The Abortion Of The Fetus - 1864 Words

I am going to argue that its is right to claim that, even if a fetus is a person, abortion is still permissible when one’s risk in health/stability/happiness is threatened. I believe that any woman, who houses the fetus inside her body for estimated nine months have the right and the choice to abortion when it is for one’s health, stability and happiness for both the mother and the unborn fetus. Thomson’s argument is entitled as â€Å"Defense to Abortionâ€Å". I agree to Thomson and her argument when it comes to aborting a fetus, even if a fetus is a person. Yes, it has it’s own DNA, and it’s own life but when it threatens the â€Å"house† that it stays in, which in this case would be the woman/mother’s womb, I believe the abortion of the fetus, is permissible. Thomson states â€Å"it cannot be seriously thought to be murder if the mother performs an abortion on herself to save her life.† (Thomson, Defense on Abortion, p g6) Thomson gives an example of a violinist being plugged into another human, using their blood in high hopes of survival by that person’s kidneys extracting the poison from the violinist’s blood. The person never agreed to do such, being that it was decided by the Society of Music Lovers; but did not go against it by detaching himself from the violinist knowing that it can cause death. This explains that there are events where we don’t have much of a freedom of choice when there is a conscious person/life involved meaning, when there is a conscious life in our hands,Show MoreRelatedIs Abortion A Fetus?945 Words   |  4 Pagesthe controversy of the century is abortion. For this particular topic people are very opinionated and are not afraid to share exactly how they feel. There are two sides of the spectrum when talking about abortion. There is prolife or prochoice. Prolife are those who believe that a fetus should not be aborted. While prochoice are those wh o feel that it is the mother’s right to choose to birth the fetus or not. No one ever really stops to think what would the fetus want. Some people would not even considerRead MoreAbortion Is The Destruction Of A Fetus998 Words   |  4 Pagesdiscuss my position on abortion, how it has changed, and how it compares to others’ more established positions. Before I can begin this, however, I must first discuss the terms that will be used and their definitions. For the purposes of this essay an abortion is the destruction of a fetus at any point in development. A fetus constitutes a fertilized egg. At the moment the egg and sperm converge, the product is entitled a fetus. Prior to this course, my opinion on abortion was firm, but underdevelopedRead MoreAbortion : Is Killing A Fetus?1319 Words   |  6 Pages24 November 2014 Abortion problem in Texas Did you know that out of the 50 states, Texas is ranked number 4 in total abortions performed according to AGI Data (Texas). Abortion is defined as â€Å"removal of the embryo or fetus from the uterus in order to end a pregnancy† (Dictionary.com). To end an innocent child’s life using rather horrific procedures is not only unethical for the doctor to execute, but morally wrong. There are lots of questions surrounding the topic of abortion and some of those include:Read MoreThe Morality Of The Abortion Of A Fetus1948 Words   |  8 PagesIntroduction: In this essay, the morality of the abortion of a fetus will be discussed in a drama involving a married couple named Deb and Derek (Smolkin, Bourgeois Findler, 2010).  For clarification purposes, we must first define the topic of this discussion; abortion is defined as the act in which a female voluntarily terminates her pregnancy where this act is legally permitted (Warren, 1973). Deb who is 16 weeks pregnant discovers that the fetus she is carrying will most likely be born mentallyRead MoreAbortion Is The Killing Of A Fetus927 Words   |  4 Pagesand she couldn’t get an abortion because they were illegal in the 1950s. Her mother drove her all the way to Mexico where anyone could get an abortion for a price. Illegal abortions are no the simple and safe vacuum abortions that are used in today’s society. No. First they use a large metal dilator to open up the cervix. Then they use a curette to scrap away the entire lining of her uterus with the sharp side. Can you imagine the pain she had to endure all because abortions were illegal? Well, todayRead MoreAbortion Is Terminating A Fetus Before The Baby1537 Words   |  7 PagesAbortion is terminating a fetus before the baby is capable of living. Currently, there is a debate amongst the politicians to decide whether to continue or not to continue funding for abortion. The Federal Government should not still fund Planned Parenthood abortions, so the individuals can pay for it on their own. People don’t want their tax dollars to be spent on abortions not everyone is pro- choice nor a pro- life either. Tax dollars could be spent on other needs for our country. People don’tRead MoreAbortion Is The Choice Of The Woman Holding The Fetus Essay2553 Words   |  11 Pages Abortion is a subject that sparks great debate either for or against. With the country that we live in today, its moral standards are ever changing and its decisions are scrutinized. Abortions are becoming justified a nd should be the choice of the woman holding the fetus. This choice should be supported because government should not be involved in the choice of its individual people. Religion, and science will always cause friction when educating people on how a human life is or should be treatedRead MoreAbortion : An Illegal Act Of Killing A Fetus943 Words   |  4 PagesAbortion is one of many key issues that women are faced with in today’s world, to not have a child or conceiving a child through conception. What is abortion these days? To many, abortion is considered an illegal act of killing a fetus, while others believe abortion to be legal by law and punishable for it. It is unclear if the law will make its ruling to put a ban on abortion but it has come with its shared controversy. The first reason why abortion should be legal is the involvement due to churchesRead MoreIs Abortion The Complicated Act Of Removing A Fetus?2009 Words   |  9 PagesPeriod 8 Abortion Essay Abortion is the complicated act of removing a fetus from the womb of its mother before the full pregnancy has been completed. In the 13th century, women would be hung if they followed through with the act of abortion after six weeks of being pregnant, as it was considered homicide (Rich). Abortion between the fifteenth and eighteenth week was perceived as a capital offense well into the nineteenth century (Rich). Afterwards, abortion was denied to any womanRead MoreEssay on Abortion Disregards the Rights of the Unborn Fetus804 Words   |  4 PagesAbortion Disregards the Rights of the Unborn Fetus Abortion is one of the most controversial issue people are faced with. People stand strong for both sides. Will it be possible to ever reach a solution? Is it necessary to take away a women’s right to choose. At what stage of the fetus’s life can it be considered a person. [A husband and wife are married for some years have a stable income and have been trying to get pregnant, and finally after talking about a baby they decide they are ready

