The Problem of Grade Inflation

The Problem of Grade Inflation Grade Inflation: Is A the new C? Quinn, my 9-year-old stepson played on a little league baseball team. He attended most of the practices and played in all the games. I asked one day who won the game today? He looked to his father for the answer. I asked, doesnt he know if his team won? It seems that this little league bent the rules of baseball. Well, they didnt just bend the rules they made up their own rules making sure all the players played, no one struck out, five runs and the other team was up you get my drift. Then to top it off they held a party at the end of the season where everyone received a trophy. I was frankly appalled. Being rewarded just for participation. The prevalence of grade inflation is effecting students, professors and institutions. Students are receiving higher grades than earned. A has become the new C. If our educational system is failing to grade appropriately for attainment of knowledge that students supposedly are there to gain, then what does it all mean? It would seem suitable to compare it to giving every person on a sport team a trophy just for participating. It is a deceptive practice and ethically wrong to give a grade when it truly is not achieved no matter what the reason. The purpose of this argument on grade inflation is to convince students, professors, parents and institutions that the practice of grade inflation must stop. Everyone is affected by the strength or weakness and by the fairness or unjust attributes of our educational system. Grade Inflation has many repercussions. Students receiving higher grades make it difficult to discern the average student from the above average student from the exceptional student. Problem Analysis In my research, I have found educators agreeing that grade inflation is a problem. Over the past decades claims of grade inflation in American higher education have been ubiquitous, with ample evidence documenting its prevalence and severity (Arnold 2004; Summary Weber 2012; Carter Lara, 2016, p. 346). As stated by Rojstaczer 2003, The data indicate that not only is C an endangered species but that B, once the most popular grade at universities and colleges, has been supplanted by the former symbol of perfection, the A (p. A21) It is important to note the causes of grade inflation in the first place. As stated by Rojstaczer and Healy (2010), Faculty attitudes about teaching and grading underwent a profound shift that coincided with the Vietnam War (see graph below). Many professors, certainly not all or even a majority, became convinced that grades were not a useful tool for motivation, were not a valid means of evaluation and created a harmful authoritarian environment for learning. Added to this shift was a real-life exigency. In the 1960s, full-time male college students were exempt from the military draft. If a male college student flunked out, chances were that he would end up as a soldier in the Vietnam War, a highly unpopular conflict on a deadly battlefield. Partly in response to changing attitudes about the nature of teaching and partly to ensure that male students maintained their full-time status, grades rose rapidly. Then there seemed to be a lull in grade inflation until the 1980s when grades b egan to rise again. A new ethos had developed among college leaders. Students were no longer thought of as acolytes searching for knowledge. Instead they were customers (Rojstaczer Healy, 2010). Â   Note. Reprinted from Grade Inflation at American Colleges Universities, by Rojstaczer, S. Two of the more frequently cited sources of grade inflation are faculty status and faculty evaluations Hall (2011 p.146). Professors at some institutions are dependent on good evaluations from students. If the evaluations are not favorable and grades are low, then the teacher becomes suspect. Simply stated, the higher the course grade, the happier the student, and the higher the ratings on the faculty evaluations completed by those students Hall (2011). Motivating the student becomes an issue when the common grade is A. I found support that it becomes extremely difficult for professors to grade honestly because it can be viewed as a sign of poor quality education by the professor, his ratings go down and consequently enrollment in the institutions in future years will suffer. In an article by Stroebe (2016), he discusses grading leniency encouraged by universities. Evidence is presented that the positive association between student grades and their evaluation of teaching reflects a bias rather than teaching effectiveness (p. 800). This cyclic process has only resulted in more problems. Poor student performance in subsequent courses tend to become apparent. Stroebe, a professor in the department of social and organizational psychology, University of Groningen, the Netherlands deliberates the notion that grading leniency or grade inflation is likely to