Psychological research into language, and sex and gender

Psychological research into language, and sex and gender In this report I will be evaluating the contribution of social perspectives to our understanding from the two topics found in: OU, DSE212 Challenging Psychological Issues, Book 2. The topics I have chosen for consideration of psychological research are language, and sex and gender. The approaches taken will be analysed the topic in general terms and not to focus on one particular aspect at detailed levels. It points to the lack of a conclusive answer which is caused by Psychology as a discipline being relatively young and still in early stages with a lack of adequately strong theories that might assist to connect otherwise contrasting perspectives co existing. The report concludes that different perspectives within psychology can coexist at times, though conflict is frequent throughout. Sex and Gender The Psychology of sex and gender is one the most topical, important and engaging subjects that psychology, it illustrates many of the difficult issues that psychological explanations must address, including the political implications of different perspectives and the challenging of integrating explanations. It has been a controversial topic since the inception of psychology as a discipline and it powerful illustrates some of the diverse approaches with the field. A deliberation of how psychology approaches the analysis of sex and gender discloses four psychological perspectives, these are: Biological sex differences: Explaining the differences between male and female and biological correlates of behaviour. Investigations ere conducted through scientific processes Evolutionary psychology: Explaining the differences in the behaviour between the sexes in terms of behavioural selection for reproductive fitness. Test are conducted empirically Social constructionist theory: Gender differences between the sexes through the study of discourse in various historical, cultural and social contexts and so is hermeneutic. Psychoanalytic psychology: Development and meaning of sexual differences. Studies are largely done through clinical observation. Direct impressions of the four perspectives are objects of knowledge of each of the perspectives are all valid and useful in general psychology of sex and gender,. They pose somewhat different questions, have different objects of knowledge and use different notions of evidences. These perspectives may be complementary, conflicting however the scope for co-existence is not transparent. Given that the perspectives do not share common objects of knowledge, however is there can be an underlying hope for complementary theories in which together they all contribute to a broad understanding. Sex refer to the biological basis of differences between the sexes, where as gender refers to social constructed categories pertaining to these differences. Assigning a sex to humans can sometimes be a complex process, biological characteristics such as genetics and hormonal used to designate male or female, can be unreliable in small proportions of case, due to genetic abnormalities, such as, Androgen Insensitivity Syndrome (AIS) and Klinefelterss Syndrome ((XXY) (OU, p137) Certainly the biological and evolutionary perspectives appear complementary at the theoretical level in that both regard biological sex as the determinant of gender and view differences between sexes as biological features that have been selected for during evolution. Evolutionary psychologists argue that sexual selections and the different optimal reproductive styles of our male female ancestors have results in some differences in the behavioural predispositions of the two sexes. These are seen to particularly apparent in the area of sexual behaviours and attitudes. Buss (1992), found while both sexes reported experiencing jealousy at the though of their partner being involved with another person, there were differences in the focus of their concerned. OU,p145) In humans, unlike in other animals, clear differences in brain structures that correlate with differences in adult behaviour patterns have proven difficult to demonstrate. Nonetheless, imaging studies show some sex differences in brain functioning of Western adults. This is probably due, at least in part, to the brains plasticity.