Social Responsibility, 2007). So how do we prepare for taking the wheel as an individual working with Information Technology (IT) or Information Systems (IS)? A broader view of social responsibility is coming into focus; it is one that incorporates some real Information Technology (IT) flash points. Issues that have long been concerns of corporate technology managers, including security, privacy, and intellectual property, are increasingly understood as matters of ethics and good citizenship. This perspective is far from universal. The research of CIO (Chief Information Officer), a leading information technology trade journal, shows that while IT managers are very aware of â€Å"the larger effect of technology on people’s lives,† nearly half those surveyed say IT pros are â€Å"not very concerned† about it (Cones, 2008). This more global understanding of technology’s powerful role in society is not new. Computer Professionals for Social Responsibility, an organization which deals with related issues, was founded in 1983. Much has been written on technology’s impact on the way we live and work, including musings on the moral aspects of a wired society. But the sense that these issues encompass the day-to-day operations of corporate IT appears to be gaining popularity. According to Donald Amoroso, chair of the computer science and information systems department at Kennesaw State University in Georgia, it is a piece of the maturing of information technology. As the job becomes less about the technology itself and more about the information Age, the definition of responsible corporate citizenship changes too. Social responsibility has to do with being a good person in different parts of the community,† Amoroso says. It determines how you will function and do your job in a societal sense, not just as part of the community you do philanthropy with† (Cone, 2008). At the 2007 conference of the Information

Good vs. Evil in John Cheevers The Five-Forty-Eight Essay -- Five-For

Good vs. Evil in John Cheever's The Five-Forty-Eight John Cheever was an award winning American author of the twentieth century. His work often possessed 'psychological and religious vision' with central themes of 'sin, deception, and redemption' (Kennedy, 551). Cheever's short story entitled 'The Five-Forty-Eight' portrays a struggle of good vs. evil. Following the themes of sin, deception, and redemption, we read of a young woman (good) seeking revenge for the evil done to her. Through the course of the story the reader can distinguish between the traits of good and evil. The Webster's dictionary defines evil as 'that which is morally wrong.' Blake has some distinct morality issues. Blake, the evil force in the story, possesses many character flaws that are indicative of the force he portrays. He is self-absorbed, manipulative, and shallow and has isolated himself from his friends and family. Blake sacrifices his relationships to give into his sexual desires, which is our first indication of his evil streak. He sleeps with Mrs. Dent, his secretary, and proceeds to fire her. As a result of Blake?s many one night of stands, in which he manipulates women to sleep with him, he loses his wife, son, and friends. He is so incredibly shallow and self-involved that he married his wife for her beauty alone; he has no attraction to her in her old age. He does not even pretend to love his wife ?the physical charms that had been her only attraction were gone? (554). His neighbors and friends hear of the evil Blake has done to his own wife, and as a result they rej ect Blake as a friend. His self-involved attitude prevents him from caring that he has no companions. When his neighbor, Mrs. Compton, cannot give him a genuine smile, we r... ...relationship. Cheever?s preoccupation with sin and deception is played out in the story. Works Cited Cheever, John. ?The Five-Forty-Eight.? Literature: An Introduction to Fiction, Poetry, and Drama. Ed. X.J. Kennedy and Dana Gioia. 8th ed. New York: Longman, 2002. 550-561. Chesnick, Eugene. ?The Domesticated Stroke of John Cheever.? Ed. Dedria Bryfonski. Contemporary Literary Criticism. Vol. 7 of 46. Detroit, MI: Gale Research Company, 1980. 48. Oates, Joyce Carol. Article on John Cheever. Ed. Dedria Bryfonski. Contemporary Literary Criticism. Vol. 11 of 46. Detroit, MI: Gale Research Company, 1980. 119-120. The New Webster?s Dictionary. New York: Lexicon Publications, Inc., 1990. 135. Tyler, Anne. Article on John Cheever. Ed. Dedria Bryfonski. Contemporary Literary Criticism. Vol. 11 of 46. Detroit, MI: Gale Research Company, 1980. 121.