demotivate students. He presents that students overestimate the amount they learn based on the grade they receive. Institutions are at fault here as well and may be the one of the biggest proponents to perpetuating the vicious circle. As Hall (2012) explains in her article, institutional interests also tend to have a significant impact on the prevalence of grade inflation in higher education. With more and more cuts to educational funding, many colleges and universities find themselves struggling to balance their budgets. Students who are happy with their grades are students who are much more likely to remain enrolled thereby filling classroom seats and paying tuition fees (p. 147). An issue that has revealed itself in my research is academic entitlement. The attitude of many of the students today is that they have the right since they are the procurers. (Hall, 2012 p.148). Thought provoking questions are asked by researchers as to the reasons of academic entitlement. As Greenberger, Lessard, Chen Farruggia (2008) ask, What are the circumstances that foster the behavior and attitudes of academic self-entitlement: i.e., expectations of high rewards for modest effort, expectations of special consideration and accommodation by teachers when it comes to grades, and impatience and anger when their expectations and perceived needs are not met? (p. 1194). Rebuttal against grade inflation Then there are those with opposing viewpoints that grade inflation is nonexistent. As Kohn (2002) states, Even where grades are higher now as compared with then, that does not constitute proof that they are inflated. The burden rests with critics to demonstrate that those higher grades are undeserved, and one can cite any number of alternative explanations. Maybe students are turning in better assignments. Maybe instructors used to be too stingy with their marks and have become more reasonable. Maybe the concept of assessment itself has evolved, so that today it is more a means for allowing students to demonstrate what they know rather than for sorting them or catching them out (p. B8) My rebuttal is that over the years attitudes have changed not only of the students, the professors and the institutions. Institutions are not just interested in being the best in providing education, they are not interested in the education business, they are interested in the business of education. Simply put how to make the most money. Professors are interested in keeping their jobs by keeping institutions happy with them. If they give poor grades institutions will think that their teaching ability is poor and students, since they are paying for their education, feel entitled to get good grades or they may give their instructor an unfavorable evaluation. My interview was with a young physician who went to undergraduate school in 2001 then on to medical school, a residency program and an internship. She is currently a practicing physician in a large group practice. One of my reasons for the choice of interviewee is that in the line graph illustrated previously she falls in the time when A is the most popular grade given nationwide. I formulated my line of questions only to be side railed by the very first question; When you were in college, were you aware of grade inflation practices? Her answer was no. Well, I continued, there are quite a few articles written about grade inflation and how prevalent it has become. It has been steadily increasing over the last twenty years. Have you notice that your grades were inflated? She indignantly said, absolutely not! I worked my butt off for every grade I got! the conversation continued as I strove to gain some glimmer of grade inflation recognition. Have you noticed any fellow students getting As that did not put in an A effort? The answer was no all the students I was with were hard working and deserved the grades they received. After the unexpected denial or unawareness of grade inflation could my interviewee fit into the category of entitlement? I decided that it was a case of a hard-working student with drive, motivation and determination to receive the grades that she deserved. She grew up in a time of entitlement, and yes, she does exhibit some of those qualities but she works hard to this day. She may have grown up in the age of entitlement but she is a child of achievement. I would know since she is my daughter. Solution Hall (2012), Argues that in the fight against grade inflation what is lacking are the basic principles of instructional design. There is no framework in place in institutions for measures to prevent grade inflating propensities and actions. Anyone who investigates the sources of grade inflation will ultimately find themselves pointed in the direction of the students themselves. The attitude of many of the students today is that they have the right since they are the procurers. (Hall, 2012 p.148) My experience with attending Chamberlain College for Nursing