(Giedd et al, 1999) )p140). While some sex differences are clearly established at birth for most individuals, bodies and brained may become gendered over lifetime of use. A explanations would appear to be consistent with research findings from cross-cultural differences in male and females sexual behaviours, which Allen and Gorski, 1990 study has backed (OU, p139) However, biological psychology attempts to explain differences in male-female psychology in terms of selected physiological characteristics, for example dimorphism in brain structures (cf. Hofman and Swaab, 1991, cited in Holloway et al, 2007, p.139). On the other hand the evolutionary psychologist would principally argue in favour of selected behavioural characteristics such as differences between male and female sexual attitudes (cf. Clark and Hatfield, 1989, cited in Holloway et al, 2007, p.146). There is thus an apparent conflict at the level of analysis. It is therefore ironic that evolutionary psychology must perforce co-exist with biological psychology since, given the understandable constraints on its ability to conduct the sorts of empirical investigations that might be wished for (cf. Herrnstein-Smith, 2000, cited in Holloway et al, 2007, OU p.141), it is dependent on a certain amount of corroboration from the biological perspective, amongst others (cited in Holloway et al, 2007, pp.184). (22) Social constructionist point of view, they regard sex and gender as characteristics that are revealed only through discourse and action. These are consequence of the individuals behaviour and experience in a given cultural, social and historical context. The depth of the conflict is exemplified by a comparison of evolutionary studies that emphasise cross-cultural stability in particular sexual preferences (cf. Singh 1995, p.148; Buss and Schmitt, 1993, p.148, cited in Holloway et al, 2007) and social constructionist ideas such as Sandra Bem, who developed the idea of the cultural lens of musicality and femininity. This lens is a way of perceiving the world that makes behaviour and experiences gendered, this is called the Gender Schema Theory (1994, Holloway et al, 2007, OU p.153). According to the social constructionist perspectives, biological sex is not central to explaining what it is to be a man or a women, rather it is a signpost to which a whole set of us socially constructed gender differences are attached. In this account, social constructionist created discourse about masculinity and femininity are used by individual to create their own gendered subject positions. Whereas the biological and evolutionary perspectives agree that biological sex lies at the heart of explaining gender, the social constructionist perspective explicitly rejects that view; sometimes for political reasons. In relation to Sex and Gender, political differences are often exposed when conflicting accounts of differences occur. Gender and sexuality came to be seen, through Freuds work, as having far-reaching implications for the development of self. It largely complements the social constructionist, in terms of its interpretive or hermeneutic methodology, its explanations largely focus on the unconscious given that its objects of study entail the meaning of the biological differences between men and women and how these become internalised in the childs mind (OU, Holloway et al, 2007, pp.183). Thus both the social constructionist and psychoanalytic perspectives conflict with the biological and evolutionary approaches at the methodological level. Uniquely however the psychoanalysis perspective recognises both biological and cultural contributions to its theorising. It is not without its share of conflict however. Within the perspective, a important critical developments in the psychoanalytic theory sex and gender includes Freuds notion for the symbolic significance of the penis( and penis envy) quickly came under scrutiny from feminist psychologists to scientific practices. through Freud failure to consider the significant of womens genitals. (OU, Horney, 1926, , 2007, p.164). Language and Meaning There are three main perspectives used to examine the complex area of language, these are: Theory Methods Themes. These perspectives focus on different aspects of language including evolutionary developments of languages, the processing of languages and the construction of meaning through interaction. The study of language and meaning, one finds an equally intriguing mix of potential co-existence, complement and conflict when comparing the three principal perspectives. The evolutionary perspective sets out to explore language to understand how are related structurally and historically, how they are used differently by various social and cultural groups and how languages is used to communicate and create meaning. Language is the main medium for communication between humans beings and where we express, explore and pursue those goals that mean most to us .It is possible to view the three perspectives as at least co-existent. Their objects of knowledge are different and one might expect their cumulative product to contribute to some sort of unified theory. However, the potential for conflict between the cognitive and social constructionist perspectives is revealed in how they view meaning as the object of knowledge. For the former it is something that is constructed internally by the individual prior to transmission, and subsequently reconstructed by the audience. For the latter it is negotiated as a result of discourse between individuals meaning emerges as the result of a complex interplay of intentions, interpretations