Enders Game Essay Example for Free

Enders Game Essay I selected this book because I was thinking that it would keep me entertained and make it so that I will not fall asleep. This was one of those books that it did not matter about what happened before it you can just start reading it from the start, so before the book began I have now idea what happened I just started to read the book and I liked it. When the book begins it starts out with ender and his brother and sister and his brother is mean and is always threatening his younger brother ender and his younger sister. In this story it is the narrator that is telling it. The setting was important because it was at Enders house at first and his older brother, bulling hem, which made ender stronger and made it so that he would look out for himself. In the beginning the author held my interest because the government shipped ender off to military school at age three. Journal Entry #2 Ender go’s to military school and he gets bullied from the start and makes a name for himself right at the beginning by braking some kids arm, so after that every one starts to put together gangs and start having gang wars in the battle rooms and in the cafeteria. There where lots of twist in this story like ender would always when the war games and he was the commander of army’s and he was just smarter than the older boys. It was pretty easy to fallow the plot if I didn’t zone out but if I did zone out than it was pretty easy to know what was happening because the story would repeat its self. The language in the book was really easy to understand there was a lot of a made up words but it was all right. The mane thing emerges in the book when it comes to the battle games and ender is better then everyone else. Journal entry #3 The climax of the story was when ender meet bean, ender was hard on bean just like how the government was hard on ender and that made bean a lot stronger. But ender and bean come together and they start to when all of these battles together. There are lots of lessons I learned about this book, I learned that life isn’t always easy and the hard things in life make you stronger. If someone talked to me about this book I would tell him or her it was a good book and I would recommend it to them because there was a lot of action in it. But the book did not meet my expectations because I do not like it when three year olds are talking like they are 25 years old I think that was a little over bored and when the three year olds are going to military school that was dome I think that he should have made them 18 because that is more realistic.

How to Deal with Moral Differences :: Papers Ethics Morality

How to Deal with Moral Differences The first way is to believe there are no morally right or wrong viewpoints. The moral issue is just a cultural game and neither your opinions or mine matters. Therefore there is no right or wrong. This view is called moral nihilism. Related to this idea is moral skepticism, which holds that we can’t know any moral truths, and moral subjectivism, which holds that moral views are merely inner states in a person and that they can’t be compared to the inner states of another person. However believing in the above solves no problems, if nobody is right and nobody is wrong. The second way is to believe that there is no universal truth, that each culture has its own set of rules that are valid and apply to that culture, they don’t interfere with our rules and we don’t interfere with theirs, this is called ethical relativism. This belief is viewed as an attitude of tolerance. This belief solves conflicts in the idea that whatever the majority deems to be the moral rule is the rule to follow. The third belief is that deep down in spite of all the cultures differences we call all still agree on a certain moral basics, that people everywhere have basically the same human nature but that we just adapt it into our environment, this idea is called Soft Universalism. Universalism because it perceives that there are some universal moral rules; soft because it is not as radical as hard universalism. This belief can solve problems because its main goal is to seek common ground beneath the variety of opinions and mores. The fourth belief is called hard universalism, this is the absolute opposite of moral nihilism stating that there is only one universal moral code. This belief solves problems with hard evidence and reason. Problems with Ethical Relativism: (1) No Criticism or Praise of Other Cultures, we need to criticize or praise other cultures morals to maintain our own moral integrity. (2) Majority Rule, the idea of the majority always being right is just not rational. (3) Professed or Actual Morality? this is the idea that a certain kind of behavior is normal, but what is â€Å"normal†? for example when a group was asked about infidelity the majority was against it but when the same group was asked if they had committed it, the majority had. (4) What is a Majority? In the instance of euthanasia if a law is passed tomorrow

