Life Expectancy Essay Example | Topics and Well Written Essays - 1500 words

Life Expectancy - Essay Example However, these life expectancy levels do not necessarily mean that all are expected to live for these ages. One may die earlier or even later based on the lifestyles and other occurrences that may not be expected to occur. Life expectancy at birth is the number of years that a new born child is expected to live before they die. According to WHO, life expectancy at birth has increased world over by 6years since 1990. This has been so due to increased healthcare, technology and social conditions. Other factors that are direct determinants of life expectancy are physical fitness, general health conditions and poverty. The discouragement of smoking in England or the alternative encouragement of physical fitness has augured well towards encouraging the increase in the life expectancy. As such, since this practice has continued to receive positive response from the citizens, life expectancy in England is expected to continue increasing. The growth of the same in the United States of America is slightly below this rate and the reasons for this are discussed herein. Eileen Crimmins-2004 proposes that reductions in mortality were as a result of a reduction in the load of chronic inflammation and infection. The health improvements in Europe can highly explain the effected change. The improvement of the different aspects of healthcare production can be highly praised for the reduced mortality rates in the United Kingdom. From wide studies, it has been reported that improved technological application in healthcare delivery, milestone coverage in genetic engineering and an increased awareness of diseases and viruses (Vallin, MesleÃŒ  &Valkonen, 2001). Medicinal delivery has been experiencing an increased rate of technological advancement in the last decade. This can be clearly highlighted by the introduction of the targeted Cancer Therapy, natural Orifice