and power-relations. Thus, there is cause for disagreement as to what meaning is and where it comes from (Sperber and Wilson 1986, OU, p100). That this is adequate to justify a claim of conflict seems weak since the types of meaning espoused by the two perspectives are themselves different. A major social constructionist argument against a purist cognitive perspective is that cognitive processes cannot be transparently reported. This argument is one that cognitive researchers have long acknowledged. Commenting on early research into the cognitive modelling of language Boden (1977, pp.113ff, et passim) notes that a persons understanding of language in a given instance is dependent, not simply on their knowledge of the world around them, but crucially on their understanding of their relationship with who they communicate with. Within the evolutionary perspective there is also a debate as to whether language evolved as an adaptation advantage and was the foundation for other cognitive abilities. Pinker (1994) believes that languages may have evolved through natural selection, perhaps in conjunction with other cognitive abilities, OU, p83) or as a consequence of selection for an ability to form our Metarepresentation (Sperber, 2000, p.86). These are contradictory and conflicting views.. The major differences between psychological methods based on natural science principles and those based those on hermeneutic principles means that preservatives based on these methods may have difficulty achieving more than uneasy coexistence. Psychologists do not stand on such substantial bedrock. The questions they pose are often difficult to formulate computationally without reducing the predictive power of any solution, whereas the history of physics can be measured in thousands of years, psychology as a recognisable discipline has existed for just over a century. A inevitable conclusion is that psychology is characterised by perspectives that at one or more of these levels conflict, co-exist or complement, No perspective on its own can tell the whole story. The perspectives and levels of analysis and explanations cannot just be combined without an account of how they interact. Word count: 1793 294 (References + Quotes +Titles + Bullet Points) = 1499

F. Scott Fitzgerald’s The Great Gatsby - The Up-Roaring Twenties :: free essay writer

The Great Gatsby: The Up-Roaring Twenties    The 1920s in America were a decade of great social change.   From fashion to politics, forces clashed to produce a very ^Roaring^ decade.   Jazz sounds dominated the music industry.   It was the age of prohibition, the age of prosperity, and the age of downfall.   It was the age of everything, and this can be witnessed through the novel by F. Scott Fitzgerald, The Great Gatsby.   The Roaring Twenties help create Gatsby's character.   Gatsby's participation in the bootlegging business, the extravagant parties he throws, and the wealthy, careless lifestyle the Buchanans represent are all vivid pictures of that time frame.   It turns out, although he was used and abused by all the people whom he thought of as friends, Jay Gatsby ^turned out alright in the end.^   (Fitzgerald 6)   It almost seems as if he is better off dead, according to the narrator, because all his so-called ^friends^ either deserted him or used him for their own personal gain.   There are signs of this all!   throughout the novel, but it is especially evident in the final chapters.   In chapter seven, when Myrtle Wilson is killed, Daisy accepts no responsibility for Myrtle^s death.   She just sits back and lets Gatsby take all the blame for her actions.   Gatsby is very willing to do so, because of the love he has for Daisy.   All Gatsby can think about after the accident is what Daisy went through, it was as if ^Daisy^s reaction was the only thing that mattered.^ (Fitzgerald 151) Gatsby stands outside of Daisy and Tom^s house for hours, waiting for a sign from Daisy that things were alright.   ^I want to wait here till Daisy goes to bed.^ (Fitzgerald 153)   Inside, as she talks with Tom, Daisy shows no remorse, she just continues with her life as if it never happened.   In chapter eight, Gatsby recounts for Nick all the memories he has of Daisy and him together.   ^She was the first ^nice^ girl he had ever known.^   (Fitzgerald 155)   ^...Daisy, gleaming like silver...^ (Fitzgerald 157) This makes it especially hard for Nick to see Gatsby still in love with Daisy.   While around Gatsby, Daisy either pretends to be, or is in love with Gatsby.   This is evidenced when Daisy ^pulled his (Gatsby^s) face down kissing him in the mouth.^   (Fitzgerald 122) Then when she is in her kitchen with Tom after Myrtle^s death, ^there was an unmistakable air of natural intimacy...they were conspiring together.^   (Fitzgerald 152) In the final chapter, Gatsby^s funeral takes place; however, no ^friends^ that had frequented his parties, with the exception of owl-eyes, bother to come to his funeral.