is that the courses are set up to allow the professors to grade honestly. The grading rubric is beneficial to the student who now knows exactly what is expected of him or her. It makes it a more objective approach to grading. As Kelly (2017) describes, Here are three reasons why I find rubrics truly effective. First, rubrics save time because I can simply look at your rubric and mark off points. Second, rubrics keep me honest, even when Ive had a horrible day . I feel much more objective as I sit before my mountain of papers. More important than these two reasons, however, is that when I have created a rubric beforehand and shown it to my students I get better quality work. They know what I want. They can also see right away where they lost points (p. 1) Benefits I agree with Hall in her analysis of grade inflation. I can see that there are many facets that are all contributing to the problem. Solving one issue will not resolve the problem. Grade Inflating practices are fundamentally wrong. It involves a faculty member to award a grade that is higher than earned. Although it is recognized as being an issue, the inappropriate conduct continues. Hall not only describes the various causes and the rationale why grade inflation continues, but she offers a framework that consists of a different approach to combating the problem with specific objectives, instruction and assessment. It sounds very much like the grading rubric. According to Stevens and Levi (2005), At its most basic, a rubric is a scoring tool that lays out the specific expectations for an assignment. Rubrics divide an assignment into its component parts and provide a detailed description of what constitutes acceptable or unacceptable levels of performance for each of those parts (p.3 ) Conclusion In conclusion, with instructors lowering their grading standards, A has become the most ordinary grade on college campuses. Its like buying a dozen eggs with medium, large, extra-large and jumbo all mixed in one carton. With no true evaluation of students performance, you dont know what youre getting. Students have a sense of entitlement that parents and the environment we live in have fostered over time. Students expect an A with minimal effort. This can be demotivating and discouraging for students who truly give it their all. When there are no guidelines or enforced regulation of grades, the grades given in higher education will have less and less meaning. Its time to stop giving trophies just for participation. References Ad Hoc Committee on Grade Inflation. Final Report of the Ad Hoc Committee Task Force on Grade Inflation. American University, Washington, DC. (October, 10th, 2016).http://www.american.edu/facultysenate/upload/Senate-report-on-Grade-Inflation-Final-10-20-16.pdf. Arnold, R. A. (2004). Way That Grades are Set is a Mark Against Professors. Los Angeles Times. Los Angeles. Carter, M. J., Lara, P. Y. (2016). Grade Inflation in Higher Education: Is the End in Sight? Academic Questions, 29(3), 346-353. Doi:10.1007/s12129-016-9569-5 Caruth, D., Caruth, G. (2013, January). Grade Inflation: an issue for higher education. Turkish Journal of Distance Education. v.14, n. 1, p. 102-110. ISSN: ISSN-1302-6488. Fauer, J., Lopez, L. (2009, October). Grade Inflation: too much talk too little action. American Journal of Business Education. v.2, n.7. Greenberger, E., Lessard, J., Chen, C., Farruggia, S. (2008). Self-Entitled college students: contributions of personality, parenting, and motivational factors. Journal of Youth and Adolescence. (April 4th, 2008), 37:1193-1204. DOI 10.1007/s10964-008-9284-9. Hall, R. A. (2012). A neglected reply to grade inflation in higher education. Global Education Journal, 2012(3), 144-165. Kelly, M. (2017). Creating and Using Rubrics: Make Your Life Easier with Rubrics. About Education. (Updated February 03, 2017). http://712educators.about.com/cs/rubrics/a/rubrics.htm Kohn, A. (2002). The dangerous myth of grade inflation. The Chronicle of Higher Education. November 8th, 2002. 49(11). Rojstaczer S., Healy C. (2016). Where A is ordinary: The evolution of American college and university grading. 1940-2009. Teachers College Record, ID Number: 15928. http://www.tcrecord.org Rojstaczer, S. (2016). Grade Inflation at American Colleges and Universities. www.GradeInflation.com. (March 29, 2016). Rojstaczer, S. (2003). Where all Grades are Above Average. The Washington Post. January 28, 2003. A21. Stevens, D., Levi, A. (2005). Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback and Promote Student Learning. Stylus Publishing, LLC. Sterling, Virginia. Stroebe, W. (2016). Why Good Teaching Evaluations May Reward Bad Teaching. Perspectives on Psychological Science, 11(6), p. 800-816. DOI:10.1177/1745691616650284 Summary, R., Weber, W. (2012). Grade Inflation or Productivity Growth? An Analysis of Changing Grade Distributions at a Regional University. Journal of Productivity Analysis 38.95-107.