Uniforms in Public Schools Essay Example for Free

Uniforms in Public Schools Essay Since crime is a staple in almost every community, it only follows that public schools, as indispensable institutions in the community, may be vulnerable to criminal predicaments, if not inevitable victims of crime altogether. Crimes in public schools range from trivial to serious cases. According to a DPI news release, most of these crimes have something to do with possession, be of illegal substances, firearms, and explosives, or even petty alcohol (DPI, 2006). However, although not as rampant, crimes in public schools also involve robberies, as well as physical and sexual assaults. Even more alarming nowadays is the fact that public schools can also become targets of massacres or killings sprees, as was proven by the Virginia Tech incident in a CNN article dated April 17, 2007 (CNN, 2007). Thus, the current situation of public schools becomes rather alarming, and parents worry about their children who are in school. Marcus Nieto, author of Security and Crime Prevention Strategies in California Public Schools, says that the causes of school crimes vary along with different perspectives regarding the matter (Nieto, 1999). Joel Turtel, author of Public Schools, Public Menace, on the other hand, states that some consider lack of discipline in schools a primary cause, while others believe that it is lack of moral values and parental guidance (Turtel, 2005). Facts show that drug use is also a precipitant of school crime and violence, and there are those who maintain that it is due to â€Å"glorified violence† in culture and the media (Nieto, 1999). Survey shows that negligence of parents is also a contributing factor, and was also identified in a CNN poll as one of the top three causes of crimes in schools along with access to guns and the media (Nieto, 1999). Numerous strategies have already been and are being employed to prevent such crimes within schools. Such preventive measures range from simple and inexpensive to downright elaborate. Simple preventive measures include â€Å"assigning teachers in hallways, grouping troubled students in alternative schools, and requiring visitor registration (Nieto, 1999). † Other strategies involve creating a peaceful ambiance conducive to teaching and learning through â€Å"comprehensive school-safety plans, zero-tolerance policies for drugs and weapons, and community collaboration (Nieto, 1999). † More elaborate preventive measures include providing telephones for each classroom, installing surveillance systems, stationing of uniformed police officers and creating anonymous hotlines and websites through which anyone in possession of weapons and other illegal material can be reported. The U. S. Department of Education states in the Manual on School Uniforms that the increasing violence within schools prompts parents and faculty members to subscribe to the implementation of a school uniform policy (Department of Education, 1996). According to Linda Lumsden, the associate editor, and Gabriel Miller, a research analyst and writer for ERIC Clearinghouse on Educational Management at the University of Oregon, the matter of school safety is a concern that renders the idea of a dress code or uniform policy rather attractive (Lumsden Miller, 2002). However, the implementation of a uniform policy cannot possibly solve the crime problem altogether. The U. S. Department of Education furthers in the Manual on School Uniforms that â€Å"uniforms by themselves cannot solve all the problems of school discipline, but they can be one positive contributing factor to discipline and safety. † II. Presentation of Proposal A mandatory school policy may not be the entire solution for the growing levels of violence and public school crimes. However, it can contribute significantly, though indirectly, to the maintenance of a safe and disciplined environment that is conducive to learning (Department of Education, 1996). Moreover, the implementation of a dress code or school uniform policy comes along with several more benefits. The benefits enumerated by the U. S. Department of Education include: â€Å"decreasing violence and theft—even life-threatening situations—among students over designer clothing or expensive sneakers, helping prevent gang members from wearing gang colors and insignia at school, instilling students with discipline, helping parents and students resist peer pressure, helping students concentrate on their school work, and helping school officials recognize intruders who come to the school (Department of Education, 1996). † More importantly, as one parent commented at a forum regarding dress code policies via internet e-mail, uniforms can help students take school more seriously with a renewed respect for that place where they are being prepared for the future, where they will, most likely, also be required to observe a dress code. III. Summary and Rebuttal of Opposing Views Studies may have shown that no difference exists between students who are in uniform and those who are not. However, a mandatory uniform policy provides a sort of equality among students, for the same dress code will more or less reduce the superficial gap between the impoverished and the well-off. This will then lessen the pressure among students, especially adolescents, to dress in order to fit in (Middleweb, 2000). The implementation of a dress code policy may also be contested by another counter-argument, that is, a required dress code will further challenge the purchasing power of families from the poorer neighborhoods. According to the U. S. Department of Education, non-uniform outfits are usually more expensive than uniforms. According to an August 2002 article of the Wall Street Journal, the cost of uniforms range from $25-$40 per outfit (NAESP, 2002). An article from USA