Langston Hughes and Alice Walker Essay

Langston Hughes’ Still Here and Dream Deferred are two poems depicting emotions driven by frustrations in life. These literary works may appear simple, but they both depict the social and political conditions during the time these poems were written. Langston Hughes, a renowned writer during the Harlem Renaissance, is famous for his works on social class and race relations in America. His poem Dream Deferred, as the title suggests, describes various detrimental effects frustration can bring to a person. Literary tools used were imagery, similes, and metaphors in question form to suggest these detrimental effects. In the poem, effects are described as the raisin in the sun, like a sore that festers, like a stinking rotten meat, and like a heavy load. The two poems by Langston both expressed the social and political conditions in his time and its implications to the lives of the African-Americans, then. During Langston’s time, African-American exercised limited rights that may have hindered them from attaining their dreams in life. Langston sees that this problem has caused great pain to the unfulfilled person and to the people surrounding him. The short story Everyday Use by Alice Walker, on the other hand, discusses how culture and heritage should be valued and recognized, specifically that of the African-Americans. Alice Walker, an American writer, like Langston, also writes about race and gender relations. Her short story illustrated the conflict in appreciating the African-American culture by presenting the redefined and the practical ways of doing this. The writer made use of the quilt as the representation of the culture and heritage of the African-American. The quilt, seen as the product of quilting, is said to be the refined way of seeing its worth while knowing the process of quilting represents the practical way and more meaningful way of appreciating the culture and heritage. The story suggests that heritage and culture should not be equated to tangible things and should be understood thoroughly to see its worth. Langston and Walker, through their works, showed how African-Americans feel and what their personal struggles are in two different scenarios. Indeed, their works never failed to provide inspiration to those who can relate. References: Hughes, L. (1951). Dream Deferred. Retrieved May 5, 2009, 2009, from http://www. poemhunter. com/i/ebooks/pdf/langston_hughes_2004_9. pdf Hughes, L. Still Here. Retrieved May 5, 2009, from http://www. poemhunter. com/i/ebooks/pdf/langston_hughes_2004_9. pdf Walker, A. (1973). Everyday Use. Retrieved May 5, 2009, from http://xroads. virginia. edu/~ug97/quilt/walker. html

Free Essays on How The Media Affects Womens Body Images

How the media affects women’s body image OUTLINE I. Having a bad day , this could be why II. Our body image A. What is body image? B. What is self-esteem? III. Looking good can be bad IV. What is the ideal body type? A. Physical appearance B. Model examples C. Survey in magazine V. Eating disorders A. Anorexia nervosa B. Bulimia nervosa C. Are you at risk? VI. Contributing factors A. Body image and advertising B. Body image and cultural influences VII. Is there light at the end of the tunnel? A. Changing the problem B. How to protect yourself  no surprise that issues dealing with body image are on the rise. WE are turning to the media as a role model to gain what is right. One example of that is a survey condusted by Dr. Garten along with Psychology Today. They asked 3,452 women a series of questions dealing with different aspects of their self-esteem and their views on the role the media plays on women. The women ranged in age from 13 to 90 and weighed between 77 pounds and 365 pounds. 89 women weighed 100 or less comparec to a similar number of 82 women that weighed in at more then 250 pounds. The 1997 survey showed increaded in the discomfort of Americans bodies then ever before. 89% of those women tested wanted to lose weigh. Their average weight was 140 pounds and their desired weight was 125 pounds. 67% of the women who were dissatisfied made the comment that modes cause them to question if they are thin enough. Some even stated that models leave them feeling jealous and resentful. Mind and body go hand in hand so it is not a surprise that a lot of these dissatisfied women try to lose weigh fast to obtain the unrealistic look of the media’s models(Garten). Losing weight can always make a person feel better but to much weight loss over a short period of time can cause many serious health problems. Mood changes, loss of hair, liver and heart problems, chill... Free Essays on How The Media Affects Women's Body Images Free Essays on How The Media Affects Women's Body Images How the media affects women’s body image OUTLINE I. Having a bad day , this could be why II. Our body image A. What is body image? B. What is self-esteem? III. Looking good can be bad IV. What is the ideal body type? A. Physical appearance B. Model examples C. Survey in magazine V. Eating disorders A. Anorexia nervosa B. Bulimia nervosa C. Are you at risk? VI. Contributing factors A. Body image and advertising B. Body image and cultural influences VII. Is there light at the end of the tunnel? A. Changing the problem B. How to protect yourself  no surprise that issues dealing with body image are on the rise. WE are turning to the media as a role model to gain what is right. One example of that is a survey condusted by Dr. Garten along with Psychology Today. They asked 3,452 women a series of questions dealing with different aspects of their self-esteem and their views on the role the media plays on women. The women ranged in age from 13 to 90 and weighed between 77 pounds and 365 pounds. 89 women weighed 100 or less comparec to a similar number of 82 women that weighed in at more then 250 pounds. The 1997 survey showed increaded in the discomfort of Americans bodies then ever before. 89% of those women tested wanted to lose weigh. Their average weight was 140 pounds and their desired weight was 125 pounds. 67% of the women who were dissatisfied made the comment that modes cause them to question if they are thin enough. Some even stated that models leave them feeling jealous and resentful. Mind and body go hand in hand so it is not a surprise that a lot of these dissatisfied women try to lose weigh fast to obtain the unrealistic look of the media’s models(Garten). Losing weight can always make a person feel better but to much weight loss over a short period of time can cause many serious health problems. Mood changes, loss of hair, liver and heart problems, chill...