Gender Segregation in ClassroomÂÂ

Gender segregation in educational institutions has been a subject of great deliberation as well as conflict. Proponents of single-sex schools give religious and orthodox arguments to assert that gender segregation is beneficial for the society on an aggregate level. However, critically evaluating the socio-economic situation of the world at present, one can very rightfully decipher that gender segregation fosters and give rise to gender disparity and inequality which is ultimately detrimental to a society in terms of development and progress. From my initial elucidation on the subject of gender segregation, it can rightly be discerned that I, keeping in view, the contemporary mode of life, is strongly in negation of gender segregation in classroom due to the fact that it gives a great chance for the gender imbalance to thrive and prosper which on the long run is extremely unhealthy for any society in modern times. One of the most important roles that can be played in correcting this state of affair is that of parents. Most of the times, it is no one else but a child's own parents who regards that their daughter/son must be taught separately without the interruption by any student of the opposite gender. Gender differences grow deeper in non-segregated schools and myths regarding men's and women's cognitive differences are highlighted more. One of the strongest reasons that underlie the negation of gender segregation in educational institutions, particularly at an initial school level, is primarily the fostering impact that it has on inequality. In his article entitled â€Å"should boys and girls be taught separately in our schools†, the author Ellie Mulcahy critically analyzes and evaluates both sides of the story; the one supporting gender segregation in schools and the one negating it. According to the author and other experts studying the same dilemma , we can assert that when boys and girls are taught separately in schools, the myths regarding men's and women's cognitive differences are highlighted and inculcated or embedded more strongly and deeply into the young minds of the students. The irony however lies in the fact that these differences have no such concrete basis and are just a form of irrational myths that has long been utilized by male chauvinists to gain advantage over the female specie. The writer further stresses that contrary to the mass believe that gender differences casts an immense impact on learning patterns or preferences, the research has not indicated or proved any such thinking (Mulcahy,2017) . This translates to the at that gender differences originated not biologically but is a result of psychological efforts to devalue a woman and disregard her rights to satisfy male ego. Furthermore, many times parents of the students think it right to segregate girls and boys in relation to the gender myths. David Holthose mentions in his article called â€Å"Gender segregation: Separate but effective?† a statement made by girl and which got affirmation from her parent too saying that girls don't question much when boys are around owing to their shyness. (Holthose,2010). This mindset of parents needs to be altered for good. In addition to this, even if some gender differences occur in learning they can possibly not be generalized and hence are subjected to some individual differences. Therefore, we can assert that co-education helps removing perceived and mythical gender differences in learning processes. Co-education helps avoiding gender stereotypes and the students learn gender fairness. David Holthouse has beautifully dealt with the subject of gender segregation in schools in his 2010 article entitled â€Å"Gender segregation: Separate but effective?†. The entire article is suffused with real life examples and testimonies and thinking of teachers, parents, students and experts and hence provides a holistic understanding of the matter. One of the parents named Mark Jones (his views being cited in the same article) regards that through this gender segregation in schools and supporting this form of education serves to support nothing but irrational ideas about gender coming from the â€Å"dark ages†. Students learn gender fairness when they study in co-educational institutions and the supposed ‘weaker gender' gets a chance to compete. The traditional â€Å"heroic behavior† and â€Å"good character† gets reinforced in single sex schools. (Holthouse,2010). By this we mean that boys in single sex schools are made to learn to be more competitive, aggressive and dominating while girls are trained to be more cooperative shy and quiet. Hence, there is more focus on reinforcing gender stereotypes which ultimately creates noncompetitive and least exposed women in future and it is due to this that the social crimes against women such as domestic violence, sexual violence, and other related crimes against women occur worldwide. The roots of such frustrations against women have a long history and schools serve as an institution where such initial judgments are formed. A stark example is given in the article when the author points out that in one specific 6th grade class in segregated school when boys were asked to brainstorm some words they were all related to action and aggressiveness and the girls were asked to imagine their â€Å"dream wedding cake† thereby indirectly telling them that they must think in the terms of gender. This ultimately keeps them away from developing any form of compassion towards opposite gender. In addition to this, boys took more STEM subjects (Science, technology, engineering and mathematics) and girls were inclined to take softer subjects such as Arts and drama and this is reinforced only in single-sex school setting. Conclusively, we can say safely assume that co-education lead students of both gender compete and remove gender specific expectation and roles.Many parents from the West as well as a lot of Muslim parents regard it good for their children especially the girls to get educated in a segregated school because of the free mixing of girls and boys in coeducational institution which can lead to teenage crimes but since this attitude depends on the nurture, children must not be segregated on the basis of this idea. Eventually they will step into a mix world and this attitude of parents will halt their interpersonal skills.Co-education prepares students to learn how to deal with opposite genders as they ultimately had to face in practical lives. Yet another reason for negating gender segregation is because of the fact that since this world is integrated and a mixture of both genders, students when practically exposed to the world won't find it difficult to settle if they have had a combined education system. Never in this century one could possibly find a road where only women are driving, or a departmental store where only men are shopping, or a club where only men are dancing and hence to survive in the corporate world, gender segregation must be dealt with opposition.The proponents of gender segregation in schools are of the view that because of the difference in the learning patterns of girls and boys, they must be segregated. This view also occurs on an online debating platform called debate.org where in order to support their stance on the subject they were of the view that to reach their maximum potential, girls and boys must be kept separately from each other's influence (Debate.org). In addition to this, the intimacies between girls and boys that occur quite easily in co-educational situations have been cited as one of the arguments against non-segregated schools. Although the latter claim by opposition might be true to some extent as seen in the increase in intimation, it can be controlled by enforcing strict rules and regulations. The former view point of segregating them on the basis of their different learning capabilities serve as a support to the already present gender inequity and discrimination faced by females in work places. Also, once they enter their professional lives, children from segregated schools find it hard to catch up with the mixed environment. According to Emily Martin, Deputy Director of the ACLU Women' Rights Program, gender segregation in schools cannot possibly boost learning by either sex because there has been no proven instance of this claim and the thinking that gender differences in cognitive patterns are there too, has no evidence whatsoever. (Holthhose, 2010. While the intimacy argument can be dealt with the inclusion of strict atmosphere in schools and schooling over maintaining a good distance amongst themselves, the opposition view of gender differences in learning only gives a toll to this social disease of gender inequality.Gender segregation must rightfully be dealt with opposition because it serves as a great propagator of gender inequality, strengthens gender myths regarding differences in the learning pattern, snatches the women right to competition and hence is detrimental to society. Therefore, coeducation must be supported so that gender integration and an ultimate success can be achieved.In the light of above arguments, it can be rightfully discerned that in order to uproot the social vices such as gender inequality and foster a modern growth and improvement in our societies, gender segregation in schools must be opposed. Since parents form a great part of their children's lives, they must treat their children openly and attend workshops or lectures where both can get a chance to work out the conflicts regarding this and enjoy the eventual enlightenment and benefits of it.ReferencesShould schools be segregated by gender? (n.d.). Retrieved February 08, 2018, from http://www.debate.org/opinions/should-schools-be-segregated-by-genderHolthouse, D. (2010). Gender Segregation: Separate but Effective? Teaching Tolerence Issue 36.Retrived from: https://www.tolerance.org/magazine/spring-2010/gender-segregation-separate-but-effectiveMulchay,E.(2017). Should boys and girls be taught separately in our schools? The Guardian ,Opinions. Retrieved from: https://www.theguardian.com/commentisfree/2017/jul/14/gender-segregation-state-schools-disaster-damage-children