Academic Performance of College Students Free Essays

string(102) " student grade point averages and student advisement and counseling services questionnaire responses\." Academic performance and advisement of university students: a case study. Ads by Google Online University Online University programs 100% Online, 100% Supported! WaldenUniversity. com Subject: Academic achievement (Analysis) College students (Case studies) Student guidance services (Analysis) Authors: Addus, Abdussalam A. We will write a custom essay sample on Academic Performance of College Students or any similar topic only for you Order Now Chen, David Khan, Anwar S. Pub Date: 06/01/2007 Publication: Name:  College  Student  Journal Publisher:  Project  Innovation  (Alabama) Audience:  Academic Format:  Magazine/Journal Subject:  Education Copyright:  COPYRIGHT  2007  Project  Innovation  (Alabama) ISSN:  0146-3934 Issue: Date:  June, 2007 Source Volume:  41 Source Issue:  2 Topic: Canadian  Subject  Form:  School counselling Product: Product  Code:  E197500 Students, College Geographic: Geographic  Scope:  North Carolina Geographic  Code:  1U5NC North Carolina Ads by Google Chevening English Test Sit Your PTE Academic Test Now Easy Sign Up Results In 5 Days! Pearsonpte. com/Chevening Become a Doctor in the US Study at Offshore Campus, Practise Medicine in the U. S. Apply Today! www. AUAMed. org Harvest West Christian Leadership Training Certificate, Diploma and Degree www. harvestwest. edu. au Online MBA Course at LSBF UK Global MBA degree, 100% online. Choose MBA specialisation now! www. LSBF. org. uk/MBA-Online Learn Financial Modeling Step-by-Step, Self Study Classes Buld DCF, LBO, MA, Comps Models www. WallStreetPrep. com Accession Number: 163679000 Full Text: The lack of adequate background and/or preparation, among other things, causes many students to withdraw from college or to graduate with low grades, which often makes it difficult for them to obtain suitable jobs. This paper examines the academic performance and efforts to seek assistance for academic and related problems of undergraduate students at North Carolina AT State University. To that effect, the grade reports of business and economics majors and responses to a survey of students enrolled in business and economics courses were qualitatively analyzed. The results of the analyses indicated that many students experienced academic deficiency and did not seek assistance when faced with problems. The results also revealed that many of the students who sought assistance rated the services they received as ineffective and indicated their preference for school-level advisement services. The development of a school-specific academic monitoring and advisement center would alleviate these problems. Such a center, with a comprehensive and extended advisement and counseling program, will be more effective than university-wide services in improving student academic performance and marketability upon graduation. ********** Teaching, research and service are usually used as a yardstick to measure faculty contributions to higher education institutions. Major universities have long stressed the importance of research activities relative to teaching. Over the last two decades, many of smaller teaching institutions, including the Historically Black Colleges and Universities (HBCUs) where research activities were recognized only to the extent that they would keep educators and the knowledge they transmit to students current, have been under pressure to acquire external funds for scholarships, faculty development, and meeting accreditation standards (Fielding 1985). As these institutions, particularly the HBCUs, placed more emphasis on faculty research productivity, they are faced with the challenge of striking a balance between teaching and research activities. Nevertheless, most colleges and universities recognize that teaching is the ultimate goal of their institutions (Wiley 1993). The main factors considered for improving teaching effectiveness among other things, include teaching approaches and techniques and faculty availability for student assistance and advisement. However, students in higher education institutions must be motivated and committed to make reasonable efforts toward handling various activities, such as reading, written assignments, class discussion, presentation and examinations, effectively. Accordingly, the students’ commitment to attain a good education, their study habits and cooperation, their motivation and efforts to seek assistance, when needed, are equally critical for learning. Thus, since the provision and consumption of education service occur simultaneously, the students’ active participation in the process is a necessary condition to transform teaching to effective learning (Norales and Addus 2003). This paper assesses the academic performance and efforts of undergraduate students to seek assistance for academic and related problems at North Carolina AT State. The paper (1) examines the academic performance and deficiencies of the students in terms of their overall grade point averages; (2) identifies the relative magnitude of student academic and related problems from freshman to senior classifications; (3) presents student evaluation of the effectiveness of advisement and counseling services available to students; and (4) recommends the development of a school-specific academic monitoring and advisement center to improve student academic performance and marketability upon graduation. Methods and Instrumentation The 1998 grade point averages (GPAs) of undergraduate business and economics majors were used to determine the levels of student academic performance and deficiencies, with the application of chi-square statistic test to the relevant data. The student grade reports (the most recent data available) were obtained from the North Carolina AT State University’s School of Business and Economics. In addition, data from students were collected through a student survey of 2002. The sample for the student advisement and counseling effectiveness questionnaire consisted of students enrolled in business and economics courses at North Carolina A State University. The questionnaire items were designed to elicit responses from students to determine the magnitude of student academic and related problems, efforts to seek assistance to solve their problems, evaluation of effectiveness assistance they received, and preference for the location of advising and monitoring services within the University. The results of this study can be used as a source of data that can provide information on the curriculum effectiveness at North Carolina A State and other universities. Such data can assist educators in curriculum planning and development so that they can better meet the needs of students. Student Academic Performance and Survey Results The results of this study are based on the examination of the School of Business and Economics student GPAs and the student advisement and counseling survey of students enrolled in business and economics courses at North Carolina A State University. The results are centered around (1) the student academic performance levels and deficiencies; (2) the magnitude of student academic and related problems; (3) the students efforts to seek assistance to solve problems; (4) the student evaluation of effectiveness assistance received; and (5) the student preference for the location of advising and monitoring services. The following are the findings of the study based on student grade point averages and student advisement and counseling services questionnaire responses. You read "Academic Performance of College Students" in category "Essay examples" Student Academic performance The school of Business and Economics at North Carolina A State University consists of accounting, business administration, business education and economics and transportation/logistics departments. The distributions of grade point average of students enrolled in the School during the 1998 fall semester are presented in Table 1. For the data in the Table, the chi-square test statistic is significant. This indicates that grade distributions by classification are statistically different. Generally, the number of students with low grade point averages decreased from freshman to senior classifications. In other words, more freshmen maintained lower grades relative to seniors, and more seniors maintained higher grade point averages than freshmen. More specifically, the data indicates that, in the School of Business and Economics, 55% of freshman, 14% of sophomore, 16% of junior, and 6% of senior students maintained below 2. 00 grade point averages. The decline in the proportion of students with lower grades from the freshman to senior levels is an indication of either grade improvements, transfer from one program to another or withdrawal and/or suspension/dismissal from the university. In their senior year, 41% of students maintained a GPA of below 2. 50, 23% below 2. 25, and 6% below 2. 00. For all classifications, 53% of students maintained a GPA of below 2. 50, 39% below 2. 25, and 26% below 2. 00. The School of Business and Economics cannot afford to ignore 23% students who may graduate with a GPA of lower than 2. 25 and 41% below 2. 50, only to find it difficult to find professional jobs of their choice in their respective fields. Apparently, students need to be monitored, encouraged and assisted to play an active role in their pursuit to achieve their education and career objectives. Student Survey Results Of some 206 students who responded to the survey, 52% were female and 48% were male students. By classification, 10% were freshmen, 30% sophomore, 37% junior and 23% senior students. In terms of general fields of study, 68% majored in business and economics and 32% in other areas, including arts and sciences, education and engineering (Table 2). These figures suggest that the survey represents a balanced coverage on gender, student classification, and various fields of study. Magnitude of Student Academic and Related Problems: Of 154 who sought assistance, 52% were female and 48% were male students. By classification, 9% were freshmen, 30% sophomore, 37% junior and 25% were senior students (Table 3). The data in the Table is indicative of the fact that the number of problems faced by students generally declined from freshman to senior year of their study. Of 52 students who did not seek assistance, 52% were female and 48% were male students. By classification, 17% were freshmen, 30% junior, 37% sophomore and 19% senior students. A total of 56% who did not seek help were junior and senior students. The reasons indicated for not seeking assistance are that 19% did not have any problems, 17% did not have time to seek assistance, 19% did not know the availability of assistance, 14% did not believe such assistance would be useful, and 15% indicated a combination of the above factors (Table 4). Student Efforts to Seek Assistance: Out of 206 students who sought assistance, 60% consulted with their academic advisors and 30% with course instructors or respective departments. Only 4% indicated to have sought assistance with the University Center for Success (Table 5). Student Evaluation of Assistance Effectiveness: Of 154 students who sought help, 72% indicated that the assistance they were offered was effective resulting in grade improvements, enhanced self-confidence, remaining in major for the better, and changing major for the better. However, 28% indicated that the assistance they received was not effective at all (Table 6). Student Preference for Advising and Monitoring Services: Of 206 survey respondents, 147 (71%) indicated their preference for student monitoring and counseling services at school/college level (as opposed to counseling at the university level); and 92% indicated that they would seek assistance more often if such services were available at school/college level (Table 7). The Case for Academic Monitoring and Advising Center The findings of this study reveal that relatively low grades and high failure rates were maintained by upper level undergraduate students with the possibility of marketability problems. The findings further show that 28% of survey respondents said the assistance services they received were not effective. Another 28% of the respondents, of which 56% were juniors and seniors, did not seek help to resolve their academic and related problems. In addition, 71% of respondents indicated their preference for a school-level assistance services, and the overwhelming majority (92%) said they would seek help more often if such services were available at the school level. It follows that a school-specific academic monitoring and advisement center (AMAC), with a comprehensive agenda for student advisement and counseling, will be effective in improving student academic performance and marketability. The need for the AMAC is underscored by other studies. The main problems affecting student academic performance include inadequate background, working long hours, lack of time to study and seek advice, lack of time management skills, bad study habits and skills, and lack of self-confidence. Many students are also faced with various impediments in their pursuit of higher education and career objectives, including financial problems, family responsibilities, and social and extracurricular activities. Some of these activities do not only take away from the time needed for sleeping, attending class and studying, but they also cause considerable stress resulting in negative effects on academic performance as measured in terms of GPA (Womble 2001). The results of a survey of 239 university students enrolled in business and economics courses at North Carolina A State University indicated that most students did not have sufficient time to read the textbook and study, and that their absence from class was work related. The majority (56 %) of the students stated that they could not take lecture notes while listening, and 29 % said they could not understand the lecture (Norales and Addus 2003). Kelly et al (2001) classified college students into short sleepers (individuals who slept six or fewer hours a day), average sleepers (individuals with seven or hours of sleep a day), and long sleepers (individuals sleeping nine or more hours a day). They found that the individuals who represented long sleepers reported higher GPAs than the first two groups. Many students are admitted to a university as a result of their performance in examinations that do not demand the same preparation levels required to succeed in higher education. Thus, one of the main factors affecting the academic performance of college and university students is the lack of adequate preparation skills (Beswick and Ramsden 1987). Entwistle et al (1989) studied the academic performance of electrical engineering students and found that low course grades were associated with inadequate study skills, and that many students had not established adequate independent study strategies required to succeed in higher education. Eikeland Manger (1992) looked into factors affecting student achievement, especially those factors related to high failure and dropout rates. The findings showed that organized study habits had a positive impact on self confidence during the students’ first semester, but such study habits did not have a direct effect on grades until as late as their fourth semester in college. In a survey of close to 350,000 students attending four-year public and private colleges, over 70 items related to the students’ educational experiences on the survey instrument were grouped into 12 factors. 