Nevada Teacher Law Court Cases Essays

Nevada Teacher Law Court Cases Essays Nevada Teacher Law Court Cases Paper Nevada Teacher Law Court Cases Paper Hortonville Joint school District No. 1 v. Horton ville Education Association et al. The U.S. Supreme Court upheld the dismissal of striking treachers employed in a state (Wisconsin) in which such strikes were prohibited.   Nevada also prohibits teacher strikes. Title VII of the Civil Rights Act of 1964 Protects employees against sexual harassment in the workplace Unlawful employment practice to discriminate becasue of race, color, religion, sex, or national origin TitleVII of the Civil Rights Act of 1954 AND Title IX of the Education Amendments of 1972 Title IX, Education Amendments of 1972, Section 901 provides: No person in the US be excluded from participation in or benefits of or discriminated under any ed program or activity receiving Federal Financial assistance on  the basis of sex. Title VII of Civil Rights Act of 1964 and Title IX Education Amendments ENFORCEMENT Title VII Enforced by the Equal Employment Opportunity Commission EEOC Title IX enforced by US Department of Ed Office of Civil Rights OCR quid pro quo and non quid pro quo something for something and actions or verbal messages creating an offensive, hostile, or intimidating work environment Meritor Savings Bank, FSB v. Vinson, 477 U.S. 57(1986) Meritor standard Sexual conduct constitutes prohibited sexual harassment, whether or not it is directly linked to the grant or denial of an economic quid pro quo, where such conduct has the purpose or effect of unreasonably interfering with an indivuduals work performance or creating an intimidating, hostile, or offensive working environment. Franklin v. Gwinett County Public Schools 1992.   USS Court held that the recovery of monetary damages was available under Title IX for sexual harassment of a student by a school teacher when school officials intentinally took no action to halt it. Harris v. Forklift Systems Ruled under Title VII by the USS Court roving abusive work environment harassment no longer requires evidence of serious psychological damage, but may be ascertained by considering all of the circumstances involved in the situation. Gebser v. Lago Vista Independent School District USS Court held that under Title IX a student sexually harassed by a teacher could recover damages against a school district only if a school official was deliberately indifferent.   In this case, sexual misconduct was off sdhool property and the school was ruled as not deliberately indifferent. Davis v. Monroe County Board of Education Involves tudent perpetrator and student victim (peer harassment) 1999.   USSC reversed lower courts, ruling that damages for peer harassment may be awareded under Title IX 1) school deliberately indifferent 2)the plaintiff must show that the harrassment is so severe, pervasive, and objectively offensive, and it detracts from the educational experience, such that the victim is effectively denied equal access to education. NRS Chapter 392 1999 Nevada legislature requires every school to develop a plan for the progresssive descipline of students.; Includes remove student from the class for up to 3 days, then conference with pupil, parent, principal, and teacher.; alternative placement or back in class; suspended, or expelled. NRS Chapters 193 ; 200 NV legislature deals with acts of terrorism on school campuses by increasing penalties for felonies committed on school grounds, shcool functions, school buses, etc,.; Additional NV law regarding suspension and expulsion of pupils causing bodily injury or posesstion of dangerous weapons or firearms Copyright Act of 1976 Fair use provides judicially created exceptions to absolute control of material, the privilege in others than the owner fo the copyright to use the copyrighted material in a reasonable manner without his consent, notwithstanding the monopoly granted the owner. Wagenblast v. Odessa SD, Supreme Court of Washington, 1988 School Liability Resleas Forms Releases required to be signed by parents as a condition of engaging in school activities, which hold school districts blameless from liability for negligence, are commonly ruled to be invalid.; NO decision have been rendered with jurisdiction over Vebada.; The court suggested that school districts may require parental consent, but should use straightforward school forms for such use. Peter W. v. San Francisco USD Concerns malpractice cases involving medical profession applied to allegations of school district personnel.; Galileo High School in San Francisco.;;; Peter W. was fired after graduation becasue he could not perform simple arithemetic.; Peters lawyer maintained that eductors failed to act reasonably in administering to his education needs. Claim Denied Absence of workable rule inherent uncertainly in cause and nature of damages extreme burden on public school system resources A 21 Point