Today states that parents more or less spend $185 for non-uniform outfits for each child. Nevertheless, implementation of a uniform policy might still be a burden for families who cannot afford them (NAESP, 2002). Still, school districts can come up with provisions to assist those families. For instance, the school itself can provide uniforms to the students who cannot afford them (Department of Education, 1996). Community and business leaders can also provide financial assistance, and school parents can help each other provide uniforms for their children (Department of Education, 1996). The school alumni can also donate their used uniforms to the less privileged (Department of Education, 1996). IV. The Justification for the Proposal Argument A. Feasibility The implementation of a uniform dress code in public schools is highly feasible, as many school districts have already required their students to observe a dress code. Cherry Hill Elementary was the first public school to subscribe to a mandatory uniform policy (NAESP, 2002). Then Long Beach Unified School District in California followed suit in 1994 (NAESP, 2002). Since then, more and more schools have adopted uniforms. Promowear listed the top ten cities with the most schools with a uniform policy, namely: Los Angeles/Long Beach, New York, Houston, Philadelphia, Dallas/Fort Worth, Washington DC, New Orleans, Detroit, Jacksonville FL, and Atlanta (NAESP, 2002). B. Cost-Effective As a proposition of policy, the implementation of a uniform policy in public schools calls for a change in the status quo. Thus, the cost of this change must be considered. However, if the advantages are weighed against the disadvantages, the implementation of a uniform policy in public schools is cost-effective. As was mentioned above, a mandatory uniform policy comes with several benefits while the disadvantages are only minimal. Furthermore, the disadvantages comprised by the supposed repression of self-expression and additional expenses can be addressed. The U. S. Department of Education recommends that the uniform policy should not prohibit wearing â€Å"expressive items† with uniforms like pins or buttons, for instance, â€Å"so long as such items do not independently contribute to disruption by substantially interfering with discipline or with the rights of others (Department of Education, 1996). † The financial dilemmas can also be solved, as was already mentioned above. C. Does it work? The uniform policy apparently works, as many schools, both public and private, have already been observing a mandatory uniform policy for years. D. How will it be implemented? According to the U. S. Department of Education, the decision to implement a mandatory uniform policy is made by â€Å"states, local school districts, and schools (Department of Education, 1996). † Moreover, in the Manual on School Uniforms by the U. S. Department of Education, it is stated that parents and faculty members must also be involved in the evaluation on whether or not to adopt school uniforms (Department of Education, 1996). V. Moral Acceptability Since there exists an assumption that students have a right to liberty of expression, a sort of controversy springs in the midst of the idea of implementing a dress code. â€Å"Although students retain constitutional rights to freedom of speech and expression, the Supreme Court has held that these rights are limited (Madrid Garcia, 1999). † In fact, the Supreme Court has recently articulated that schools can instill students with â€Å"state sponsored values and ideals;† hence, school officials have the power to regulate expression, especially if they distract such values. Another warrant or assumption might be the aforementioned notion that uniformed students are no different from those who are not. Again, the matter of concern is not individual differences but the safety and well-being of the learning environment and the school population as a whole. VI. Conclusion A mandatory school uniform policy may not be the entire solution to the predicaments regarding crime and violence within public schools, but its positive contributions to making the school environment safe, disciplined, and conducive to learning must be considered. The adoption of a school uniform policy may entail minute disadvantages, but these can be addressed and are minimal compared to the benefits a uniform or dress code policy provides. The students only have to realize that it is for their own good. CNN. (2007). Witness survives by pretending to be dead. Retrieved April 25, 2007, from www. cnn. com/2007/US/04/16/vtech. shooting/index. html Department of Education, U. S. (1996). Manual on School Uniforms [Electronic Version]. Retrieved May 03, 2007 from http://www. ed. gov/updates/uniforms. html. DPI. (2006). Latest Annual Report on School Crime and Violence Released. from www. dpi. state. nc. us/newsroom/news/2005-06 Lumsden, L. , Miller, G. (2002). Dress Codes and Uniforms [Electronic Version]. Retrieved May 03, 2003 from http://www. naesp. org/ContentLoad. do? contentId=417. Madrid, M. J. , Garcia, E. A. (1999). STUDENT DRESS CODES: Constitutional Requirements and Policy Suggestions [Electronic Version]. Retrieved May 03, 2007 from http://www. modrall. com/articles/article_13. html. Middleweb. (2000). Some Thoughts About School Uniforms. Retrieved May 03, 2007, from http://www. middleweb. com/INCASEUniforms. html NAESP. (2002). Public School Uniforms [Electronic Version]. Retrieved May 03, 2007 from http://www. naesp. org/ContentLoad. do? contentId=929. Nieto, M. (1999). Security and Crime Prevention Strategies in California Public Schools. Retrieved May 03, 2007, from www. library. ca. gov/crb/99/12/99-012. pdf Turtel, J. (2005). Public School Prisons. Retrieved April 26, 2007, from www. homefires. com/articles/public_school_prisons. asp