1) The survey results indicated that out of these factors, public college/university students rated academic advising as the most important aspect of their educational experiences. Private college/university students rated academic advising second to only instructional effectiveness in importance. When students were asked to rate five items (2) comprised academic advising, both public and pri vate college/university students rated the academic advisor’s approachability and the academic advisor’s knowledge about major requirements as strengths–meaning most important and most satisfying (Noel-Levitz 2003). In general, the success or failure in higher education are not explained by the student attributes or faculty teaching efficiency in isolation, but by the complex interactions between students and the learning environments they experience (Entwistle 1990). Thus, students are in need of comprehensive advisement, counseling and support services including time management, stress management, efficient study style, habits and skills, reading, writing, and lecture note taking skills, and other support services. These must help students enhance their capacity to master the relevant subject, self confidence, verbal and written communication, academic performance, and to be competitive and productive members of the community. Academic Monitoring and Advising Center The findings of this study, along with the discussion of relevant literature, suggest that a school-specific AMAC, with a comprehensive agenda for student advisement and counseling, will be effective in improving student academic performance and marketability. The primary purpose of the AMAC is to enhance student academic performance and produce marketable graduates by providing extended assistance and guidance to students in academic activities and related areas. At North Carolina A State University there are university-wide student support services, including the Center for Student Success (which is focused on student retention) and school-level academic assistant services. In addition, there are programs which are designed to mentor students with high academic standing, in collaboration with potential employers, to prepare them for the real world work environment upon graduation. However, many students who for various reasons fail to perform to their potential levels deserve to be uplifted through a similar program provided by the AMAC. Compared with university-wide academic counseling services available for students, the AMAC will be more effective for needy students can be given individual and unique attention suited to their specific needs by their respective schools. In addition to regular advisement provided by academic advisors, the AMAC will provide counseling services for students who fail to reach a minimum GPA of 2. 0 during each semester. To start with, such students will be able to discuss issues regarding specific courses and their course loads with an advisor from the AMAC, and receive advice on how to successfully manage their time and handle their course loads. Also, the AMAC if necessary, can suggest changes in course, course loads and schedule to help the students balance their time between school and work. As mentioned above, one of the big gest problems that many students have is lack of time and time management skills. If this problem is solved early, students will be able to maintain a more marketable GPA. The AMAC will continuously monitor students and evaluate their grades throughout each semester to insure that these students continue to do well in the school, and graduate within a reasonable period of time. Students who need assistance must be identified at the appropriate time and be given intensive advice and counseling. It will maintain a data base for all students in the School of Business and Economics with an overall GPA of 2. 0 or less. The data can be collected from student applications, academic records, and surveys (Seidman, 1996). The AMAC will coordinate its activities with university programs designed to provide remedial services to students with deficient backgrounds. It will refer students to other departments and and University support services for problems outside its responsibilities. Such intensive intervention will likely help not only improve academic performance, but also retain students and enable them to graduate with decent grades. Student participation in the AMAC’s program shall enhance their capabilities to improve their academic standing through sound advice and counseling which will positively influence their attitude toward learning and grades, time management skills and study habits. The AMAC will further facilitate development of university policies and programs designed to overcome academic deficiencies and encourage students to stay in school and achieve their academic and career objectives. Conclusions Academic advising is a very important aspect of students’ educational experiences in higher education. In order to enhance teaching and learning effectiveness, higher education institutions must listen to their students unique needs and priorities by assessing assistance services available to students. The results of such assessments can be used to develop targeted action plans for serving specific student population. The results of the analyses of data obtained from the School of Business and Economics grade reports and a survey of students enrolled in business and economics courses at North Carolina A State University, along with other relevant literature, imply that many college students need a school-specific academic monitoring and advisement services at an early stage of their college career. It is apparent that it becomes difficult, if not impossible, for junior and senior students to make meaningful grade improvements due to the short span of time available to them during their last years of study before graduation. This may pose a serious marketability problem for some of the graduates of these programs with low grades. In the real world of ever increasing globalization and more competitive job market environments, college students need to acquire higher skills and GPAs. The proposed AMAC is certainly a first step to guide needy students in this direction. References Beswick, D. and Ramsden, P, (1987). How to Promote Learning with Understanding. Working Paper 87:1. Melbourne: Center for the Study of Higher Education, University of Melbourne. Eikeland, O. J. and Manger, T. (1992). Why Students Fail During Their First University Semesters. International Review of Education 38(5), 489-503. Entwistle, N. J. (1990). How Students Learn and Why They Fail. Paper Presented at Conference on Talent and Teaching, University of Bergen. Entwistle, N. J. , Hoursell, D. , Macaulay, C. , Situnayake, G. and Tait, H. (1989). Success and Failure in Electrical Engineering Courses in Scotland. Summary of a Report to the SED. Edinburgh: Department of Education and Center for Teaching, Learning and Assessment. University of Edinburgh. Fielding, G. J. (1985). Transportation Education, Part Two. Report of Joint Conference, Eno Foundation Board of Directors and Board of Consultants. Transportation Quarterly, 39(2), 207-233. Kelly, W. E. , Kelly, K. E. and Clanton, R. C. (others) (2001). â€Å"The Relationship between Sleep length and Grade-Point-Average among College Students,† College Student Journal. Noel-Levitz Research (2003). â€Å"Academic Advising Highly Important to Students,† www. noellevitz. com. Norales, Francisca O. and Addus, Abdussalam A. (2003). â€Å"University Students’ Learning Efforts,† Texas Business and Technology Educators Association Journal, Vol. VII, No. 1. Seidman, A. (1996). Retention revisited: R = E, ID + E In, Iv. Journal of College Student Retention. 71(4), 18-20. Wiley, III, Ed (1993). Re-Emphasizing Teaching. Black Issues in Higher Education. Womble, Laura P (2001). â€Å"The Impact of Stress Factors on College Students’ Academic Performance,† Working Paper, University of North Carolina, Charlotte, N. C. ABDUSSALAM A. ADDUS Associate Professor DAVID CHEN Associate Professor ANWAR S. KHAN Professor Emeritus Department of Economics and Transportation/Logistics North Carolina A State University Notes 1) the factors are: academic advising, campus climate, campus Life, campus Support Services, concern for the Individual, instructional Effectiveness, recruitment and financial aid effectiveness, registration effectiveness, responsiveness to diverse population, safety and security, service excellence, and student centeredness. (2) the items are: the academic advisor’s approachability, the academic advis or’s knowledge about major requirements, the academic advisor’s concern about the student’s success as an individual, the academic advisor’s assistance to set goals and work toward, and the clearness and reasonableness of major requirements. Table 1 Grade Distribution of Students in the School of Business and Economics by Classification, Fall 1998 Grade Range Classification Freshman Sophomore Junior No. % No. % No. % 3. 50-4. 00 20 6 46 19 20 10 3. 00-3. 49 26 7 44 18 32 16 2. 50-2. 99 45 13 62 25 45 23 2. 25-2. 49 33 9 33 13 33 17 2. 00-2. 24 37 10 28 11 34 18 Below 2. 00 200 55 35 14 31 16 Total 361 100 248 100 195 100 Chi-square: 278. 38 * Grade Range Classification Senior All No. % No. % 3. 50-4. 00 18 7 104 10 3. 00-3. 49 42 17 144 13 2. 50-2. 99 90 35 242 24 2. 25-2. 49 47 18 146 14 2. 00-2. 24 44 17 143 13 Below 2. 00 14 6 280 26 Total 255 100 1059 100 Chi-square: 278. 38 * Note: * Statistically significant at 5 percent probability level. Source: School of Business and Economics, NC AT State University. Table 2 Profile of Survey Respondents Item Frequency Percent Gender (n = 206): Male 99 48. 1 Female 107 51. 9 Classification (n = 206): Freshman 21 10. 2 Sophomore 61 29. 6 Junior 77 37. 4 Senior 47 22. 8 Major Area Unit (n = 206): Business and Economics 140 68. 0 Other Areas * 66 32. * Include Arts and Science, Education, and Engineering. Table 3 Distribution of Number Problems for Students who Sought Assistance * (n = 154) Classification Number of Problems and Gender One Two Three Four Five Six Total Plus Classification: Freshman 4 1 3 2 1 2 13 Sophomore 16 4 7 9 8 2 46 Junior 14 14 12 6 4 7 57 Senior 6 7 14 7 3 1 38 Total 40 26 36 24 16 12 154 Gender: Male 19 15 15 11 8 6 74 Female 21 13 19 13 8 6 80 Total 40 26 36 24 16 12 154 * Problems include adding/dropping courses, choosing major, changing major, improving grades, time management, internship opportunities, personal problems which affect academic performance. Table 4 Distribution of students who did not Seek Assistance (n = 52) frequency Percent of Total Classification: Freshman 9 17. 3 Sophomore 14 29. 9 Junior 19 36. 5 Senior 10 19. 3 Total 52 100. 0 Gender: Male 25 48. 1 Female 27 51. 9 Total 52 100. 0 Reason for not Seeking: Did not have problems 10 19. Did not have time 9 17. 3 Did not know availability of assistance 10 19. 2 Did not believe it is useful 7 13. 5 Combination of last three 8 15. 4 Other reasons 8 15. 4 Total 52 100. 0 Table 5 Student Efforts to Seek Assistance for Academic Problems (n = 154) Assistance sought from Frequency Percent Academic Advisor 89 59. 7 Department/Course instructor 44 29. University Center for Success 6 4. 0 SOBE resource Lab 3 2. 0 University Counseling Service 3 2. 0 Career Counseling 2 1. 4 Financial Aid 2 1. 4 Table 6 Student evaluation of Effectiveness of Assistance Sought (n = 149) Item frequency Percent Grade improved 13 8. 7 Enhanced self-confidence 4 2. 7 Remained in major 15 10. 1 Changed major for better 16 10. 7 Two or more of above 60 40. 3 No effect 41 27. 5 Table 7 Student Preference for Counseling/Monitoring Services Location (n = 206) Item Frequency Percent Prefer student Counseling at school level Yes 147 71. 3 No 44 21. 4 Indifferent 15 7. 3 Would seek assistance more often if Available at school/college level) Yes 92 44. 7 No 15 7. Not sure 45 21. 8 Indifferent 54 26. 