Defensive Plan for Lawsuit Conscious Coaches warn players about injury possibilities supervise, supervise, supervise proper instruction proper conditioning proper equiment and facilities proper first aid. records, training rules, safety letters, emergency procedures, follow doctors orders, no injured players, equal competition, take care of injured player. Tinker v DeMoines School Board 1969 The right of the public school students to freedom of expression was confirmed in 199 when the USSC held it can hardly be argued that either students or teachers shed their consitutional rights to freedom of speech or expression at the schoolhouse gate.;; Schhols arenot totalitrian, possess absolute authority over students.; Students are persons possessed of fundamental inalienable rights.; Right is not unlimited.; Students can not be disruptive.; Bethel v Fraser and Hazelwood School District v Kuhlmeier Reinforced the rights of school administrators to provide positive school environment.; Bethel v. Fraser 1986 Matthew Fraswers speech of sexaul innuendo to 400 students. The court reasoned that according to the FCC v Pacifica Foundation (Carlin) case, expression rising to the level ofobscene would contain one or more of the seven filthy words,.   Frasers speech was indecent, but not FCC case worthy. ; USSC rejected the ruling and reliance on specific language and 7 words.; USSC ruled tha free speech may be limited when speech is sexually explicit, the audience is children, or audience is captive. Haxelwoodv Kuhlmeier 1988 USSC School administrators have broad discretion to regulate the content of school sponsored publications, that students, parents, and public might reasonably perceive to bear the sanction or approval (imprimatour) of the school. Board of Regents of State Colleges v. Roth ; Perry V Sindermann Buaranteeing reasonable procedural safeguards to individual citizens has long been valued in our national heritage, dating from the English Magna Carta in 12 15.; USSC in these cases, determined that postprobationary or tenured teachers are entitled to due process of law under the 14th Amerndement before being terminated. Pickering v. Board of Education Teacherws enjoy a limited Frist Amendment right to express opinions criticizing the actions of the school administration when such expression is found to relate to matters of publicinterest or concern.; ; Marvin Pickering published an article critical of the board and superintendents handling of a school bond issue. The Church of the Holy Trinity v The U.S. 1891 Religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of ecuation shall forever be encouraged. People v. Stanley 1927 One cannot each morality without teaching womething out of that book. Teh Bible is not sectarian, and is not inimical to the welfare of the child, but on the contrary contains lessons in good citizenship. haha Pierce v. Society of Sisters 1920s  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Oregon Socialization Law Oregon bill was passed in 1926 mandating that all children between the ages of 8 and 18 in the state of Oregon attend public schools Challenged by Society of Sisters of te Holy Names of Jesus and Mary challenged this.   USSC ruled that the state may reasonabley regulate schools and attendance, but the state may not deny the right to attend adequate private schools, nor force them to attend public schools.   Parental rights: states can not standardize children, chilren not creatures of the state; and Parents have more power than the tate. separation of church and state 3 landmark decisions Everson v. Board of Education 1947 Abington Township v. Schempp 1963 Lemon v. Kurtzman 1971 Everson v. Board of Education 1947 Building a Wall of SeparationEverson was a case about spending publicmonies to pay bus for parochial schools. Justice Hugo Black Requries the state to be neutral in its relations with groups of religious believers and non -believers, it does not require the state to be their adversary.   State power is no more to be used so as to handicap religions, than it is to favor them. The First Amendment has erected a wall between chruch and state.   That wall must be kept high and impregnable. We could not approve the slightests breach. Arbington Township v Schempp The Bible may not be taught devotionallly may be used as a historical context may be used as literature Lemon v Kurtzman 1971 The Constitution decrees that religion must be aprivatematter. Outlawed government involvement in activities which did not have a secular pupose advanced or inhibited religion fostered an excessive government entanglement with religion Bowen v. Kendrick 1988 Public Funds for Religiously oriented Teen sexuality program. USSC allowed this because it did not specify a certain religion. Lee v Weisman The USSC ruled that schoolsponsored benedictions or invocations at public school graduation ceremonies violate the first Amendment because:   Religious beliefs and religious expression are too precious to either be proscribed or prescribed by the State.   