Edward J. Larson´s Summer for the Gods The Scopes Trial...

Summer for the Gods: The Scopes Trial and Americas Continuing Debate Over Science and Religion concentrates on the Scopes trial, otherwise called the Monkey Trial, which happened in Dayton, Tennessee in the mid year of 1925. The trial occurred in excess of a Tennessee law that banned the educating of human development out in the open schools. The American Civil Liberties Union needed to test the law, and a junior instructor named John Scopes, consented to help them. The alleged trial of the century united the well known government official and speaker, William Jennings Bryan, who headed the opposition to development campaign; and Clarence Darrow, who was viewed as the best criminal protection legal advisor of the time. The two men, plus their individual direction, clashed in the trail with the indictment in the end ready to maintain the law. In the first segment of the book, Larson lays the basis for the trial by analyzing the socio-political connection in the United States throughout this time. While development and religion had coincided generally concordantly throughout the mid nineteenth century, more fossil findings, the ascent of religious fundamentalism, and expanded participation in broad daylight secondary schools affected the ascent of the opposition to advancement development in the United States. The development, headed by William Jennings Bryan, contended that advancement speculations were risky and ought not be taught inside the general population schoolShow MoreRelatedHumans s Views On The Evolution Of The World And The Life That Inhabits It1869 Words   |  8 Pages THESIS: Humans who believe in creationism are usually resistant to the views of scientists on the development of the world and the life that inhabits it, but their views continue to be challenged by the empirical evidence of biology and science. This bringing attention to the question, will resistance toward evolution ever let up? OUTLINE: I. Introduction II. Creationism A. Definition of Creationism 1. Opposed to evolution a. Charles Darwin 2. Protection of Beliefs b. CurriculumRead MoreProject Mgmt296381 Words   |  1186 PagesManaging the team 9.3.2 Team building activities 9.2.4 Virtual teams 9.3.3.1 Team performance [9.4.2.2] 9.4.2.3 Conflict management 9.3.2.6 Recognition and awards Defining the Project 4.1 Project charter 5.1 Gather requirements 5.2 Defining scope 5.3 Creating a WBS 5.4 Tools and techniques 6.1 Define activities 9.1.2. Responsibility matrixes 10.1 Communication planning (.2.3.4) [App. G-4] Chapter 12 Outsourcing 12.1.1 Procurement requirements [G.8] 12.1.2.3 Contract types 9.4.2.3 ConflictRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesand permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturersRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesbuilt-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S. Cameron UNIVERSITY OF MICHIGAN Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore

The Effects Of Pollution On The Air Quality Standard

The two biggest air pollution in California are transportation such as cars and trucks and stationary sources such as oil refineries and industry facilities. Two major pollutions are ozone and fine particulate materials. Ozone also known as smog. The cause of smog includes the automobile and industrial processes that involve combustion of fossil fuels. The products of fossil fuel consumption are sulfur dioxide, particles, ground-level ozone, nitrogen oxides, carbon monoxide and lead. Ground-level ozone formed when nitrogen oxides and volatile organic compounds heat up under the sunlight to produce ozone. These petroleum-based fuels mainly come from burning fossil fuels such as gasoline and diesel: pollution that comes from our power plants and industrial facilities and from the exhaust pipes of our cars, trucks, ships and trains. US air quality standard is similar to World Health Organization (WHO) air quality standard that a quarter of the pollution. However, there is a quarter of t he pollution lives in the areas that do not meet the standard at all. In Los Angeles metropolitan area, more than 12 million cars travel on the freeway every day. Due to heavy commercial activity, about 40% of all the containers freight tonnage in the country comes through the ports of Los Angels and Long Beach to Riverside and much of it winds up traveling these roads. The dusty air flew up next to the freeway where trucks and trains transporting goods. Everyday, idling cargo ships 30,000Show MoreRelatedPhilippine Environment Code1477 Words   |  6 PagesCode is a body of laws settling forth management policies and prescribing quality standards for the environment in its totality. †¢ Provided a comprehensive program of environmental protection and management. 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What Are the Advantages free essay sample