2 Gale Copyright: Copyright 2007 Gale, Cengage Learning. All rights reserved. Economic Scene Colleges Are Failing in Graduation Rates Top of Form Bottom of Form †¢ Share By DAVID LEONHARDT Published: September 8, 2009 If you were going to come up with a list of organizations whose failures had done the most damage to the American economy in recent years, you’d probably have to start with the Wall Street firms and regulatory agencies that brought us the financial crisis. From there, you might move on to Wall Street’s fellow bailout recipients in Detroit, the once-Big Three. Multimedia [pic] From the Most Selective Colleges, More Graduates Related The College Dropout Boom Economix: Which Colleges Are Doing Their Job? Reader Responses: Failing Colleges Readers’ Comments Share your thoughts and read responses to readers’ comments from David Leonhardt on the Economix blog. †¢ Read All Comments (113)  » But I would suggest that the list should also include a less obvious nominee: public universities. At its top levels, the American system of higher education may be the best in the world. Yet in terms of its core mission — turning teenagers into educated college graduates — much of the system is simply failing. Only 33 percent of the freshmen who enter the University of Massachusetts, Boston, graduate within six years. Less than 41 percent graduate from the University of Montana, and 44 percent from the University of New Mexico. The economist Mark Schneider refers to colleges with such dropout rates as â€Å"failure factories,† and they are the norm. The United States does a good job enrolling teenagers in college, but only half of students who enroll end up with a bachelor’s degree. Among rich countries, only Italy is worse. That’s a big reason inequality has soared, and productivity growth has slowed. Economic growth in this decade was on pace to be slower than in any decade since World War II — even before the financial crisis started. So identifying the causes of the college dropout crisis matters enormously, and a new book tries to do precisely that. It is called â€Å"Crossing the Finish Line,† and its findings are based on the records of about 200,000 students at 68 colleges. The authors were able to get their hands on that data because two of them are pillars of the education establishment: William Bowen (an economist and former Princeton president) and Michael McPherson (an economist and former Macalester College president). For all the book’s alarming statistics, its message is ultimately uplifting — or at least invigorating. Yes, inadequate precollege education is a problem. But high schools still produce many students who have the skills to complete college and yet fail to do so. Turning them into college graduates should be a lot less difficult than fixing all of American education. We could be doing a lot better with college completion just by working on our colleges,† as Robert Shireman, an Education Department official who has read an early version of the book, says. Congress and the Obama administration are now putting together an education bill that tries to deal with the problem. It would cancel about $9 billion in annual g overnment subsidies for banks that lend to college students and use much of the money to increase financial aid. A small portion of the money would be set aside for promising pilot programs aimed at lifting the number of college graduates. All in all, the bill would help. But it won’t solve the system’s biggest problems — the focus on enrollment rather than completion, the fact that colleges are not held to account for their failures. â€Å"Crossing the Finish Line† makes it clear that we can do better. †¢ The first problem that Mr. Bowen, Mr. McPherson and the book’s third author, Matthew Chingos, a doctoral candidate, diagnose is something they call under-matching. It refers to students who choose not to attend the best college they can get into. They instead go to a less selective one, perhaps one that’s closer to home or, given the torturous financial aid process, less expensive. About half of low-income students with a high school grade-point average of at least 3. 5 and an SAT score of at least 1,200 do not attend the best college they could have. Many don’t even apply. Some apply but don’t enroll. â€Å"I was really astonished by the degree to which presumptively well-qualified students from poor families under-matched,† Mr. Bowen told me. They could have been admitted to Michigan’s Ann Arbor campus (graduation rate: 88 percent, according to College Results Online) or Michigan State (74 percent), but they went, say, to Eastern Michigan (39 percent) or Western Michigan (54 percent). If they graduate, it would be hard to get upset about their choice. But large numbers do not. You can see that in the chart with this column. In effect, well-off students — many of whom will graduate no matter where they go — attend the colleges that do the best job of producing graduates. These are the places where many students live on campus (which raises graduation rates) and graduation is the norm. Meanwhile, lower-income students — even when they are better qualified — often go to colleges that excel in producing dropouts. â€Å"It’s really a waste,† Mr. Bowen says, â€Å"and a big problem for the country. As the authors point out, the only way to lift the college graduation rate significantly is to lift it among poor and working-class students. Instead, it appears to have fallen somewhat since the 1970s. What can be done? Money is clearly part of the answer. Tellingly, net tuition has no impact on the graduation rates of high-income s tudents. Yet it does affect low-income students. All else equal, they are less likely to make it through a more expensive state college than a less expensive one, the book shows. Conservatives are wrong to suggest affordability doesn’t matter. But they are right that more money isn’t the whole answer. Higher education today also suffers from a deep cultural problem. Failure has become acceptable. Students see no need to graduate in four years. Doing so, as one told the book’s authors, is â€Å"like leaving the party at 10:30 p. m. † Graduation delayed often becomes graduation denied. Administrators then make excuses for their graduation rates. And policy makers hand out money based on how many students a college enrolls rather than on what it does with those students. There is a real parallel here to health care. We pay doctors and hospitals for more care instead of better care, and what do we get? More care, even if in many cases it doesn’t make us healthier. In education, the incentives can be truly perverse. Because large lecture classes are cheaper for a college than seminars, freshmen are cheaper than upperclassmen. So a college that allows many of its underclassmen to drop out may be helping its bottom line. If you look closely, you can still find reasons for optimism. A few colleges, like the University of Maryland, Baltimore County, have intensive programs that have raised graduation rates. The State of West Virginia has begun tying student aid to academic progress, and graduation rates there have risen. Washington Monthly magazine has published a new college ranking based in part on graduation rates. (Kudos to Penn State, among others. ) When students fill out an online form for federal financial aid, the Obama Education Department now informs them of the graduation rate at any college in which they express interest. But an enormous amount of work remains, and it’s hard to think of any work that’s more important to the American economy. Last year, even in the grip of a recession that has spared no group of workers, the gap between what a college graduate earned and what everyone else earned reached a record. Workers with bachelor’s degrees made 54 percent more on average than those who attended college but didn’t finish, according to the Labor Department. Fifty-four percent — just think about how that adds up over a lifetime. And then think about how many students never cross the college finish line. E-mail: leonhardt@nytimes. com Public blames students for their failure at college By Eric Gorski Associated Press Published: Monday, Dec. 3 2010 12:39 a. m. MST | | | | | | | | | | | | |Share | |Twitter |Pinterest | | | | | | | | | | | | | | | | | | | | |0 | |0 |0 | | | | | | | | | | | | | | | | | | | | | | | | [pic] †¢ View 2 photos  » Summary The public pins most of the blame for poor college graduation rates on students and their parents and gives a pass to colleges, government officials and others, a new Associated Press-Stanford University poll shows. Nov. 16, 2011 [pic] The public pins most of the blame for poor college graduation rates on students and their parents and gives a pass to colleges, government officials and others, a new Associated Press-Stanford University poll shows. All sectors of American higher education received high marks for quality. That extends to for-profit colleges, despite recent criticism of dubious recruiting tactics, high student loan default rates and other problems at some schools. â€Å"As is often the case, the truth lies somewhere in between,† said William A. Sederburg, Utah’s Commissioner of Higher Education. We know higher education campuses can really do a lot more to improve retention. †¦ It is also true that a lot of students show up on campus without direction in their lives and without focus on what they want to do. Those are students that are most likely to drop out. † But a belief that students are most at fault for graduation rates may be a troubling sign for re formers who have elevated college completion to the forefront of higher education policy debates and pushed colleges to fix the problem, said Michael Kirst, professor emeritus of education and business administration at Stanford. The message is, ‘Students, you had your shot at college and failed and it’s your fault, not the college,'† Kirst said. When asked where the blame lies for graduation rates at public four-year colleges, 7 in 10 said students shouldered either a great deal or a lot of it, and 45 percent felt that way about parents. Others got off relatively easy: Anywhere between 25 percent and 32 percent of those polled blamed college administrators, professors, teachers, unions, state education officials and federal education officials. Taking a closer look at the numbers: Republicans are likelier than Democrats to blame federal officials for today’s college graduation rates — 34 percent of Republicans and 25 percent of Democrats point at them. There’s a small partisan difference on the student blame question: Seventy-seven percent of Republicans and 68 percent of Democrats fault students heavily. Minorities are more prone than whites to blame professors and teachers for college graduation rates, with 40 percent of minorities but just 29 percent of whites doing so. Fifty-seven percent of minorities blame parents for college graduation rates, while just 40 percent of whites do. Sara Goldrick-Rab, assistant professor of educational policy studies and sociology at the University of Wisconsin-Madison, said the results are deeply troubling and mean elite colleges and universities have succeeded in diverting blame from themselves. â€Å"Those supporting the completion agenda need to push back — hard — and emphasize the role colleges play in supporting or undermining student success,† she said. Such a push back may not be necessary in Utah, however, judging from Sederburg’s attitude: â€Å"It’s clearly not just students’ faults. I think we have a significant role to play. After long emphasizing access to college, higher education policy debates have shifted only recently to focusing on getting students through. The Obama administration has called for the United States to again lead the world in number of college graduates by 2020. The goal in Utah is to increase retention rates by 8 percent on average over the next decad e, Sederburg said. The Utah System of Higher Education’s 2020 Plan for Higher Education, found at www. higheredutah2020. org, contemplates several strategies to increase retention — such as enhancing advising and intervention advising if a student is off track to graduate. Getting students into the right courses is also important. Midterm feedback may give students a chance to correct their trajectory. â€Å"It’s a different approach if you are a Salt Lake Community College than if you are at the University of Utah,† said Cameron Martin, the office of the commissioner for higher education’s associate commissioner for economic development. Each institution has to look at its strategies to see what works for them. BYU, for example, encourages students to graduate by providing a clear map for each program of study. It also tries to help students understand what the credit limits are to enter each program. If students are in danger of exceeding the appropriate amount of credits and have yet to declare a major, our University Advisement office will reach out to them to help provide further direction,† said BYU spokesman Todd Hollingshead. The Bill Melinda Gates Foundation, Lumina Foundation and others have directed money and atte ntion to states and colleges to improve completion rates, and several states are taking action. Stan Jones, president of Complete College America, which championed such efforts, disagreed that the poll spells trouble for reform. This will play out like the high school dropout issue,† he said. â€Å"The more it becomes a subject of public discussion the more advances we will make on confronting the college dropout problem. † Just over half of first-time students who entered college in 2003-04 had not earned a degree or credential within six years, the Education Department reported recently. That’s slightly worse than students who started in 1995-96. Experts caution it is tricky to measure success and compare graduation rates because today’s older, less-traditional college tudent population takes more time to finish school and is harder to track. The AP-Stanford poll found most people were happy with the quality of higher education in their states. Despite s evere budget cuts and spiraling tuition at many public four-year colleges, those schools received the highest marks: Seventy-four percent in the poll called them excellent or good. But others institutions got strong marks, too: Four-year private nonprofit colleges (71 percent), two-year public colleges (69 percent), private for-profit colleges (66 percent) and private for-profit trade schools (57 percent). That’s a rare glimpse at public opinion about for-profit colleges, which have been fighting proposed regulations that would that would cut off federal aid. The poll also found overwhelming agreement that there is a link between the nation’s prosperity and the quality of its education system. Overall, 88 percent say economic prosperity and quality education are closely entwined. Nearly 80 percent said that having all Americans graduate from a two- or four-year college would help the economy. Yet most in the poll are unwilling to invest more in the nation’s school systems in order to obtain that economic payoff — just 42 percent favor raising taxes to pay for better education. The poll was conducted September 23-30 by Abt SRBI Inc. It involved interviews on landline and cellular telephones with 1,001 adults nationwide, and has a margin of sampling error of plus or minus 3. 9 percentage points. Stanford University’s participation was made possible by a grant from the Gates Foundation. Contributing: Michael De Groote, Deseret News, and Alan Fram of the AP How to cite Academic Performance of College Students, Essay examples