The design of the Constitution is that preservation and transmission of religious beliefs and worship is a responsibility and a choice committed to the private sphere. Lambs Chapel v Center Moriches Union Free SD Its a ok to show religious films at public buildings after school hours. Nevada AG responded Nevada Constitution does not prohibit use of school facilities by sectarian groups for occasional worship services outside of normal school hours if board to trustees of school district has created limited public forum and cost associated with use is reimbursed to school district.   However, board of trustees is not required to create limited public forum or permit sectarian activity. Zobrest v. Catalina Foothills School Dist., 1993 Allowed for a sign language interpreter for a private school kid paid for by the public school district; because it did not violate the first amendment. Agostini v. Felton 1997 Title I Services at Private or Private Religious School Sites USSC overturned their own 1985 ruling.   In 1985 Aguilar v Felton barred NYC Bof Ed from sending public school teachers to parochial school sites to provide the reuired remedial education services. Services had to be on neutral sites. In 1997   the USSC becasue of Zobriest (hearing impaired kid) overturned its own 1985 ruling, provding Title I services at parochial school sites and said they did not violate the Establishement Clasue.   Services from public school teachers did NOT have to be given on neutral sites.   Saved money. Mergens v. Bd of Ed. of the West side Comm. Schools 1990 Official Recognition for Bible Clubs? Bible Clubs were ruled by the USSC to be on par with chess clubs and other non school/academic activites. as long as meetings are held during noninstruction time. Students have the right to organize their own groups in public schools, whether they are religious, political, or philosophical. Brown v Woodland Joint USD 1994 Using Lee v Weisman, the USD ruled that no such message of endorsement existed of witchcraft or disapproval of Christianity in the Impressions series, whichis about Wicca. Nevada period of silence 1997 Every school district shall set aside a period at the beginning of each school day, during which all persons must be silent, for voluntary individual meditation, prayer or reflection by pupils.  Ã‚  Ã‚   NV AG the statue was enacted with a secular legislative purpose and does not advance or inhibit religion.   Florey v. Sioux Falls SD Relilgious Holidays and theatre and music allowed in public schools as long as it is not presented as indoctrination and presented in a prudent and objective manner and as a traditional part of the cultural and religious heritage of a particular holiday. Bauchman v West High School 1997 10th Circuit Court of Appeals ruled that the inclusion of religious music in public school choir selections may have a secular purpose becaseue it is recognized that a significant percentage of seriousl choral music is based on religious theses or text.   A music director is not actually proselytizeing when selecting music. Special Education Cases Mills v Board of Education of the District of Columbia P.A.R.C. v. Common wealth of Pennsylvania of early 1970s successfully challenged segregated, inconsistent, or nonexistent programs for educating children with disabilities. Rowley v Bd of Ed of Hendrick Hudson Central SD 1982 Interpreting Appropriate Education provide a floor of opportunity not guarantee a particular level of service or guarantee to maximize the potential of each child. Daniel RR V State Bd of Ed 1989 Least Restrictive Environtment Sacramento City USD v Rachel H 1994 Clyde K and Sheila K v Puyllap Sch. Dist 1994 Poolaw v Bishop 1995 Seattle Schoool Dist no. 1 v B.S. 1996 Discipline and procedural safeguards 2004 the Individuals with Disabilities ed Act amended and is called Individuals with Disabilities ed Improvement Act. Compaint notification Resolution sesion Mediation Due process hearing compare IDEA Section 504 and ADA ADA includes students with drug addictions or alcoholism that are not eligible ofr IDEA ADD or ADHD may be covered under 502 of Vocaitonal Rehabilitation Act More inclusive Rehabilitation Act of 1973 No exclusion from  participation in any program or activity receiving Federal Financial assistance. AIDs and Section 504 No discrimination allowed No serious risk notification required

The role of knowledge in operation management in general Essay