The State of Georgia vs. Evolutionary Biology :: Exploratory Essays Research Papers

The State of Georgia vs. Evolutionary Biology Douglas J. Futuyma, in Evolutionary Biology defined evolution as, "...change in the properties of populations of organisms that transcend the lifetime of a single individual. The ontogeny of an individual is not considered evolution; individual organisms do not evolve. The changes in populations that are considered evolutionary are those that are inheritable via the genetic material from one generation to the next." (1) Like most of the population, I've never picked up a copy of Evolutionary Biology and have only recently thought about the most correct definition of the term. The issue at hand is that most people do not reference scientific texts when formulating an opinion about evolution. Webster's Dictionary defines evolution as "...the development of a species, organism, or organ from its original or primitive state to its present or specialized state; phylogeny or ontogeny". Evolution, as I have concluded, is a scientific term, which has taken on a more controversial and politicized meaning in the non-scientific community, due in part to misinterpretation and false or misleading definitions like those presented in common publications like Webster's Dictionary. In our society, is it possible to avoid the politicized issues surrounding evolution by giving the concept a new name? In January of 2004, Georgia State Schools Superintendent Kathy Cox proposed a new biology curriculum for students which would remove the term evolution from the classroom and replace it with biological changes over time. According to the Atlanta Journal-Constitution and other regional publications, critics are saying that this change in terminology will weaken students' learning experience. The adjusted biology curriculum would not require a revised textbook, nor would individual public school systems be prevented from teaching evolution in depth if they chose to do so. (2) Yet, even with this flexibility and minimal change to actual curriculum Georgia residents and politicians nationwide are in an uproar. An Atlanta Journal-Constitution online survey found that 12,900 people preferred the term "evolution" as opposed to the 1,783 who were in favor of biological changes over time. Evolution, according to the most scientifically accepted theories is biological change over time. In What Evolution Is, Ernst Mayr presents the same simplified definition, describing evolution as "...change in the properties of populations of organisms over time". (4) If Kathy Cox feels that the theory might be better accepted if it is known as biological changes over time, that is her decision as State Schools Superintendent.

Role of Gertrude in Hamlet

Raquel Tuohy Mrs. Pastor AP Lit/Comp 7 April 2013 Hamlet Perhaps one of the most ambiguous characters in Shakespeare’s Hamlet is the queen, Gertrude. She is Hamlet’s mother and the wife of her dead husband’s brother, King Claudius. As the reader, we only see her briefly, but she still manages to be a central figure in Hamlet playing the role of the elusive and sometimes shallow queen. There are several questions surround the life of Queen Gertrude, starting with even before the play, having to do with the death of her husband, Hamlet’s father.When the play starts, she has already remarried to Hamlet’s Uncle Claudius within such a short amount of time. This is rather surprising and revolting to her son Hamlet, who is still grieving over the loss of his father, but it appears that his mother has already moved on. That could only suggest that perhaps Gertrude was cheating on the king with her brother and her husband’s death was all but convenien t for her. The ghost of Hamlet’s father gives his son disturbing information about the queen, calling her â€Å"that incestuous, that adulterate beast,† (Act I, Scene I).However, there is no definitive proof, nor Shakespeare ever addresses it in the play, leaving his audience with a sense of wonder about the queen’s devotion to her husband. The thing that might intrigue the reader the most about the character of Gertrude is why she married Claudius so suddenly after her husband’s death. Was it because she knew that she needed a man to help her rule? Or was the meaning behind the courtship less malevolent than it appears? There lies the most important question: was it true love or was it politics that brought Claudius and Gertrude together?Hamlet paints the picture of Gertrude as an obedient and devoted woman to his father, but his opinion transforms during the queen’s second marriage. Hamlet doesn’t understand why Gertrude, who is labeled as the â€Å"th’imperial jointress† (Act I, Scene I) to the throne of Denmark, would need to marry someone so rapidly when she already wields power in the royal family. Possibly the most haunting question about Gertrude’s character is whether or not she knows Claudius killed her first husband. This also ties in with the question about Gertrude’s fidelity.If she did cheat on the former king with Claudius than chances are she more than likely had a role in her first husband’s death. Claudius would consider her as an accomplice and confide in her, but he never does throughout Hamlet. Furthermore, Gertrude expresses strong emotions about Ophelia and Hamlet, but never for Claudius, which is strange because they are married. Claudius tells Gertrude that he loves her, but she doesn’t return the sentiment, which again is bizarre because they are husband and wife.There are no definitive textual references about Gertrude’s involvement in her firs t husband’s poisoning. It just is another element of Gertrude’s character that is shrouded in mystery. One redeeming quality about the queen is her unwavering loyalty to Hamlet. She loves her son despite his obvious hostility towards her for marrying Claudius. Plus, Gertrude continues to stand behind him even when he lashes out at her, saying the worse possible things a son could say to his mother.When Hamlet kills Polonius in a moment of madness, Gertrude realizes that she has to tell the king that her son was the one who committed the murder, but she lies to her husband to protect her son. She tells Claudius that Hamlet is contrite and â€Å"weeps for what he has done† (Act IV, Scene I), in order to lessen the punishment that is sure to be inflicted on Hamlet by Claudius. In the final scene of the play, Gertrude expresses her deep concern for Hamlet when he wants to duel Laertes who is grieving over the loss of his father and sister and blames Hamlet for their deaths.At the end of the duel, Gertrude even drinks the wine for Hamlet, not knowing it is laden with poison. Or does she? It is still debated by scholars whether Gertrude knew the wine was toxic or not, but regardless, she didn’t have to drink it. She drank it for Hamlet because her maternal instincts triumphed over Claudius’ warning to leave the poisonous glass of wine alone. Another issue that comes up time in time again in Shakespeare’s play is Hamlet’s fascination, boarding on obsession, with Gertrude’s sex life. It’s trange for a son to be interested in what his mother does behind closed doors, but this piqued curiosity seemed to have started around the time of Gertrude’s second marriage to Claudius. Early on in the play, the reader learns that Hamlet is shaken by his mother’s hasty marriage to Claudius, leading Hamlet to believe that the world is contaminated, like an â€Å"unweeded garden† that’s â€Å"g ross and rank in nature† (Act I, Scene 2). Hamlet’s opinion of his mother may color the reader’s view of Gertrude, seeing her as a vile woman who jumps from one man to the next.There are more questions than answers surrounding Gertrude, the queen of Denmark. We don’t know if she was unfaithful or if she was complicit with Claudius in the murder of her first husband. However, the one attribute in Gertrude that nobody can dispute is the depth of love that she posses for her son. Gertrude is Shakespeare’s most mysterious character because she in intricately woven throughout the play, but her motives remain unclear to the readers.