Strategic Management Process And Generic Strategies †Free Samples

Question: Discuss about the Strategic Management Process And Generic Strategies. Answer: Introduction The report talks about thestrategic management process and generic strategies. It explains the goals, mission, and vision of the firm. In addition, it describes that how the company is using diversification strategy to beat the competitors globally. Strategic management process Strategic managementmay be defined as a process of formulation and implementation of major goals and objectives within the organization. These goals and objectives are decided by thetop management of the company.Strategic management provides rights direction to the organization in order to meet the long-term mission and vision of the company. There are four steps involved in the strategic management process which has been discussed below (Lpez-Nicols and Meroo-Cerdn, 2011). Environmental scanning: The Company gathers various types of information to accomplish the goals and objectives of the firm. Thus, environmental scanning is conducted by the company. It also helps to evaluate and analyze the macro-environmental factors in the global market. Strategy formulation: It is the process of deciding the best course of actions to determine the long-term success and growth of the company. After conducting environmental scanning, the company formulates various policies and strategies within the organization. Strategy implementation: After formulating the policies and strategies, the company needs to execute these strategies and policies in the global market. Strategy implementation includes organizational structure, natural resources, and decision-making process. Strategy evaluation: It is the final step of the strategic management process. The company must focus on the external environmental factors to beat the competitors in the global market. The firm should also measure the performance of the employees. Now it is assumed that strategic management process is used by the many companies to maximize and increase the revenue and profit and to maintain sustainability within the organization (Wheelen and Hunger, 2011). Organizational vision, mission, and goals The organizational mission is the general statement to accomplish the vision of the firm. Vision is made for the long time period and mission is made for short time period. The mission statement is related to the business activities and operations of the company. Further, a vision statement defines the desired and expected future position and image of the company. The mission and vision statement are related to the goals, values, and purposes of the firm. The main aim of the organization is to maximize the revenue and profit of the organisation with maintaining sustainability within the organization (Cady et al, 2011). Apart from this, organizational goals are the strategic and dynamic objectives of the company. Goals and objectives are measurable and specific. A mission statement is essential to meet the long-term vision of the company. It also helps to make the effective and unique decisions within the organization. It provides a guideline to the shareholders, employees, and leaders in the organization. On the other hand, vision statement provides direction as well as corporate values also. It inspires and motivates the employees for doing work effectively and efficiently. There is a close relationship between a vision statement and mission statement. In addition, goals are considered the plans of the company to attain the profitability and growth of the company. In this way, the organization can expand and explore its trading activities and operations globally (Lee, Barker and Mouasher, 2013). How the value chain is used to maximize the organizational performance The value chain is a set of activities to operate and manage the specific industry for delivering valuable and dynamic products and services to the market. The value chain analysis is a technique and tool which is used by the company to analyze and evaluate the internal activities of the firm. It also provides various competitive advantages in the global market. The value chain analysis includes operations, outbound logistics, inbound logistics, services, marketing, and sales. The value chain analysis is the flexible strategy to improve and enhance the efficiency and performance of the employees. It also helps to understand and evaluate the issues and key challenges of the organization. Along with this, it helps to reduce the cost of the company. Apart from this, value chain helps to provide satisfaction to the customers across the world. Through value chain analysis, the company is able to evaluate and identify the strengths and weaknesses of the organization (Merschmann and Thonema nn, 2011). The company is using value chain analysis to build and develop an effective and dynamic relationship with customers across the world. Along with this, it reduces the delivery times of the company and maintains an optimum level of inventory within the organization, Further, it enhances and increases the revenue and profit of the firm. In addition, value chain analysis is used by the company to improve and enhance the performance of the organization as well as employees. It is the effective tool to attain the long-term success and growth within the organization (Seuring and Gold, 2012). Generic strategies Generic strategies are developed by the Michel porter to gain the competitive benefits in the global market. These strategies are essential in order to attain the mission and vision of the firm. There are three types of generic strategies which include cost leadership, differentiation, and focus strategy. The generic strategies have been discussed below (Tanwar, 2013). Cost leadership strategy: This strategy is used by the company to gain the competitive benefits in the global market. This strategy is related to the cost of the company. The company evaluates and analyzes the lower cost of the production to gain the long-term growth and success within the organization. Differentiation strategy: The firm uses differentiation strategy to differentiate the products, goods and services from the competitors across the world. The company selects most appropriate and effective strategy to differentiate the products from the competitors in the global market. The company set the appropriate and suitable prices of the products and services to overcome on the rivalries in the market. Focus strategy: The organization also uses focus strategy to measure and evaluate the plans, policies, and strategies of the competitors globally. Under this strategy, the company selects a group of segments to meet the needs, requirements, and desires of the customers around the world. Now it is assumed that generic strategies are used by the many companies to beat the competitors in the global market and to increase the profit and revenue of the company (Kumar, Subramanian and Strandholm, 2011). Related and unrelated diversification A company uses diversification strategy to improve and enhance the performance and efficiency of the company. Further, the company uses diversification strategy to explore and flourish its business activities and operations globally. The firm uses related and unrelated diversification to improve and enhance the productivity and efficiency of the organization. A related diversification occurs when a business and trade expands and explores its product lines or markets globally. The company sells similar products and provides similar services to the new customers and clients (Boschma and Capone, 2015). For example, a furniture store can flourish and expand its business activities and operations by purchasing another furniture store in the different city. In this way, related diversification is connected with related products and services while unrelated diversification occurs when a trade or business explores and expands its new and unrelated products and services in the global market. Related diversification helps to improve and enhance the return on investment and it increases the revenue and profit of the company. It reduces the costs and investments to enhance the growth and success of the company. It also helps to make the good brand position in the global market. Further, the company achieves the economies of scale within the organization. On the other hand, unrelated diversification helps to manage and allocate the cash flow in the organizations. It also reduces the risks and challenges of the market. In this way, diversification helps to provide cross-cultural training to the employees within the organization (Zhou, 2011). Advantages and disadvantages of competing in international markets There are various benefits of the competing in the international markets which have been discussed below (Blocker et al, 2011). Access to new customers: If the company competes and participates in the international market then it provides various benefits to the customers in the market. It helps to maintain effective and unique contacts with customers in the global market (Nielsen and Nielsen, 2011). Lowering cost: It is another important benefit of the international market. It helps to reduce the cost of the company. Further, it increases the sales volume of the organization by entering into the international market. It also provides competitive advantages in the global market. Diversification of the business risk: It also helps to the diversification of the operation and business risks and challenges in the market. In this way, the company is able to beat the competitors across the world. Now it is assumed that international market provides various benefits to the organization. There are some disadvantages of the competing in the international market which have been discussed below. Political risk: The political risk affects the business activities and operations of the firm. Therefore, the company needs to focus on the political risk to gain the long-term success and growth in the market. Economic risk: This type of risk is related to the economic conditions, currency exchange rates and policies of the country. It is the biggest disadvantage of the international market. Cultural risk: The cultural risk also exists in the global market. Therefore, the company needs to control and overcome on this risk in order to attain the long-term goals and objectives of the firm (Michaelidou, Siamagka, and Christodoulides, 2011.) Conclusion On the above discussion, it has been evaluated that strategic management process plays a significant role in each and every company. Further, generic strategies and value chain analysis are used by the company to overcome on the competitors in the market. Diversification also provides benefits to the organization. References Blocker, C.P., Flint, D.J., Myers, M.B. and Slater, S.F., 2011. Proactive customer orientation and its role for creating customer value in global markets.Journal of the Academy of Marketing Science,39(2), pp.216-233. Boschma, R. and Capone, G., 2015. Institutions and diversification: Related versus unrelated diversification in a varieties of capitalism framework.Research Policy,44(10), pp.1902-1914. Cady, S.H., Wheeler, J.V., DeWolf, J. and Brodke, M., 2011. Mission, vision, and values: what do they say?.Organization Development Journal,29(1), p.63. Kumar, K., Subramanian, R. and Strandholm, K., 2011. Market orientation and performance: Does organizational strategy matter?.Journal of Applied Business Research (JABR),18(1). Lee, K.H., Barker, M. and Mouasher, A., 2013. Is it even espoused? An exploratory study of commitment to sustainability as evidenced in vision, mission, and graduate attribute statements in Australian universities.Journal of Cleaner Production,48, pp.20-28. Lpez-Nicols, C. and Meroo-Cerdn, .L., 2011. Strategic knowledge management, innovation and performance.International journal of information management,31(6), pp.502-509. Merschmann, U. and Thonemann, U.W., 2011. Supply chain flexibility, uncertainty and firm performance: An empirical analysis of German manufacturing firms.International Journal of Production Economics,130(1), pp.43-53. Michaelidou, N., Siamagka, N.T. and Christodoulides, G., 2011. Usage, barriers and measurement of social media marketing: An exploratory investigation of small and medium B2B brands.Industrial marketing management,40(7), pp.1153-1159. Nielsen, B.B. and Nielsen, S., 2011. The role of top management team international orientation in international strategic decision-making: The choice of foreign entry mode.Journal of World Business,46(2), pp.185-193. Seuring, S. and Gold, S., 2012. Conducting content-analysis based literature reviews in supply chain management.Supply Chain Management: An International Journal,17(5), pp.544-555. Tanwar, R., 2013. Porters generic competitive strategies.Journal of Business and Management,15(1), pp.11-17. Wheelen, T.L. and Hunger, J.D., 2011.Concepts in strategic management and business policy. Pearson Education India. Zhou, Y.M., 2011. Synergy, coordination costs, and diversification choices.Strategic Management Journal,32(6), pp.624-639.

