The Pros and Cons of Allowing Cell Phones in School

One of the more controversial and most discussed issues that school administrators face on a daily basis is where they stand with students and cell phones. It seems that virtually every school takes a different stance on the issue of cell phones  in school. No matter what your school’s policy is, there is no way to completely keep all students from bringing their phones unless you do student searches every day, which is simply not feasible. Administrators must evaluate the pros and cons of allowing cell phones in schools and make a decision based on their own student population. The fact is that almost every household owns multiple cell phones.   The age of students who own a cell phone has progressively been trending downward.   It has become increasingly common for students as young as five to possess a cell phone. This generation of students are digital natives and thus experts when it comes to technology. Most of them can text with their eyes closed. They are often far more adept than most adults at using their cell phones for many purposes. Should Cell Phones Be Banned or Embraced in Schools? There are essentially three core stances most school districts have taken with their cell phone policies. One such policy basically bans their students from having their cell phones at all. If students are caught with their cell phones, then they can be confiscated or fined. In some cases, the student may be suspended. Another common cell phone policy allows students to bring their cell phones to school. Students are allowed to use them during non-instructional times such as time in between classes and lunch. If students are caught with them in class, then they are confiscated from the student. Another cell phone policy is leaning towards a shift in administrators thinking. Students are not only allowed to possess and use their cell phones, but theyre also encouraged to use them in class as learning tools.   Teachers incorporate the use of cell phones regularly into their lessons for purposes such as research. Districts that ban their students from having their cell phones or limit their usage do this for a variety of reasons. Those include not wanting it to make it easy for students to cheat, being afraid that students are sending inappropriate content, playing games, or even setting up drug deals. Teachers also feel like they are distracting and disrespectful. All of these are valid concerns and are why this is such a hot issue among school administrators. The movement towards embracing the use of cell phones by students begins with educating students on proper use of phones at school. Administrators who are shifting towards this policy often say that they are fighting an uphill battle with a policy that has a complete or partial ban on cell phone possession and use. Administrators who have transitioned to this type of policy say that their job has become much easier and that they have far fewer issues of cell phone abuse than they did under other policies. This type of policy also clears the way for teachers to embrace cell phones as an instructional tool. Teachers who have elected to use cell phones in their daily lessons say that their students are actively engaged and more attentive than they typically are. A cell phone can be a powerful educational tool. Smartphones have the ability to provide students with so much information in an instant that teachers cannot deny that they can be powerful tools that enhance learning in the classroom. Many teachers are using them for a variety of purposes such as small group projects with research races or text competitions for correct answers. The website polleverywhere.com allows teachers to pose a question to their students.   The students then text their answers to a particular number that the teacher provides them. The website collects the data and puts it into a graph, where teachers can project their answers on a smart board and discuss the answer choices with the class. The results of these activities have been very positive. Teachers, administrators, and students have all provided positive feedback. Many teachers and students would argue that it is time to move into the 21st century and begin using the resources we have available to engage our students in the learning process more readily.

Make Your Own Homemade Hand Sanitizer

Some commercial hand sanitizer contains ingredients as scary as the germs they protect you from, so why not make your own hand sanitizer from ingredients you select? This is an excellent project for kids as well as adults since the project can be expanded to include a discussion about hygiene and disinfection. Youll save money, protect yourself from germs, and can customize the scent of the hand sanitizer so it doesnt smell medicinal. Homemade Hand Sanitizer Ingredients 2/3 cup 99% rubbing alcohol (isopropyl alcohol) or ethanol1/3 cup aloe vera gel8-10 drops essential oil, optional (such as lavender, vanilla, peppermint, grapefruit)bowl and spoonfunnelrecycled liquid soap or hand sanitizer bottle Make Hand Sanitizer Nothing could be easier! Simply mix the ingredients together and then use the funnel to pour them into the bottle. Screw the pump back onto the bottle and youre ready to go. How It Works The active ingredient in this hand sanitizer recipe is the alcohol, which needs to comprise at least 60% of the product in order to be an effective disinfectant. Essential Oils in Hand Sanitizer In addition to adding fragrance to your hand sanitizer, the essential oil you choose may also help protect you against germs. For example, thyme and clove oil have antimicrobial properties. If you are using antimicrobial oils, only use a drop or two, since these oils tend to be very powerful and might irritate your skin. Other oils, such as lavender or chamomile, may help soothe your skin.