Equality and Inclusion in Health and Social Care

Promote equality and inclusion in health, social care or childrens and young peoples settings.Explain what is meant by: DiversityThe differences between individuals and groups in society arising from gender, ethnic origins, social, cultural or religious back ground, familtnstructure, disabilities, sexuality and appearance. Equality- is ensuring individuals or groups of individuals are treated fairly and equally and no less favourably, specific to their needs, including areas of race, gender, disability, religion or belief, sexual orientation and age.Inclusion is about equal opportunities for all, whatever their age, gender, ethnicity, attainment and background.Describe the potiential effects of discriminationDiscrimination against children makes them have a low-self esteem and they find life very lonely. They may resentful towards those discriminating them and perform poorly when it comes to activities set for them. They may become defensive and are reluctant to ask for help for fear of ridicule or embarrassment.Explain how inclusive practise promotes equality and supports diversityPromoting inclusion is to help children have positive attitudes towards differences and so reduce the likelihood thst they will develop prejudiced views, you can practise this in ways such as helping children see differnces in a positive way- as interesting and enriching to all our lives and develop positive and respectful attitudes towards people from all walks of life.Explain how legislation and code of practice relating to eqaulity, diversity and discrimination apply to your own work roleThe Equality Act 2010 brings together all previous acts relating to equality and discrimination. The Act applies to all organisations that provide a service to the public. The Act protects all individuals and groups from discrimination. Early years setting must be aware of these laws and have in place a policy regarding equality of opportunities and for supporting children with learning difficulti es and disabilities Providers must also have regard to the SEN code of practice.The EYFS also states that providers have a responsibility to enssure positive attitudes to diversity and difference. Within my setting we have a Equality and Diversity policy and a SEN and disability policy these policies must be followed by staff and integrated in to our working practice. The policies bring together all the main points from the various acts and the requirements of the EYFS.Describe how to challange discrimination in a way that promotes changeYou should never ignore or excuse such discriminatory behaviour any more than you would ignore or excuse someone if they inflicted physical pain on someone else. It must be addressed because if you do not respond and just let the incident pass you are contributing to the person feeling that it is acceptable to speak or behave that way. To promote change you need to change people’s attitude toward other races, sexuality, religion etc.We try to educate our children in my setting about different culture, disabilities by doing things like having time so that children can share their experiences with each other, and encourage them to think of other people’s feelings and share different options with each other and also give them the opportunity to think about what it is like foe other people and ask them to think about themselves in other people shoes.