Equity History Essay

Equity was used to refer to the laws that were followed in the English judicial system which supplemented the strict rules that were used on top of the already existing common laws to pass judgments. The conflicts between law and equity can be traced back to the time when England was ruled by kings. At the start of the 14th century, the courts of law in England could only pass sentences to certain cases and disregarded others that according to the system ‘were not suitable’. On top of this, law officials changed the court procedures of listening to claims. Since the legal claims were based on set restrictions, it made the judicial process unfair to the individuals who were denied justice. Remedies however, could be got when petitions were drafted for the king to consider with the hope that he would have mercy on them. The Court of Chancery The Court of Chancery was one court in England and Wales that followed the Equity system. It was formed under the Lord Chancellors jurisdiction who administered cases on behalf of the King; therefore, he served as the judge. During this period, the rules of equity had become more acceptable in solving cases and that is why they were incorporated in the Court of Chancery. In these courts, decisions were made following stare decisis and since they were based on equity, they did not rely on the law doctrines. These courts however, were not trusted with most people to pass correct rulings because of its inconsistency. The courts concentrated on what the defendants had done and what they were supposed to do so as to be right with the law other than what the plaintiff might have wanted. Therefore it was upon the courts to pass the decision that would make the defendant put matters right. Equity therefore, lightened the strict laws. The jurisdiction of the courts of equity is different from law courts because the methods used to distinguish from what is right and what is wrong are differentiated into two such that what is used in the Courts of Law are legal and were enforced using the common laws while those in the Equity based courts were equitable. The Courts of Equity are based on mercy and justice therefore have helped the poor people to fight for their rights especially in certain suits where they are unable to file suits such that a counsel will be assigned to them by the courts and they can get certain favors such as they are exempted from paying ordinary fees. Differences in Common Law and Equity The difference between the common law and equity ranges from the way they deal with solutions and alternatives used in solving legal matters. In Equity, there is no jury as it is the duty of the judge to decide if a person is guilty or not guilty. Another distinction between law and equity is that there are differences in the rules are used to pass decisions. In law, decisions made will be based upon the documented legal guidelines while in equity, general guidelines are followed that will ensure that the sentence passed is fair and just. Equity therefore has no fixed rules as sentences can be passed by using doctrines that were used in prior similar cases. But as time progressed, the equity laws changed rapidly to become more rigid hence becoming a system that was used in the English courts.