This paper will review the advantages of brain-compatible learning environments by first discussing what brain-based learning consist of, the relationship between the brain and student learning, the advantages of brain-compatible learning environments, how these environments can be implemented, brain-compatible teaching methods and how we can measure the success of brain-based learning. Brain-based education is best understood in three words: engagement, strategies, and principles. Brain-based education is the engagement of strategies based on principles derived from an understanding of the brain. † (Jensen, 2008) Brain-based learning focuses on how the brain can best learn the content being taught. Brain-based learning recognizes that the brain does not learn in a linear fashion like how must schools are structured today. A brain based learning environment focuses on social connections and motivation to encourage learning. Students learn best when presented with challenges and are encouraged to come to conclusions on their own regarding the content being taught. Not everyone learns as the same pace and brain-based learning environments must accommodate for this by incorporating techniques that allow for non-linear learning. How we learn is complex and no two brains learn the same way, however there is a basic learning process all brains follow. Input is received through the thalamus while at the same time being sent to other processing areas (e. g. isuals to occipital lobe and language to the temporal lobe), this allows for immediate action if the information is urgent and is perceived as a threatening situation. The brain creates a quick interpretation of the data it takes in; if the data is interpreted as threatening the amygdala is triggered which then engages the sympathetic nervous system. Non-threatening data is held in the frontal lobe for five to twenty seconds, during this time it is filtered; non-essential data is purged from memory, while meaningful data is sent to the hippocampus. In the hippocampus it is organized, indexed and eventually stored in the cortex long term. The brain is instinctively wired to remember the facts surrounding survival, things such as where to find food, who our closest relatives are, how to defend ourselves, how to make tools, how to take care of our children, what gives us pleasure, what gives us pain, distinctive aromas and tastes are all facts we instinctively remember. On the other hand, â€Å"word-based, names, equations, vocabulary and facts are not the types of memories that we are â€Å"automatically good at remembering† (Hileman, 2006) So merging the things we are good at remembering with the things we want our students to learn is a basic technique of brain-based learning. An example of this would be using smells or emotions to help remember key facts. Another brain-based learning technique is timing, â€Å"our brain cycles through attentional highs and lows every 90 to 110 minutes† (Hileman, 2006) As a result we must space activities, lectures and assessments throughout the class periods to coincide with this cycle, this may be challenging in environments that are structured in shorter periods but not impossible. Repetition is another brain-based learning technique. When material is repeated connections are strengthened in the brain. We must be careful though as there is a fine balance between repeating a technique to aid in retention and being so repetitive that the learner becomes bored and no longer receptive to the material. Movement is also a brain-based learning technique that increases blood flow and oxygen to the brain thus enhancing and stimulating learning. Visuals can also increase learning, â€Å"between 80 and 90 percent of all information that is absorbed by our brain is visual† (Jensen, 2008) Our brains are designed to identify differences in a group of objects and images with contrast, color and/or movement will attract a learners attention. Design the decor so that entering students will get a glimpse of what they will be learning throughout the year. † (Veverka, 2011) Not only will this decor provide visual enhancement, it will also engage the learner by subconsciously providing the learner with repetitive views of the content. Hileman suggests that novelty is another way to stimulate and engage the brain, making subtle changes in the learning environment such as changing rooms, a change in lighting, field trips or guest speakers can engage learners. Hileman also suggests that color can motivate brain activity. â€Å"It has been suggested that every color has a wavelength, and every wavelength, from ultraviolet to infrared affects, our body and brain differently† (Hileman, 2006) Some colors have calming effects while other simulant effects, effectively using colors to engage learners is another brain-based learning technique that can be easily incorporated into a brain-based classroom. The final technique Hileman suggests is automatic leaning, most f what we learn is non-conscious, our brain quickly assesses input and makes decisions on how to react without conscious thought. How a teacher is perceived by their students can impact the learning environment, teachers must maintain a positive attitude, must have an enjoyment of learning and develop a rapport with their students to allow for a safe and positive learning environment for students. Social behavior can also play a part in brain-based learning as humans are social creatures. Therefore creating cooperative learning environments can help access the social aspect of learning. There are many techniques involved with brain-based learning, but there is a question of how these techniques can these incorporated into the traditional classroom. In short they can’t, traditionally classrooms are not designed to utilize the brains natural learning ability , traditional classrooms rely on lectures and memorization with the goal of getting students to pass tests. To implement brain-based learning techniques we must step away from the traditional classroom and focus on teaching in a way that augments how the brain can best learn. We must stimulate different areas of the brain and incorporate varying teaching styles into the learning environment. There must be a focus on â€Å"creating an environment, specifically, that can mean giving students periodic breaks in instruction so new information can sink in. It can even be as simple as including water breaks to refresh students. † (Kormanik, 2002) In Kormanik’s article one teacher, Lynn Hessler, took a brain-compatible learning course that discussed techniques such as aromatherapy, music and positive thinking in the classroom.