Legalization of sex marriage in the Philippines free essay sample

INTRODUCTION In our generation today, homosexuals have been widely accepted by the majority may it be a gay or a lesbian. People have come to recognize the existence of the third sex and through time they have also accepted â€Å"same-sex relationships in our society. But controversies and arguments arise when homosexuals started proposing the idea of legalizing same-sex marriage. The issue on legalizing same-sex marriage has been going on for decades. It has received a lot of objection and opposition since it contradicts the accustomed meaning of marriage as a union between a man and a woman. Though there have been few countries which have approved or have begun to legally formalizing marriage between same sex marriage like Canada, Italy and etc. Still the majority of countries do not recognize this kind of marriage. Same sex marriage is known as a marriage between two persons of the same biological sex or gender. We will write a custom essay sample on Legalization of sex marriage in the Philippines or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is one of the most controversial yet sensitive topics that have been discuss around the world. Politicians are having debates on this subject trying to decide whether it should be legal for same sexes to be married. Same sex marriage is often viewed as being wrong by religious people because marriage is portrayed as a woman and man uniting not woman to woman or man to man. It has been widely understood that the Roman Catholic Church will always be against same sex marriages considering the fact that their beliefs and principles are based from the sacred scripture. However, citizens who do not opt to engage into religious ceremonies have the option to be conjugated by means of civil wedding Here in the Philippines, Political parties such as the Gabriela Womens Party list are actively lobbying and advocating for lesbian and gay rights and to insist that society not discriminate on the basis of sexual preference. Unlike in the Philippines there are few countries who are now supporting and allowing same sex marriage including Argentina, Belgium, Canada, Denmark, Netherlands, Portugal, Spain, and South Africa. The purpose of this study is to advocate the positive effects of legalizing same-sex marriage in the Philippines and to support gays and lesbian people Legalization of sex marriage in the Philippines free essay sample In our generation today, homosexuals have been widely accepted by the majority may it be a gay or a lesbian. People have come to recognize the existence of the third sex and through time they have also accepted â€Å"same-sex relationships in our society. But controversies and arguments arise when homosexuals started proposing the idea of legalizing same-sex marriage. The issue on legalizing same-sex marriage has been going on for decades. It has received a lot of objection and opposition since it contradicts the accustomed meaning of marriage as a union between a man and a woman. Though there have been few countries which have approved or have begun to legally formalizing marriage between same sex marriage like Canada, Italy and etc. Still the majority of countries do not recognize this kind of marriage. Same sex marriage is known as a marriage between two persons of the same biological sex or gender. We will write a custom essay sample on Legalization of sex marriage in the Philippines or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is one of the most controversial yet sensitive topics that have been discuss around the world. Politicians are having debates on this subject trying to decide whether it should be legal for same sexes to be married. Same sex marriage is often viewed as being wrong by religious people because marriage is portrayed as a woman and man uniting not woman to woman or man to man. It has been widely understood that the Roman Catholic Church will always be against same sex marriages considering the fact that their beliefs and principles are based from the sacred scripture. However, citizens who do not opt to engage into religious ceremonies have the option to be conjugated by means of civil wedding Here in the Philippines, Political parties such as the Gabriela Womens Party list are actively lobbying and advocating for lesbian and gay rights and to insist that society not discriminate on the basis of sexual preference. Unlike in the Philippines there are few countries who are now supporting and allowing same sex marriage including Argentina, Belgium, Canada, Denmark, Netherlands, Portugal, Spain, and South Africa. The purpose of this study is to advocate the positive effects of legalizing same-sex marriage in the Philippines and to support gays and lesbian people

Death1 essays

Death1 essays Death: Good for the Dead, Bad for the Dying, and Worse for Those It Leaves Behind My whole life, death has been a distant thing to me. It is not even really a thing, but more of an idea. I have heard about death millions of times with the media. Everyday in the news, people are dying left and right with disease in the foreign countries, famine in distant lands, and even murder in the suburbs. I even heard about it a few times from my friends when they told me about their recent loses. With all of these stories of "tragedy" and awful accidents, I never felt any emotion. The news reporter's sympathy for these victims was not convincing enough to make me think that something tragic had happened, or my elementary school friend did not understand the situation himself in order to feel pain. If something was truly awful about the story, it was too far away for me to consider it a reality. When I was about eight years old, I experienced the first death in my family. My father's sister had died and my he got a call soon after. I was in the room when the phone rang and my dad answered the phone. He first sounded excited to hear the voice on the other end, but that happiness soon turned to devastation. His only sister had passed away and he began to cry. My father is not a crying man, and he soon regained his composure and finished the conversation. He was able to put his sadness aside and tend to business. This was a very small event, but it had a large impact on me and helped shape my ideas about the idea of death. The way that I saw my father handle this so-called tragedy gave me the impression that life was almost like a movie. What goes on in the movie might be sad or scary or whatever, but it is not a big deal. We just need to get over the emotion because the movie is still playing and something different is happening now. The reason that this event w as not a tragedy to me is that it was extremely distant from ...