Conjugation of the Spanish Verb Hablar

Hablar, meaning to speak, is often one of the first verbs that Spanish students learn to conjugate, and for good reason: It is a regular verb ending in -ar, meaning that most other verbs ending in -ar, the most common verb type, are conjugated the same way. Conjugation is simply the process of changing a verb to reflect  its application, such as to indicate its tense or mood. We conjugate verbs in English, such as by using forms such as speak, spoke, speaks and spoken. But in Spanish its much more complicated, since most verbs have at least 50 conjugated simple forms, compared with a handful in English. Below are the most important conjugated forms of hablar: Present Indicative of Hablar The present form of the verb hablar means that the verb is expressing an action that is happening now or is current. Indicative means the verb is a statement of fact. In Spanish, this is called the presente del indicativo. An example is, He speaks Spanish, or  Ãƒâ€°l habla espaà ±ol. In English, the present indicative form of hablar is speak, speaks or am/is/are speaking. Person/Number Verb Change Yo (I) Hablo T (you) Hablas Usted, l, ella (he, she, it) Habla Nosotros (we) Hablamos Vosotros (you) Hablis Ustedes, ellos, ellas (they) Hablan Preterite Indicative of Hablar The preterite indicative form is used for past actions that are completed. In Spanish, this is called the  pretà ©rito. For example, No one spoke, is translated to  Nadie hablà ³.  In English, the preterite indicative form of hablar is spoke. Person/Number Verb Change Yo (I) Habl T (you) Hablaste Usted, l, ella (he, she, it) Habl Nosotros (we) Hablamos Vosotros (you) Hablasteis Ustedes, ellos, ellas (they) Hablaron Imperfect Indicative of Hablar The imperfect indicative form, or imperfecto del indicativo,  is used to talk about a past action or state of being without specifying when it began or ended. It is often equivalent to was speaking in English. As an example, I was speaking slowly is translated to  Yo hablaba lentamente. In English, the imperfect indicative form of hablar is was speaking. Person/Number Verb Change Yo (I) Hablaba T (you) Hablabas Usted, l, ella (he, she, it) Hablaba Nosotros (we) Hablbamos Vosotros (you) Hablais Ustedes, ellos, ellas (they) Hablaban Future Indicative of Hablar The future indicative form, or futuro del indicativo in Spanish, is used to tell what will or shall happen.   It means will speak in English. For example,  Hablarà © contigo maà ±ana,  means I will speak with you tomorrow. Person/Number Verb Change Yo (I) Hablar T (you) Hablars Usted, l, ella (he, she, it) Hablar Nosotros (we) Hablaremos Vosotros (you) Hablaris Ustedes, ellos, ellas (they) Hablarn Conditional Indicative of Hablar The conditional  form, or el condicional,  is used to express probability, possibility, wonder or conjecture, and is usually translated into English as would, could, must have or probably. For example, Would you speak English in Spain, would translate to  Ã¢â‚¬â€¹Ã‚ ¿Hablarà ­as  inglà ©s en Espaà ±a? Person/Number Verb Change Yo (I) Hablara T (you) Hablaras Usted, l, ella (he, she, it) Hablara Nosotros (we) Hablaramos Vosotros (you) Hablarais Ustedes, ellos, ellas (they) Hablaran Present Subjunctive Form of Hablar The present subjunctive, or presente subjuntivo,  functions much like the  present indicative  timewise, except it deals with mood and is used in situations of doubt, desire, or emotion and is generally  subjective. For example, I want you to speak Spanish, would be said, Yo quiero  que usted hable  espaà ±ol. Person/Number Verb Change Que Yo (I) Hable Que T (you) Hables Que Usted, l, ella (he, she, it) Hable Que Nosotros (we) Hablemos Que Vosotros (you) Hablis Que Ustedes, ellos, ellas (they) Hablen Imperfect Subjunctive of Hablar The imperfect subjunctive, or  imperfecto del subjuntivo, is used as a clause describing something in the past and is used in situations of doubt, desire, emotion and is generally  subjective. You also use que with the pronoun and verb. For example, Did you want me to talk about the book? which translates to,  Ã‚ ¿Querà ­a usted que yo  hablara  del libro?   Person/Number Verb Change Que Yo (I) Hablara Que T (you) Hablaras Que Usted, l, ella (he, she, it) Hablara Que Nosotros (we) Hablramos Que Vosotros (you) Hablarais Que Ustedes, ellos, ellas (they) Hablaran Imperative Form of Hablar The imperative, or imperativo in Spanish, is used to give commands or orders. Since a person orders others, the first person is not used. For example, (You) Speak more slowly, translates to  Habla mà ¡s lentamente. Person/Number Verb Change Yo (I) -- T (you) Habla Usted, l, ella (he, she, it) Hable Nosotros (we) Hablemos Vosotros (you) Hablad Ustedes, ellos, ellas (they) Hablen Gerund of Hablar The gerund, or gerundio in Spanish,  refers to the  -ing  form of the verb, but in Spanish the gerund behaves more like an adverb. To form the gerund, like in English, all words take on the same ending, in this case, the ing becomes  -ando. The -ar verb,  hablar, becomes hablando.  The active verb in the sentence is the verb that conjugates or changes. The gerund stays the same no matter how the subject and verb changes. For example, She is talking, translates to, Ella esta hablando. Or, if talking in the past tense, She was the person who was talking, would translate to, Ella era la persona que estaba hablando. Past Participle of Hablar The past participle corresponds to the English  -en  or  -ed  form of the verb. It is created by dropping the -ar and adding -ado. The verb, hablar, become hablado. For example, I have spoken, translates to  Ha hablado.