Private School Vouchers Essay - 2547 Words

Proposals to use private school vouchers, a marketplace strategy, as a mechanism by which to improve the general quality of public education have produced a lively debate. Frequently, that debate has degenerated into a disagreement about whether public schools are as good as private schools or whether a given private school is better than a certain neighborhood public school. Other issues raised in these discussions include the appropriate use of public funds, the role of competition in improving public education, and the right of parents to choose a school for their children. Although these issues are of interest, they are not the fundamental questions which must be raised about the future of public schools in a democracy.Two Core Issues†¦show more content†¦The Thompson proposal for Wisconsins schools embraces this belief system it is a denial of the fundamental role of public education in affirming the public good.A second issue which remains unexamined in the rush to the marketplace concerns the claims offered in defense of private school choice. Choice is offered as a quot;lesson learnedquot; rather than a proposition to be examined. Advocates of private school choice have ignored its history. Despite the claims made for a market-based school restructuring strategy, the history of choice does not support the claims of its proponents.A Declaration of CrisisWillingness to abandon strong support for public schools and to turn to marketplace solutions is driven by a crisis rhetoric. This rhetoric, which suggests that public education is failing, is not only misleading, it is dangerous because it may erode public confidence in the very institutions on which our capacity for a democratic response depends.Criticism of public education has continued unabated since the publication of A Nation At Risk in 1983. Stimulated in large part by new international economic realities, by a domestic economy based on traditional production models, and by changing domestic demographics, the critics have sought solutions to these challenging problems by turning to schools and educators. The data cited by critics of public schools were accepted at face value until the late 1980s. However, sinceShow MoreRelatedNation At Risk Gave Rise To Two Major Education Reform974 Words   |  4 Pagesgave rise to two major education reform movements; accountability and school choice. Federal government started thinking about testing, and standardization, which resulted in No Child Left Behind (N CLB), and Race to the Top. McGuinn’s No Child Left Behind (NCLB), describes the politics of accountability as setting a standard for teachers, testing students to see if the schools meet the set standards, and then holding the schools and teachers accountable for not achieving those standards by creatingRead MoreBusting Unions For Fighting Reform Policies784 Words   |  4 Pagesreform programs, including voucher programs, charter schools, and merit pay programs, there is also evidence where teachers’ unions have supported new reforms. They have introduced new charter schools and have based salaries on merit pay programs. Former NEA president Bob Chase delivered a speech in 1997 claiming that the NEA was on the forefront of education reform. He stated that the NEA invested 70 million dollars on reform initiatives and sponsored six charter schools across the country (ChaseRead More School Vouchers Essay1467 Words   |  6 PagesSchool Vouchers   Ã‚  Ã‚  Ã‚  Ã‚  School vouchers can be described as financial funding given to students who elect not to attend public schools. Therefore the government would not be spending money educating that student in a public school. A school voucher is the allotment of money that the government would have used for that student to attend public school. This money is then given to the family of the student to help fund the education of that student. This money cannot be used for anything other thanRead More School Vouchers Essay1739 Words   |  7 Pagesthe issue of school vouchers. The two sides have remained deeply entrenched in their rival positions concerning this issue. Some wonder about the practicality of using the vouchers, while others wonder if it is defeating the purpose of the educational system. Educational vouchers can be very beneficial for both the student and even the school districts involved in the program. Many people do not realize the benefits of this program. Educat ional vouchers are something that many school districts needRead MoreCritical Analysis of Problems and Issues in Education Essay examples1547 Words   |  7 PagesThe School Voucher program was designed to give families a choice about where their children could go to school. The program offered a fixed dollar amount each year to put toward a child’s tuition. Their choices ranged from private or parochial schools, these are schools that many of these children may not experience otherwise. Charter schools were also options because they are run much like private schools. The thought behind voucher programs is that a sense of competition would be created. TheRead MoreEssay about Vouchers and School Choice - Vouchers are Not the Solution1296 Words   |  6 PagesSchool Vouchers: Not the Solution       As standardized test scores continue to plummet and our nation falls farther behind such industrial rivals as Germany, England, Australia and Japan in comparable education, parents are questioning the current system of education. After being kicked around the national agenda for decades, the school voucher issue is finally being emphasized in several state legislatures, as well as in Congress. In the website titled Vouchers: No, but...Taxpayer Help toRead MoreEducation in America1590 Words   |  7 PagesEducation in America: Failing Schools Education in America is one of the most important issues that face our nation. If the education in America is not thought of one of most serious issues we face, our nation as a whole will fall. There are many debates and they seemly extend to all walks of life. The debates range from the decline in education, school vouchers, and the no child left behind law. As a nation, the United States is ranked above others. We must search for that solutionRead More The School Voucher Debate Essay2167 Words   |  9 PagesThe School Voucher Debate In the education community, few issues stir up as much debate as the notion of providing government-funded aid, in the form of vouchers, to parents so that they may send their children to private schools. The voucher movement has been gaining momentum since Wisconsin implemented the first voucher program in 1990, but only few states have adopted such programs. Although the courts have upheld the constitutionality of vouchers, there is still a lack of consensus amongstRead More School Vouchers: Parents Need a Choice Essays4617 Words   |  19 Pagesall people. Chief Justice Clarence Thomas, in a 2002 ruling, stated reasons why school choice should be protected under the 14th Amendment. Justice Thomas wrote in defense of school choice, â€Å"Whatever the textual and historical merits of incorporating the Establishment Clause, I can accept that the Fourteenth Amendment protects religious liberty rights. But I cannot accept its use to oppose neutral programs of school choice through the incorporation of the Establishment Clause. There would be aRead MoreEssay Will School Vouchers Improve Public Schools?1082 Words   |  5 Pagesthe discussion on voucher schools directly affects our youth, the very foundation of our country. Many cities across the United States have proposed school voucher programs in an effort to improve the education of inner-city children that come from low-income families. However, with this proposition arises certain questions that cannot be avoided. Although proponents of school vouchers argue differently, challenger s of the system expressly state that the taxpayer-funded voucher system infringes upon