Maintaining Academic Honesty

How does a student feel when he cheats his way towards academic excellence? What are the consequences of academic dishonesty? Well, these are questions every student must put in mind before engaging in the diverse forms of academic dishonesty. In any learning institution, honesty is a fundamental concept in the process of achieving academic excellence. Thus, it is indispensable for students to sustain academic excellence.Advertising We will write a custom report sample on Maintaining Academic Honesty specifically for you for only $16.05 $11/page Learn More Indeed, a student will achieve this by taking note of the elements that comprise academic dishonesty. It is evident that the skills gained by students through academics portrays their potential and measures up to their future success. Most importantly, students should be aware of the consequences they face from the knowledge center whenever they are caught in academic dishonesty acts. It is thus necess ary to exemplify these acts thus plagiarism, cheating and falsification. Plagiarism entails replicating the work of a different person, devoid of properly mentioning the sources, as a way of acknowledging the original work. It is fundamental to note that some students commit the offense deliberately while others do not grasp what it entails. Plagiarism is thus a grave academic misconduct; furthermore, it is considered morally incorrect (Levy Rakovski, 2006). There is a range of reasons why students employ plagiarism. One of the causes is that students might be under duress from their parents or the scholarship programs to accomplish appropriate and good results. Instead of these students working untiringly to accomplish the superior grades, they merely copy a different person’s thought and try’s to make it their own. Additionally, there are students who do not set aside sufficient time for their academic work; thus, they plagiarize the assignments and exams given by t heir instructors. This is with the aim of saving time thus getting involved in other activities they consider indispensable. It is evident that when students avoid occurrences of plagiarism in their work, they acquire high-quality writing skills. In addition, they are destined to imitate proper scholarly traits in their work such as advanced referencing styles. Originality is an indispensable idea in a student’s learning process; as it enables them extend their knowledge (Levy Rakovski, 2006). Shropshire (1997), affirms that cheating during the educational process as illustrated by exams and assignments is equated to academic misconduct. It is considered a severe academic offence; consequently, the students should be aware of the chastisement that is commensurate to such academic vices.Advertising Looking for report on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is further noted that students might engage in cheating because of diverse reasons. One of the reasons is poor preparation for exams thus dreading the possibility of failure. It is equally mentioned that students may cheat due to increased pressure from their edification stakeholder to accomplish high grades. These stakeholders include the parents, guardians; furthermore, the people and institutions financing their education may also apply pressure. It is essential for students to comprehend the consequences that come along with cheating during examination sessions. It is equally affirmed that cheating is regarded as an unscrupulous behavior and an act of deceit. It distorts the students reasoning ability and renders them academic incompetent. In order for students to develop exceptional academic habits, they must deter from the temptation to cheat during the exam process. It is apparent that when students avoid dishonesty as exemplified through cheating, it helps them grapple what they have been taught in class. Honesty all through the exams is a representation of what the student has gained from his studies thus indicating where he ought to put more emphasis (Shropshire, 1997). Falsification according to Smith, Nolan Dai (1998) is also a form of scholastic misconduct and it involves the submission of altered or contrived work for the tutors to assess. For example, a student can submit testing data that he has doctored. This means that the student might not succeed in practically undertaking an experiment, as a result, makes up his own readings or results concerning the trial. Additionally, a student might allude to references that do not exist. It is noteworthy that this academic vices result in diminished genuineness, in a student’s scholastic work. It is a fact that, some students might generate phony letters of recommendations with the purpose of acquiring certain educational favors or services. Honesty is an academic asset that helps students achieve justifiable grades essential in their upcoming car eers. Academic dishonesty diminishes a student’s future opportunities; hence this is considered a high cost to incur (Smith, et al., 1998). Academic honesty is indispensable to learning institutions for various reasons. One of the reasons is that when students are honest it means they have invested in the educational process. It is evident that nothing is accorded for free especially in the education sector; as a result, the students should work hard to accomplish scholastic excellence.Advertising We will write a custom report sample on Maintaining Academic Honesty specifically for you for only $16.05 $11/page Learn More It is notable that the instructors invest significant proportions of time in guiding the students through their academic process. Thus, the students should be pleased about this by working untiringly to realize legitimate grades (Shropshire, 1997). It is evident that academic honesty enables students to undertake their education efficiently without interference. These interferences might include academic warnings, deferment or expulsion from learning institutions. Students should strive to attain academic honesty to permit them sustain an outstanding academic repute in the society. It is a fact that, a student with a distorted academic honesty reputation might be denied entry into erudition institutions. Thus, superior academic reputation is indispensable for an individual to progress their studies (Shropshire, 1997). In conclusion, the basic underpinning of academic honesty is self control. Some of the most renowned forms of studious dishonesty involve plagiarism, prevarication and cheating. It is thus advisable that students should work untiringly to avoid them. It is not forgotten that the practices of academic dishonesty come with severe consequences, which denies an individual, potential opportunities. References Levy, E. Rakovski, C. (2006). Academic dishonesty: A zero tolerance professor and student registration choices. Research in Higher Education, 47:6 735-754. Smith, J. Nolan, R. Dai, Y. (1998). Faculty perception of student academic honesty. College Student Journal, 32:2 305-319. Shropshire, W. (1997). Of being getting: Academic honesty. Liberal Education,  83:4 24-27. This report on Maintaining Academic Honesty was written and submitted by user Kason Holland to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.