How to Actually Use Your ACT Math Formulas

How to Actually Use Your ACT Math Formulas SAT / ACT Prep Online Guides and Tips About 33% of the ACT math section requires you to know and use at least one math formula. This means that remembering your formulas and understanding how to utilize them is of paramount importance. We’ve put together all the ACT formulas you’ll need to know (prioritized in the order from greatest to least that you’ll see them on the test) as well as how to best use them for test-day. What Formulas Will You Need on the ACT? You will NOT be given any formulas on the ACT, so all of your formula knowledge will have to come from your own head. You will need to know and use a wide range of formulas, including algebraic, geometric, and trigonometric formulas, all of which are laid out in our guide to the 31 formulas you MUST know for the ACT. You’ll notice that we have prioritized them according to â€Å"need to know† and â€Å"good to know.† This is due to the fact that many ACT questions can be solved long-hand or via more common formulas, rather than forcing you to memorize the more obscure formulas. For instance, you can solve your sequence questions by either using the formula or by calculating your values long-hand. Though solving the question long-hand will take longer, it is still entirely possible to solve each and every ACT sequence question without the use of a formula. Thus we have classified sequence formulas as â€Å"good to know,† not â€Å"necessary to know.† If you feel rusty on any formula or math topic on the list, check out one of our individual math topic guides to see how the formula works (and even why it works), as well as how to recognize when to use it. We’ll also show you the alternatives to using formulas for many questions, including distance questions, sequence questions, and many more. There are many different "right" paths to solve questions in the ACT math section. How to Use Your Formulas Effectively So now that you know what your formulas are, how do you best go about using them? Let’s take a look. 1. Prioritize memorizing your most crucial formulas You will have to memorize every formula you’ll use on the ACT, but it’s best to go about this in a systematic and logical way. Spend most of your time and energy memorizing and practicing the most important (common) formulas and less time on the ones that show up rarely, if at all. Some formulas come up over and over again, while others show up sparingly at best. If you are pressed for time, nervous about memorizing so many formulas, or simply trying to map out your plan of attack, memorize your formulas in the order that they appear most often on the test. Of your â€Å"necessary† formulas, they appear on the test from greatest prevalence to least in roughly this order: Law: the sum of the interior degrees of a triangle is 180 Area of a triangle Law: the sum of the degrees of a straight line is 180 Area of a rectangle (or other quadrilateral) Pythagorean Theorem Finding slope of a given line (rise/run) Finding slope of line connecting two points Finding percentages Law: the number of degrees of arc in a circle is 360 Area of a circle Circumference of a circle Finding averages Sine, cosine, tangent (SOH, CAH, TOA) Area of a circle’s arc Circumference of a circle’s arc Finding probabilities Finding combinations Finding the midpoint of a line Volume of rectangular solid Volume of cylinder Area of a trapezoid Equation of a circle Rearranging logarithms Cosecant, Secant, Cotangent Of the â€Å"good to know† or â€Å"shortcut† formulas, you will need them roughly in this order: Special right triangle properties, 30-60-90 Special right triangle properties, 45-45-90 Arithmetic sequences Geometric sequences Distance formula $sin^2ÃŽËœ + cos^2ÃŽËœ = 1$ ${sinÃŽËœ}/{cosÃŽËœ} = tanÃŽËœ$ 2. Choose NOW which (if any) of your â€Å"good to know† formulas you want to memorize Remembering a formula incorrectly is worse than not remembering the formula at all, so make sure you know your limits when it comes to memorization. For some people, memorizing and using formulas is the easiest way to go. For others, the fewer formulas the better (even if it means taking another step or two to solve a math problem). There is no right answer in terms of how many formulas you memorize, only what is most comfortable for you personally. And when it comes to memorizing your formulas, different people do better with different memory techniques. If you're a visual learner, make yourself a set of formula flash cards. If you're a kinesthetic (movement) learner, practice drawing and/or writing them out on a separate piece of paper. And if you're an auditory learner, get a parent or a friend to help you drill your formulas aloud. Once you feel you've got your formulas down, practice using them on actual problems to help you both remember them and learn how to use a particular formula for a particular problem. (We'll give you the opportunity to practice using your formulas on real ACT math questions in the next section.) 3. Practice ACT math questions at home without looking up your formulas The only way you’re going to be able to remember your formulas for crunch time (and know which formulas to actually use for the individual problem) is to practice on real ACT math questions without the safety net. Once you feel that you’ve got your formulas nailed down tight, practice solving ACT math problems without looking up your formulas. We have a list of all the free ACT math practice you can find online (coming soon!) and you will be able to use any and all of these problems to not only test your formula knowledge, but also your math topic knowledge. Once you’ve gone through your practice problems without the benefit of being able to look up your formulas, you will be able to pinpoint your formula strengths and weaknesses. Did you repeatedly forget the Pythagorean Theorem? How about your trigonometry formulas? It’s better to understand where to shift your focus now than being blindsided on the day of the test. Divide your time between rote memorization and practice problems without the use of formulas, and you’ll be able to solidify the knowledge in your head most effectively. 4. When you reach the math section, immediately write down your formulas If you’re anxious about forgetting your formulas halfway through the test, or if you simply like the idea of a fallback option, it’s always a good idea to write down your formulas at the very beginning of your math test. Once you have them written down, you can concentrate on solving your problems without fear of remembering your formulas wrong or forgetting them entirely. So once you open up your math section, write down all your memorized math formulas and take a deep breath. Now you can move on and use them as a reference for the rest of your math section. 5. Don’t freak out if you forget a formula Most of all, don’t panic if you forget a formula (or three)! Most every ACT problem can be solved in a multitude of ways, including by means of plugging in answersor plugging in your own numbers. And if worst comes to worse, and you cannot solve a problem without a formula, you will still likely be able to eliminate at least one or two answer options. Rememberyou are not penalized for guessing on the ACT, so always take your chances. And if you can narrow down your options, even better! Let's look at an example of how to narrow down your answer choices if you forget a formula. For a question like this, you do not have to understand how trapezoids work or remember any triangle formulas in order to eliminate at least three answer choices. We are being asked to find the distance between our two parallel sides, so draw a straight, perpendicular line between them. This makes a right triangle. Again, without knowing your formulas, you can just take a stab in the dark and estimate how long the side is. Rememberall figures on the ACT are to scale unless noted otherwise, and this line looks about the same length (maybe more, maybe less) as 5 foot leg we are given. Without knowing any more information, we can eliminate answer choices D and E. Now maybe you stop here and pick between answer choices A, B, and C. This would give you a 33% chance of guessing the right answer, which isn't too bad at all. But if we go further, you may remember that the side opposite the right angle is the longest side of the triangle, which means that the distance between our parallel lines must be less than 5. We can therefore eliminate answer choice C as well. So we had a 1 in 3 chance of getting the right answer without any formula knowledge at all and now we have a 1 in 2 chance just by knowing a little bit about how right triangles work. And even now, we can make an educated (rather than a random) guess between our two remaining answer choices. Again, all figures on the ACT are to scale unless noted otherwise and, at a glance, the distance between our parallel bases looks to be longer than the third leg of the triangle. Maybe it is, maybe it isn't, but we have a 50% chance and answer choice B looks to be the best bet between the two. Without using formulas, we can reach a conclusion that the answer is probably B. [Note: just so you know, B is totally the right answer. Go you!] Now it's time to put your formula knowledge to work! ACT Math Practice Using Formulas Now that you’ve seen how to best use your ACT formulas, let’s look at a few real ACT math questions that are formula-necessary. 1. 2. 3. 4. 5. Answers: D, F, J, J, B Answer Explanations: 1. Because the dog can run on the leash 9 feet in any direction, this means that 9 feet is the radius of the circle in which the dog can run. Now we are asked to find the area of this circle. If we remember our circle formulas, we know that we find the area by using the formula: $a =Ï€r^2$ $a =Ï€9^2$ $a = 81Ï€$ $Ï€$ is approximately 3.14 (which we are given), so: $81(3.14)$ $254.34$ The closest answer to this value is answer D, 254. Our final answer is D, 254. 2. If we remember our trig formulas, we know our mnemonic SOH, CAH, TOA. The tangent of an angle is thus the opposite/adjacent. In this case, we are looking for the tangent of angle B. The adjacent side is the side that touches the angle that is NOT the hypotenuse. In this case, the adjacent side for angle B is 2, which means it is our denominator. This means we can eliminate answer choices H, J, and K. If we use the Pythagorean Theorem, we can find our missing side measure. $a^2 + b^2 = c^2$ $a^2 + 2^2 = 5^2$ $a^2 + 4 = 25$ $a^2 = 21$ $a =√21$ Our opposite side will be $√21$ and we have already established that our adjacent side is 2. Our final answer is F, $√21/2$ 3. We can solve this problem in one of two waysby using the more common triangle formulas, or by using a more obscure one. If we use the common triangle formulas, we know that the interior angles of a triangle will always add up to 180 degrees. This means we can find the missing angle measure by subtracting all of our known angles from 180. $180 - 72 - 57 = 51$ Now, we also know that every straight line is 180 degrees as well. We can therefore find the exterior angles by subtracting each of our given angles from 180. $y = 180 - 72$ $y = 108$ $x = 180 - 57$ $x = 123$ $z = 180 - 51$ $z = 129$ Now we can find the sum of $y$, $x,$ and $z$. $108 + 123 + 129 = 360$ Our final answer is J, 360. Alternatively, we can use our more obscure triangle, which is that every exterior angle is the sum of the two opposite interior angles. For instance, $z = 72 + 57$ $z = 129$ From here, we can solve the problem the same way we did above. $x = 72 + 51$ $x = 123$ $y = 51 + 57$ $y = 108$ $x + y + z = 129 + 123 + 108$ $= 360$ Either way, our final answer is J, 360. 4. If we remember our slope formulas, we know that the equation of a line is: $y = mx + b$ $m$ represents the slope of the line, and the bigger the $m$, the larger the slope. In our first given equation, $a$ stands in place of our $m$ and our slope. In our second equation, $c$ stands in place of $m$ and our slope. So if the slope of our first equation is larger than the slope of our second equation, then $a$ must be larger than $c$. Our final answer is J, $a c$. 5. Now our shape in the middle is a square, which means all of the sides are equal. The two sides of the square that make up part of the perimeter are $8 + 8 = 16$. Now we just need to find the part of the perimeter made up by the two half circles. If we put them together, we can one full circle circumference. We know that the circumference of a circle is: $c = Ï€d$ The dimeter of our circle is 8, so our full circumference will be $8Ï€$ Now let's put our two values together: $16 + 8Ï€$ Our final answer is B, $16 + 8 Ï€$ Whoo! You did it! Image: Sean MacEntee/Flickr The Take-Aways Knowing (and knowing how to utilize) your formulas is one of the foundational elements of doing well on the ACT math section, but it is still only one part. Though formulas are used in some capacity or another on approximately 33% of ACT math test, that still leaves 66% of your questions that do NOT require formulas at all. So do take care to understand (and memorize!) your most important formulas, but don’t think that's all you need to do to succeed on the ACT math section. You still must understand the ins and outs of all of the ACT math topicsthat you will see on the ACT, so don't neglect the rest of your ACT math study. A balanced study plan, a knowledge of your formulas, and a more-than-passing familiarity with all your ACT math topics will help get your math score to where you want it to be. What’s Next? Want to brush up on a particular ACT math topic? Check out our individual math topic guides for all your ACT math needs. Running out of time on the ACT math section? We'll show you how to beat the clock and maximize your score before time runs out. Been procrastinating on your ACT math study? Our guide will help you balance out your study time and beat back the urge to procrastinate. Aiming for a perfect score? Check out our guide to getting a 36 on the ACT math section, written by a perfect-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Marriage Essay Example | Topics and Well Written Essays - 750 words