Achondroplasia Essay Example For Students

Achondroplasia Essay AchondroplasiaThere are many conditions and diseases that can cause short stature, dwarfism. Some of these conditions involve a bone disorder the bones do not grow and develop normally. These conditions are called skeletal dysplasias or chondrodystrophies. People with these conditions of short stature often refer to themselves as dwarfs, little people, or short-statured persons. More than 100 skeletal dysplasias have been discovered. Of these, achondroplasia is the most common. It occurs in all races and with equal frequency in males and females, but is a rare disease. An individual with achondroplasia has disproportionate short stature, which means the head is large and the arms and legs are short compared, to the chest. This shortness is particularly noticeable in the upper arms and thighs. Other signs are a large forehead, a flat or even depressed area at the base of the nose, a protruding jaw, and sometimes the teeth are crowded and the upper and lower teeth may be badly aligned. An adult with achondroplasia usually has an exaggerated forward curve to the lower spine. The legs of a person with achondroplasia almost always become bowed and the elbows often cannot be straightened completely. Sometimes the person has limited twisting ability at the elbows. The hands are short, and the feet are short and flat. Another sign is double jointedness, caused by loose ligaments in some joints. Achondroplastic children can flex their finger, wrist, hip, and knee joints to an extreme degree because of this. These signs are usually apparent at birth, and ach ondroplasia can be diagnosed at that time. Affected men average 51.8 inches in height, while women average 48.6 inches. There is no relationship between the height of the parents and the adult height of their children with achondroplasia. Children with achondroplasia develop slower. It takes them along time to gain proper head control, because of the extremely large head the neck muscles have to be strong enough to support it. Children with achondroplasia commonly get middle-ear infections in the first five or six years of life, probably due to abnormal drainage of the tube from the middle ear to the throat. Weight control is a frequent and lifelong problem for many people with this disorder. Both children and adults must be careful of what they eat because they are prone to add excess weight. The basic cause is faulty development of the bone structure. If these infections are not recognized and treated, or are resistant to treatment, the child may sustain significant hearing loss. Dental problems caused by overcrowding of teeth (especially those of the upper jaw) may occur. Malocclusion often results and makes good oral hygiene difficult. In addition to ordinary dental care, orthodontic treatment may be necessary. Th e large head seen in achondroplasia is often confused with hydrocephalus (water on the brain). Hydrocephalus may develop in achondroplasia, but it rarely requires surgical treatment. It is important to measure the young childs head circumference regularly to distinguish hydrocephalus from normal head growth. Young children with achondroplasia are at increased risk for specific neurologic and respiratory problems. These result from smaller openings in the skull, particularly at the foramen magnum (or large window) at the base of the skull. In some cases, surgery is required to enlarge this opening and relieve pressure on the base of the brain and spinal cord. Common orthopedic problems in childhood include a reverse curvature (kyphosis) of the lower spine in infancy, and bowed legs, which may develop any time after children begin to walk. The spinal kyphosis usually resolves without treatment, but may require bracing or surgery if it persists. Bowed legs may be treated by bracing or orthopedic surgery. Older children and adults frequently experience fatigue, numbness, or pain in the lower back and thighs. Often these complaints are simple muscular problems that do not require special care. If they are persistent or severe, the person should be evaluated by a physician, perhaps a neurologist. Nerve or spinal-cord problems are common because of the narrow spinal canal, particularly in the lower back. .u317502fc58c48dce311d6860b7fa2636 , .u317502fc58c48dce311d6860b7fa2636 .postImageUrl , .u317502fc58c48dce311d6860b7fa2636 .centered-text-area { min-height: 