The role of knowledge in operation management in general - Essay Example Knowledge is viewed as the most imperative resource in any organization that wishes to prosper. Management of the resource is hence viewed as a discipline used for identifying, collecting, organizing, storage, and use of knowledge. Currently, companies operate in a highly competitive environment and hence there are more factors that lead to enterprise success. Previously, a company’s success was determined by investment of capital, size, and ability of labor, and availability of raw materials. However, an organization’s level of knowledge innovation from managers is a foremost influence of success and proper management. Knowledge management has been on the fore front during this new era where organizations run in a competitive market. Operation management traditionally used is not an appropriate strategy as a result of the rise in global competition. Knowledge in operation management helps in managing information, expertise, and knowledge through the operation management process. There are also knowledge management systems that assist managers in making better informed resolution (Waltz, 2003). Over the years, there has been a need to capture and distribute knowledge in organizations, and protect it like any other important asset. Operation managers should help in the process of leveraging knowledge chattels and information resources. They are also responsible for overseeing knowledge assets from acquisition to application, by use of controlled methods. Knowledge in an organization is embedded and passed using a number of aspects counting policies, traditions and identity, system, routines, document, and individual employees’ organizations (Dwivedi, Butcher, 2009). Knowledge in operations management is built by use of human resources, structural resources, technical resources and cultural resources. Combined they assist in proper use of

Identify Mystery Liquid Essay Example | Topics and Well Written Essays - 750 words

Identify Mystery Liquid - Essay Example Handle hot beakers using beaker tongs. 2. Wear protective gear: gloves and overall. 3. be cautious while handling solutions such as drain cleaners since they are caustic. 4. Avoid eye and skin contact with the chemicals. 5. Wash out any contact with the chemicals with large quantities of water. Procedure: 1. Chop red cabbage into small pieces and place them in a 100-mL beaker and add 30 mL of distilled water. 2. Place the beaker on a hot plate, and allow the water to boil until a deep purple color appears. Using beaker tongs, carefully remove the hot beaker from the hot plate give it time to cool then transfer the red cabbage indicator to a clean beaker. 3. Place a clean microplate over a piece of white paper. Using pipets add 5 drops of lemon juice to L1; drain cleaner to L2, and Anti-freezer to L3. For each solution Use a clean pipet. 4. Draw the red cabbage indicator into a clean pipet, and to each solution L1-L3 add 5 drops of the red cabbage indicator. Stir the solutions careful ly using a stirring rod. 5. By clearly observing the three solutions, record the color changes in the data table. With reference to the color chart, record the approximate PH of every solution. Acid & Base Observations Solution color Approximate PH Inference Lemon Juice Light red 2 slightly acidic Drain Cleaner Yellow 13-14 Basic Anti-freezer Green 10.5 basic Conclusion From the above observation it very clear that the liquid found by Mr. Fischer was likely to be lemon juice and not drain cleaner or anti-freezer. Explanation Drain cleaner was found to have a PH of 13-14 which depicted a basic solution. The anti-freezer was found to have a PH of 10.5 depicting a basic solution too. Lemon juice was the only liquid found to be acidic. Lemon juice Corresponded to the liquid found in such a way that its acidic nature would corrode metals. DOCUMENT B pH OF COMMON SUBSTANCES WITH THEIR IUPAC NAMES: pH OF COMMON SUBSTANCES pH [H  3  O  +  ], M Example 0 1.0 Battery acid, 1 M sulfuri c acid 1 1 ? 10  ?2 Lemon juice 2-hydroxypropane-1,2,3-tricarboxylic acid 2 1 ? 10  ?3 Vinegar impure dilute acetic acid 3 1 ? 10  ?4 Soft drink sodium bicarbonate 4 1 ? 10  ?5 Rain water H2O 5 1 ? 10  ?6 Milk Lime calcium hydroxide 7 1 ? 10  ?8 Baking soda, sodium bicarbonate 8 1 ? 10  ?9 Washing soda, Na  2  CO  3 sodium carbonate 9 1 ? 10  ?10 Anti-freezer ethylene glycol 10 1 ? 10  ?11 Aqueous household ammonia, NH  3 11 1 ? 10  ?12 Limewater, aqueous solution of calcium hydroxide Common household chemicals (Katz 2-4) DOCUMENT C A household hazardous waste that can be identical to the liquid found in the house must have acidic properties, meaning that it may corrode metal containers and turn red cabbage indicator juice red. Corrosive substances can eat into skin and metal therefore they need to be handled with care and disposed correctly (Carboni 12). In this case we consider Vinegar which made from fermented wine, apple juice, or grain. Vinegar is ma de up of 5 percent acetic acid, thus it turns out to be mild acid. Vinegar has the capability to dissolve grease, mineral deposits, get of rid soap traces, deodorize, take out mildew or wax backlog, and refine some metals. Vinegar is able to clean stone or brick, and is used in making some carpet cleaning agents as an ingredient. Vinegar can be