Cosmos Episode 7 Viewing Worksheet - Teacher Resources

The seventh episode of the first season of Foxs science-based television series Cosmos: A Spacetime Odyssey hosted by Neil deGrasse Tyson makes an excellent teaching tool in several different disciplines. The episode, entitled The Clean Room deals with many different science topics (like geology and radiometric dating) as well as good lab technique (minimizing contamination of samples and repeating experiments) and also public health and creation of policies. Not only does it dive into the great science of these subjects, but also the politics and ethics behind scientific research. No matter if you are showing the video as a treat for the class or as a way to reinforce lessons or units you are studying, assessment of the understanding of the ideas in the show is important. Use the questions below to help with your evaluation. They can be copy and pasted into a worksheet and tweaked as necessary to fit your needs. Cosmos Episode 7 Worksheet   Name:___________________    Directions: Answer the questions as you watch episode 7 of Cosmos: A Spacetime Odyssey    1.   What is happening to the Earth at its very beginnings?    2. What date for the beginning of the Earth did James Ussher give based on his study of the Bible?    3.   What type of life was dominant in the Precambrian Time?    4.   Why is figuring out the age of the Earth by counting the layers of rock not accurate?    5. Between what two planets do we find the leftover â€Å"brick and mortar† from making the Earth?    6. What stable element does Uranium break down into after about 10 transformations?    7.   What happened to the rocks that were around at the birth of the Earth?    8. On what famous project did Clare Patterson and his wife work together?    9.   What kind of crystals did Harrison Brown ask Clare Patterson to work on?    10. What conclusion did Clare Patterson come to about why his repeated experiments gave wildly different data about lead?    11. What did Clare Patterson need to build before he could completely rule out lead contamination in his sample?    12. Who are two of the scientists Clare Patterson thanks as he waits for his sample to finish in the spectrometer?    13. What was the true age of the Earth found to be and who was the first person he told?    14. Who is the Roman god of lead?    15. What modern holiday did Saturnalia turn into?    16. What is the â€Å"bad† side of the god Saturn similar to?    17. Why is lead poisonous to humans?    18. Why did Thomas Midgley and Charles Kettering add lead to gasoline?    19. Why was Dr. Kehoe hired by GM?    20. What organization gave Clare Patterson the grant to study the amount of lead in the ocean?    21. How did Clare Patterson conclude the oceans were being contaminated by leaded gasoline?    22. When the petroleum corporations took away their funding for Patterson’s research, who stepped in to fund him?    23. What did Patterson find in the polar ice?    24. How long did Patterson have to fight before lead was banned from gasoline?    25. How much did lead poisoning in children drop after lead was banned?