80px; position: relative; } .u317502fc58c48dce311d6860b7fa2636 , .u317502fc58c48dce311d6860b7fa2636:hover , .u317502fc58c48dce311d6860b7fa2636:visited , .u317502fc58c48dce311d6860b7fa2636:active { border:0!important; } .u317502fc58c48dce311d6860b7fa2636 .clearfix:after { content: ""; display: table; clear: both; } .u317502fc58c48dce311d6860b7fa2636 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u317502fc58c48dce311d6860b7fa2636:active , .u317502fc58c48dce311d6860b7fa2636:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u317502fc58c48dce311d6860b7fa2636 .centered-text-area { width: 100%; position: relative ; } .u317502fc58c48dce311d6860b7fa2636 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u317502fc58c48dce311d6860b7fa2636 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u317502fc58c48dce311d6860b7fa2636 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u317502fc58c48dce311d6860b7fa2636:hover .ctaButton { background-color: #34495E!important; } .u317502fc58c48dce311d6860b7fa2636 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u317502fc58c48dce311d6860b7fa2636 .u317502fc58c48dce311d6860b7fa2636-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u317502fc58c48dce311d6860b7fa2636:after { content: ""; display: block; clear: both; } READ: John Berger and History EssayMutations within a single gene cause achondroplasia. The condition may be passed from one generation to the next or it may result from a new mutation in a

How does movie Gattaca relate to biology free essay sample

The movie Gattaca directed by Andrew Niccol is about â€Å"a genetically inferior man assumes the identity of a superior one in order to pursue his lifelong dream of space travel†. During the process (to become as same as Jerome Morrow, the superior), Vincent goes through lots of different operations, including physical and genetic operations. As we watched it and saw the operations and the doctors in the beginning of the movie, we connected happenings to the things we learned in our Behavioral Biology course. In the beginning of the movie, when Vincent born, his doctor draw blood of him and immediately told his parents how long he will live, what will be his strengths, what will be his weakness, how long will he live, which profession he will be etc. He was a faith children (a child which has no well arranged genes). When the doctors were looking at that blood drop, they didn’t count environmental factors. We will write a custom essay sample on How does movie Gattaca relate to biology? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They made all those comments without the environment he will be raised. One of the topics we discussed in class was the relationship between genes and environment. Genes are not effectively only by themselves. Environment also has an important effect on what we are going to become and look like. In the movie Gattaca, the importance of relationship between genes and environment is ignored. Most of the people in Gattaca were not faith children. Their genes were selected and they had every good and functional genes their parents wanted and doctors gave. It makes them perfect and perfection is what makes evolution unnecessary. When a new type of disease comes out, the babies born in that time will have a gene, which will make them not effect from it. Humans will have no chance to evaluate since a gene that will work against that illness would already be created and started to give it to newborn children. As we discussed in class, evolution will continue as long as change continues. In the movie Gattaca, humans can develop a gene according to their needs and wants. The human made gene can be given to a newborn child and as a result, this would stop evolution since there will be no need for it. The relationship between genes and environment and evolution are what I connected directly with the movie Gattaca. Both topics had my attention more than any other topics we discussed in class since there are most of proofs to show how these works. When I realized both things are not included in the movie and have no chance to happen, I decided to write my essay about them. It would be interesting to live in such a society like the one in Gattaca and observe a world without any evolution and sickness. I have no idea if it would perfect to live in such a place with technology but I’m pretty sure it would be horrible to be in need for technology that much.