Marriage - Essay Example For instance, after marriage all the property and inheritance of the woman went to her husband and she used to be completely dependent and vulnerable to him. There were reforms that took place in the 1960s, for instance the women started being able to work and participate in the household income. Single mothers were not frowned upon and neither were spinsters. Child support was assured and property was divided equally. It was in the late nineteenth and early twentieth centuries when major social and legal changes occurred, and therefore we will talk about this period in relation to marriage and matrimony laws and rights. Before the 20th century marriage had deep roots in religion, law as well as interdependence between men and women. Although marriage was not a platform where both men and women stood equally, they were dependent on each other. They could not live without each other without having to face problems. For instance, women needed men to get them the basic necessities to survive, while men needed women to bear and rear their children, take care of the household and family. Often a widower could be found looking for a new wife right after his former one died. This interdependence definitely did not mean equality of men and women. In fact, it was the other way round and marriage was based on patriarchal laws where, at the time of their marriage ceremony, women had to vow to always obey their husbands. The property laws stated that a wife’s â€Å"legal identity was obliterated at marriage and she was entirely under the power and control of her husband† (Chambers 3). There was no way that a married woman could have any kind of property or even have control of the salary she might be getting if allowed to work. Therefore, marriage meant â€Å"civil death† for women (Chambers 3), and they were absolutely dependent on their husbands for everything. The cruel part was that the husbands could spend their wives’ inheritance and money on anything at all, which included keeping mistresses and hiring prostitutes. It was in the late 19th century that in some parts of the world, for instance in Canada, laws were passed that allowed women to own their property as well as the personal savings or earnings they got from any work they did. However, considering that most women, especially of middle and lower class, did not have much of property these laws did not really make much difference, and the judges were reluctant to apply them anyway. In fact, it was not just the women’s property and inheritance that the husbands got control over. The men also co ntrolled their wives’ bodies after marriage. They could force them into sex or childbirth against their wishes, and the women had to oblige them. This also meant that in case there was some kind of an offence against a woman it was only her husband that could prosecute, if he wished to. Women were always at the mercy of their husbands. Apart from their money and bodies, women also did not have any right over their children. Their husbands could take their children anywhere at all and the women could not say or do anything about it. Their ownership lay with their fathers who could keep and raise them wherever they wanted, without giving any reason. In fact, they could practically do anything with them; sell them, trade them, make them work and take the money. Such was the case during the late 19th century. The early 20th century saw feminist groups rising up against this practice too like they were protesting against the property, suffrage and other rights. Birth rate started to decline due to maternal instincts. Due to this and the feminist groups’

Radioactive Decay, Age Dating, Geologic Time Assignment

Radioactive Decay, Age Dating, Geologic Time - Assignment Example Now use the matches to represent a different radioactive element (with a different half-life). Write a "D" on one side of the box to indicate daughter isotopes. Place the matches in the box and shake well (up and down, not side to side as the matches will â€Å"line up† with side to side shaking). After shaking (one time step) remove all matches that point (using the head of the match as the pointing end) toward the end of the box that is indicated by the D. Record the number of remaining matches in the box and repeat until nearly all of the matches have been removed. Plot the results on both of the attached graphs. Use a dot for the coins and a plus sign for the matches. Connect the points on your graphs with a smooth line. Your graph should now resemble in shape the curve in Figure I-5. The more coins used, the better will be the resemblance. (The reason for this is that statistics do not apply well to small samples. An individual gambler can never predict how he or she migh t do on a given try at a slot machine but averaged over many thousands of gamblers, the casino owners are assured of a steady flow of profits.) In the same way, we can never predict just when an individual radioactive atom will decay, but when we are dealing with billions of atoms in rocks (which is always the case), we can be assured that the Law of Radioactive Decay is followed very closely. Use both the linear scale and logarithmic scale graph for the penny and the match data - plot both data sets (pennies and matches) on both graphs.

Good Country People by Flannery O’Connor Essay Example for Free

Good Country People by Flannery O’Connor Essay The short story Good Country People by Flannery O’Connor, is didactic literature, with hefty character analysis to portray that people are not who they appear to be. Hulga, a 32 year old woman with a heart condition. O’Connor portrays Hulga as an experience and strong woman, but through analysis Hulga is well educated but childish and weak Hulga obtains a PhD in philosophy and is taught by highly intellectual people. Hulga has the impression of herself that because she has gone to school for many years and obtain her PhD that she is an experienced woman. In the beginning of the story that is how she appears to be. â€Å"Science on the other hand, has to assert its soberness and seriousness afresh and declare that it is concerned solely with what is. † A line underline in blue pencil, therefore it can be inferred that this quote is of importance to Hulga. Hulga, in this sense is to be thought of as well educated because of her exposure and open mindedness to her religious mother and scientific education leaving her to feel as if she is well experienced, when she is only educated. Her mother is religious therefore Hulga being exposed to religion and while in college educated with science and allowing her to make an informed decision on her beliefs, which is atheism. She has a more open mind for she sees what is in front of her and not what just is told to be true. Therefore she is not well experienced but just well educated. Also her lack of experience is evident when her first date is at the age of 32, when in society that happens when a person is an adolescent, therefore inferring that she has missed important stages in life that add to a person’s experience. Leading to the theme people are not who they appear to be. Hulga, appearing to be experienced is only a well-educated woman. Hulga is childish, thus rebuking the original thought of Hulga as experienced. Hulga falls for the multitude of compliments and lies the boy selling the Bible fills her head with. â€Å"You’re a brave sweet little thing and I liked you the minute I seen you walk in the door. † Hulga believes that this is how he truly thinks of her when in reality he is just using her. â€Å"During the night she imagined she had seduced him. † Hulga, holding such thoughts is seen to be childish because one who is not, understands and would realize deep feeling needs to be given time and does not happen overnight. Even though Hulga is portrayed as experienced because she is uneasy about the situation, she is in reality childish because she falls for the boy’s lies. Also she is seen to be a strong woman, but she is not because she did not stand her ground and fell for the boy’s lies. Therefore leading the reader to see that people are not who they appear to be, as Hulga is just as childish as she is educated. Hulga because of her heart condition is depicted to be a strong woman, but she is really a weak and vulnerable human being. She gave a little cry of alarm but he pushed her down and began to kiss her again. Without the leg she felt entirely dependent on him. † Her mental well-being is far from strong. She is weak because without her leg she is left to feel utterly weak and vulnerable and dependable on a boy who she vaguely knows. O’Connor from the beginning of the short story was portraying Hulga to be a woman that was strong, for she had a heart condition that could claim her life at any time but, she still continued on with her life in the form of education. Hulga reserved, spent most of her time alone, leading the reader to believe that she did not need anyone in particular in her life to make her feel as if she was important. But, with insight from this particular scene. the reader can see that she is a pure vulnerable and weak human being for she does not know how to conduct herself in such a situation out of her control; Leading to the theme people are not who they appear to be. Hulga appears to be strong and independent when in reality she is a weak human being. O’Connor’s didactic literature uses character analysis to portray the theme people are not who they appear to be using a 32 year old woman who is disabled and an atheist. O’Connor portrays Hulga to be experienced and strong but when placed in a situation that is unfamiliar to a person, her true colors shows and the reader sees her for who she really is. A well-educated but inexperienced, childish and weak human being, leading to the lesson, people are not who they appear to be.

Bless Me Ultima :: essays research papers

Bless Me Ultima   Ã‚  Ã‚  Ã‚  Ã‚  Children in many cultures are forced into awkward situations, such as they are expected to make life long decision. Some children (usually boys) are forced to chose a bride at the very early ages. Others are to rule kingdoms, and palaces, and some even countries. In the novel Bless Me Ultima, Antonio experiences many difficult situations that are beyond his years and force him to mature much faster then other children his age.   Ã‚  Ã‚  Ã‚  Ã‚  For example Antonio is the cause of many of his parents fights that occur. They quarrel over what Antonio would be when he is older. Antonio’s mother wanted Antonio to be extremely intelligent, and she wanted him to grow up to be a priest. His mother once said â€Å"An education will make him a scholar, like–like the old Luna priest.†(54) His mother was not very educated, and tried to live her life through Antonio. She also talked a lot about bringing honor to the family. This is where the priest part comes in. Due to Tony’s mother being very religious she wanted Antonio to become a priest to bring honor to the family, and for him to have more of a relationship with â€Å"god†. Antonio’s father on the other hand did not agree with education, or Antonio becoming a priest. He thinks education is a waste of time and money. Antonio’s father grew up wandering on a horse back threw fields and meadows, never having any for mal education. His fathers dream is to own a vineyard, and to have his sons work on it together, and make it thrive. You did not need an education to juice grapes, and therefore it was not important to him. His father is not religous, and thinks its pointless for him to become a priests. His father did not have respect for priest, due to--------------. Antonio is towrn between his parents and searches for answers. He turns to Ultima for comfort â€Å"She understood that as I grew I would have to chose to be my mothers priest or my fathers son†(41). Although Ultima does not give Antonio straight answers on what he will grow to be she does help him through. Which is what he was longing for.   Ã‚  Ã‚  Ã‚  Ã‚  Another situation that Antonio was put in, was the witnessing of the many deaths that occurred during the novel and his young life. The first death Antonio witnessed was the death of Lupito.

The Milky Way

Large-Scale Universe to The Milky Way The Birth of Modern Cosmology Cosmology is the study of the structure and evolution of the universe (Bennett, Donahue, Schneider, & Voit, 2010). Edwin Hubble is often credited with the birth of modern cosmology. He discovered that the Andromeda galaxy was in fact a separate galaxy from the Milky Way. By comparing various photographs taken over several nights and measuring the Cepheids and their luminosities, Hubble’s discovery changed the way we view the universe today. However, this was not the only discovery Hubble made that aided in the development of modern cosmology.In 1929, Hubble’s research of Andromeda and other galaxies led to a dramatic discover concerning the size of the universe. Based on the distance of a galaxy, Hubble discovered that the redshift was greater. A greater redshift indicates that the object is moving away and this led to the discovery that our universe is expanding. The Big Bang Theory The Big Bang Theory is a theory that states that the universe was once in a hot, dense form of matter and radiation which expanded rapidly. The expansion and cooling of this matter allowed the formation of galaxies, stars, and planets.The National Aeronautics and Space Administration (NASA) launched a satellite known as the Cosmic Background Explorer to test the theory of the Big Bang Theory. Astronomers believed that the universe puts off its own heat and as a result, should be able to produce a perfect thermal radiation spectrum (Bennett, Donahue, Schneider, & Voit, 2010). The results aided in the support of the Big Bang Theory. Milky Way Structure 583 References Bennett, J. , Donahue, M. , Schneider, N. , & Voit, M. (2012). The Cosmic Perspective (6th ed. ). Retrieved from The University of Phoenix eBook Collection database.