THE MICROSCOPE EXPERIMENT 1 cells essays

THE MICROSCOPE EXPERIMENT 1 cells essays The use of a microscope is to provide a magnified view of objects (that are being analysed) that are otherwise to small to be seen by the naked eye. They can be described according to their illumination and lens arrangement. (i) Microscopes are able to use either light or electrons as their illumination source, which are respectively known as light powered and electron microscopes. (ii) Monocular microscopes have a single eye piece where as binocular microscopes posses two eye pieces, position side by side for simultaneous viewing with both eyes. (iii) A simple microscope consists of one single lens system where as a compound microscope consists of two main lens systems, an ocular and objective, which are superimposed over each other to provide greater magnification. In Biology, microscopes can also be described according to some specific purpose such as dissecting microscopes, which are commonly referred, as dissectors are especially suitable for use while dissecting very small or delicate specimens. Microscopes are usually equipped with a series of interchangeable eyepiece lenses (oculars), each with different individual magnifications. Majority of ocular magnification is as followed: X4, X5, X6, X7, X8, X10, X12, and X15. On a typical monocular microscope objectives magnification found is as followed: To find the overall magnification factor obtained when using any microscope is calculated by the following mathematical formula: OCULAR magnification X OBJECTIVE magnification = OVERALL magnification The condenser lens is situated below the stage and causes light rays to converge on to the specimen situated on the stage, thus illuminating is adequately when magnified by the viewing lens. The amount of light passing through the condenser lens can be varied by opening and closing the iris diaphragm, situated at the bottom of the condenser. (i) To become familiar with the features and function of the monocular ...

Green Sea Turtles essays

Green Sea Turtles essays One of the most fascinating creatures of the sea is the green sea turtle. Green sea turtles, Chelonia mydas, get their name from the color of their body fat, which is green from the algae they eat. The Hawaiian name is Honu. It is believed that green sea turtles are reptiles whose ancestors evolved on land and returned to sea about 150 million years ago. Their species is so ancient that they watched the dinosaurs become extinct. There were once millions of sea turtles world wide, But because of several reasons such as hunting, fishing, marine debris and coastal development, today there are fewer than 200,000 mature females remaining. The green sea turtle is listed as a threatened species and people need to get involved to make sure this beautiful species does not also become extinct. The green sea turtle is one of the largest of sea turtles. Adults can weigh an average of 400 pounds and are often found living near coral reefs and rocky shorelines. Adult sea turtles are herbivores and their diet consists mainly of algae and sea grasses. Juvenile turtles are carnivorous eating things like jellyfish, snails, sponges and seaweed. The life span of a sea turtle is unknown but Hawaiian sea turtles grow very slowly and may take ten to fifteen years to reach sexual maturity. The average age of sexual maturity is around twenty-five years. Although green sea turtles spend most of their lives in the ocean, adult females must return to land to lay their eggs every two to three years. It is believed that green sea turtles return to the same beach in which they were also born. Males accompany the females during this migration, which occurs in the late spring and mate with them off the shores of the nesting beaches. The most popular nesting beaches in Hawaii are on the French Frigate Shoals where it is estimated that 90% of the Hawaiian sea turtles mate and lay their eggs. This amazing journey can be over 600 miles. It is unknown how sea turt...