Decoding Captain Miller Essays

Decoding Captain Miller Essays Decoding Captain Miller Essay Decoding Captain Miller Essay Decoding Miller The Character of Protagonist in Saving Private Ryan by Jack L. Walker, Jr. The movie Saving Private Ryan is like a large painting with many carefully brushed hues. Where does one begin in analyzing it? Perhaps if I can touch on how it addresses an issue of current concern in society, it will prove useful. My focus is Captain John Miller, the chief protagonist, and his characters connection to todays ongoing discussion of moral character and leadership. Although we see Capt. Miller more than anyone else in the film, he may be the most difficult character to analyze. He does not wear his passions and opinions on his sleeves as his fellow soldiers do. In fact, he intentionally reveals little about himself. Like many other leading men, we need to carefully observe his interaction with several of other principal characters to discover Capt. Millers worthwhile character traits. The opening battle scene provides us with a good opportunity to make to some initial observations about Capt. Miller. If men, like metal, are tested by fire, then Capt. Miller will surely reveal his base alloy in the Omaha Beach invasion. With bullets pouring like rain on the invading forces, the overwhelming temptation for many Allied soldiers on D–Day was to simply hide behind the beachs barricades. (It has been reported that some of the soldiers were so paralyzed by fear that they hunkered down behind those barricades long enough to drown once the tide came in) Capt. Miller resists the temptation to stay shielded. He leads his men across the beach and up to the cliffs so that they will be in a better position to use their weapons. Their unit is one of those that contributes to the success of the Allies in this decisive battle. Specifically, it is field commanders like Capt. Miller that enable sound tactics to compensate for blown strategy. This scene allows us to see Capt. Miller clearly demonstrate his ability to persevere and fulfill a mission in the midst of deadly chaos. Soon after the battle, we are told that Capt. Miller was specifically chosen to play the role in the battle that he did. Now he is given another mission. This mission comes straight from Gen. Marshall. Capt. Miller is to rescue Private James Ryan from behind enemy lines and bring him to safety. His three brothers have died in combat, one on the Omaha Beach. Gen. Marshall believes that no mother should have to lose all of her sons in war–he wants Private Ryan sent home. Capt. Miller accepts the mission, finds Corporal Upham (translator) and begins his mission with his squad. Most of the people on the mission with Capt. Miller are those that we saw with him in the opening battle scene. As they walk through the lush French countryside, the men begin to question the purpose of the mission. They wonder if it is prudent to risk several lives to find one man. Where is the equity? The underlying question comes down to this: what is a human life worth? Perhaps all heroes in the classical mode must face this question at some point. And yet there is another theme layered in this scene. Corporal Upham (the smart but awkward coward) is trying to openly make a brotherly bond with the other men. This overt attempt to forge(force? ) relationships is met with laughter. Capt. Miller does not discourage the questions that surround the mission. But he cannot join in the complaining. He allows the spirited young men to voice their concerns. Perhaps he realizes the futility of his position. How can one convince another to go to risk for another person that he does not even know? He uses humor and directed discussion between his men to further the sense of purpose about their mission. Instead of authoritative lectures about duty or simple orders to shut up, Miller leads his men in a mature fashion. They respond appropriately. In this way he is able to encourage closeness between the men that is not so contrived as the intellectual attempts at brother–building made by Corporal Upham. Rank aside, Capt. Millers seasoned approach clearly makes him the leader of this outfit. We shall now jump ahead in the film. The mission has already lost one man, Private Caparzo, to a sniper. Against the advice of his men, Capt. Miller decides that they should make an open field attack on a Nazi radar nest protected by a machine–gun. The plan for the attack is implemented with great success. The enemy is destroyed, save one. Capt. Millers unit survives, except one. But the death of that one man provides some agonizing minutes as the group comforts him in his last moments of anguish. In horror, they watch him die in pain, calling for his mother. (Capt. Miller later weeps for Wade, but in private. Having witnessed the death of their comrade, they now seek to kill the Nazi who survived the raid. Corporal Upham, showing little passion for anything or anyone up to this point, now insists that the Nazi should be treated like a prisoner and be allowed to live. After much heated discussion, Capt. Miller decides to blindfold the Nazi and send him off. Knowing his mission will not allow him the luxury of caring for a prisoner, Capt. Miller hopes that another unit will capture the German. This action infuriates some of the men. Private Reibens open disgust leads him to the point of abandoning the mission. Sgt. Horvath becomes enraged with Reiben and orders him to stand down. Horvath even pulls out a pistol to make Reiben obey. Reiben would apparently rather risk his life than continue on the mission. Horvath seems intent on killing him if he leaves. Just at this critical juncture, Miller intervenes. He does not tell them to break it up. Instead he tells a little about his own life. We find out that he is a school teacher and is married. Miller reveals a private side of him previously kept secret. He admits that he does not know the meaning of the war or the worthiness of Private Ryan. He may not even be alive. ) Millers soliloquy closes with an offer to officially release Reiben from the mission. Reiben, clearly moved by the candid sincerity of Miller, decides to stay with the mission. Miller leads by example. Before long, the squad locates Private Ryan. Once he finds that his brothers are gone, he does not want to leave his comrades, whom he now considers family. He will stay with hi s unit and protect the bridge to which they are assigned. Millers squad shows disgust at Ryan. Although, lives were lost to bring him back, he refuses to be rescued. Miller does not try to pressure Ryan into coming with him. Is his mission to fail? He consults with Horvath, his second in command. Horvath reminds Miller of what he probably already knew: saving Private Ryan might be the one worthwhile thing that they do in the war. Perhaps, Horvath indicates, it can earn them the right to go home and enjoy the private life that they all long for. Decision–makers are often faced with difficult decisions like this one, for which all of the possible options look undesirable. The better leaders often come up with options that no one else thinks of. Miller neither wants to abandone the mission nor take Ryan back by force. He creates a third option. Miller decides that his own squad will help defend the bridge with a well–orchestrated plan. Just prior to the final battle, Upham translates a beautiful song to the squad while Miller talks to Ryan. Miller encourages Ryan to think of his brothers in terms of a context (a literary tool) so that he may properly remember them. Although both valuable, Millers appreciation of art has more practical application than of Uphams. Like many well–laid plans, Millers is not completely successful. The Germans do not take the bait. Their numbers overwhelm the two Allied units. Heavy casualties ensue until the reinforcements arrive. But if success is measured by the result of his mission, Miller makes the grade. Private Ryan is saved. Ironically, Miller is killed by the very Nazi who he released earlier. Upham then kills that Nazi, but only after the battle is won and the danger of retaliation is over. As he dies, Miller tells Ryan to earn this. Ryan, not to mention we the viewers, must strive to be worthy of the sacrifices made by those who have rescued him. In response to the earlier query as to what a human life is worth, Miller responds by giving up his own to rescue a virtual stranger. Let us consider some of the observations that we made along the way. What character traits do we find that contribute to the leadership of Capt. Miller? I offer some comparisons between him and the men under his command. Miller shows a high level of intelligence- an educated common sense, unlike that of Upham. He also shows the courage that sorely Upham lacks. Other men in Millers group show courage as well. But their spiritedness is not balanced by the self–control required to make good decisions. Miller needs to make good decisions since he is the leader. His leadership supersedes that of Horvath, who must lead with force when things become difficult. Miller leads by persuasion and example. He does find it necessary to humbly seek counsel with others when necessary, thus leaning on insights of Horvath when appropriate. Like the literary protagonists he lectured on to his classes, Miller may represent the main character in a drama where the minor principals represent some incomplete part of himself. There is no doubt that Miller demonstrates superior leadership over his men. But our good captain does show his normal human longings and emotions. We know that he desires the private life that he refuses to put before his public duties. He displays a sense of humor. And he weeps. Like all human beings, Miller finds it difficult to balance justice with mercy. He knows that life cannot be as fair as Reiben and the others would like- an imperfect world cannot produce perfect justice. His own judgement of mercy leads to his own death at the hand of the prisoner he released. Miller is ultimately brave and honorable. His ability to persevere in a mission is almost uncanny. He is a leader to be entrusted with the most serious of missions. It has been said that Uphams cowardice reflects how most of us would act in similar situations. If this is true, then Miller, the poet–warrior, is clearly our superior. And further, if we are correct in our assessment of Capt. Miller, then we should certainly see the need for such superior moral character coupled with practical judgment in our contemporary society. These are the components of honorable leadership.

Hazards of Aluminium welding fume Essay Example | Topics and Well Written Essays - 2500 words

Hazards of Aluminium welding fume - Essay Example Electric welding was introduced in 1940s. Aluminium welding has been in prominence since 1970. There are several types of welding like Arc welding and Manual metal arc is a common process where the workers are exposed to the fumes. Carbon arc, Cold welding, Electron beam welding, Flux core arc welding, Gas welding, Gas metal arc welding, Gas tungsten arc welding, Shielded metal arc welding, Plasma arc welding, Laser beam welding are the other welding processes where workers are exposed to metal fumes. The welding workers have a high exposure of metal fumes and the exposure depends on place, confined space, workshop or open air. The metal fumes depend on not only the Aluminium but also the process involved which may produce gases like acetylene, carbon monoxide, oxides of nitrogen , ozone, phosgene and tungsten. The metal fumes primarily enter the human system by inhalation route namely Respiration.. The deposition of these inhaled metallic particles is influenced by its physical and chemical properties and a variety of host factors. In the lungs, these particles produce a variety of reactions depending on the concentration, duration of the exposure of the particles, and degree of exposure. All Metallic particles greater than 10 are deposited on the Mucous membrane in the nose and pharynx. Particles between 3m and 10 m are deposited throughout the trachea of the lungs. Particles less than 3m are deposited in the alveoli and cause serious hazards. These particles have a fair chance of being carried into the blood stream and cause Hepatotoxicity and Nephrotoxicity. Health Hazards of Aluminium fumes : Hazards of Aluminium fumes have been well documented in various scientific journals. The health hazard assessment is done by sampling and analysis. Sampling has been well prescribed by the Draft British Standard (DD54) for breathing zone and background samples. Chemical analysis techniques for milligram amounts of fume obtained are outlined in DD54; part I.(Moreton,1982) Aluminium work related Asthma has been established by characteristic patterns of repeated peak flow measurements supported by changes in methacholine responsiveness in workers with work related asthma (Konyerud, 1994).A recent study by keith Harrison of the Queens land Fertility group, Australia has proved the testicular toxicity of such Chemicals in male workers. Studies have also proved that exposure of workers to these metal fumes aged between 20-64, admitted to 11 hospitals in England during the period between 1996-1999, caused health hazards and is a classic case of occupational hazard of metal fume exposure (Palmer, 2003). Further studies on 27 welders with long-term exposure to these metal fumes revealed a reversible increase in the risk of Pneumonia. In the sputum, cell counts, soluble levels of the metal, levels of Interleukin-8, tumour necrosis factor-, myeloperoxidase, metalloproteinase -9, Immunoglobulin (Ig)A, 2-macroglobulin and unsaturated metal binding capacity were analyzed and in the blood samples, evidence of neutrophil activation and IgG pneumococcal antibodies were analyzed. The studies concluded that the local inflammatory response was affected by chronic exposure (Palmer,2006). All welding workers thus, are exposed to acute or chronic respiratory disease. Welding fumes cause