Water Girl :: Original Writing

Anne stood on the beach, paralysed with fear. Around her she could vaguely hear the sound of her mother’s terrified screams. She knew there was something she had to do, but her mind was blank, and her legs wouldn’t move. Then, a memory filled her mind. A horrible memory... She was standing on another beach, a small, cold beach. Preparing to go into the water for a swim, when she heard a scream. Looking up, she saw her best friend, Amelia, wave her hand frantically, and then she went under. At first, Anne thought it was a joke. "Huh, just like Amelia to do something like this". But when her friend didn’t resurface, Anne started to panic. She started running, and then swam, for her friend’s life depended on it. The current was so strong. Anne’s mind was swirling. What was she going to do? The water kept pulling her back towards the shore. Then Anne caught a glimpse of Amelia, being swept away into the vast ocean†¦ A few days later, Anne was standing on the alter of St. Brigids church, reading a special poem that she had written in the memory of Amelia. As she was reading the second verse ,when a verge of tears suddenly washed over her, and she knew she couldn’t go on. She finally whispered, "I love you Amelia, please forgive me", before running off the alter... Anne’s little brother, Joe, was playing on the beach, building a sand-castle. Nobody noticed when he toddled off into the water. Suddenly, his mother started screaming at the top of her lungs. "Joe! Oh my God, Joe!" Every body looked to where she was pointing. Sure enough, there was Joe, a good bit out from the shore. And he was in trouble. Suddenly, Anne’s memories of Joe came flooding back. His laugh, his little cheeky smile. She loved her little brother, with all her might .She had to do something! And fast! Anne raced towards the water. She swam with fast, powerful strokes. She could see Joe’s little face bobbing in the water. Then for a moment it disappeared. Finally she reached the spot where he went down. Water Girl :: Original Writing Anne stood on the beach, paralysed with fear. Around her she could vaguely hear the sound of her mother’s terrified screams. She knew there was something she had to do, but her mind was blank, and her legs wouldn’t move. Then, a memory filled her mind. A horrible memory... She was standing on another beach, a small, cold beach. Preparing to go into the water for a swim, when she heard a scream. Looking up, she saw her best friend, Amelia, wave her hand frantically, and then she went under. At first, Anne thought it was a joke. "Huh, just like Amelia to do something like this". But when her friend didn’t resurface, Anne started to panic. She started running, and then swam, for her friend’s life depended on it. The current was so strong. Anne’s mind was swirling. What was she going to do? The water kept pulling her back towards the shore. Then Anne caught a glimpse of Amelia, being swept away into the vast ocean†¦ A few days later, Anne was standing on the alter of St. Brigids church, reading a special poem that she had written in the memory of Amelia. As she was reading the second verse ,when a verge of tears suddenly washed over her, and she knew she couldn’t go on. She finally whispered, "I love you Amelia, please forgive me", before running off the alter... Anne’s little brother, Joe, was playing on the beach, building a sand-castle. Nobody noticed when he toddled off into the water. Suddenly, his mother started screaming at the top of her lungs. "Joe! Oh my God, Joe!" Every body looked to where she was pointing. Sure enough, there was Joe, a good bit out from the shore. And he was in trouble. Suddenly, Anne’s memories of Joe came flooding back. His laugh, his little cheeky smile. She loved her little brother, with all her might .She had to do something! And fast! Anne raced towards the water. She swam with fast, powerful strokes. She could see Joe’s little face bobbing in the water. Then for a moment it disappeared. Finally she reached the spot where he went down.

Essays on Rape -- Catharine MacKinnon Susan Estrich Essays

Essays on Rape Only Words, by Catharine MacKinnon is a collection of three essays; each essay argues her claim that sexual words and pictures should be banned instead of Constitutionally protected under the First Amendment as free speech. In her first essay, â€Å"Defamation and Discrimination,† MacKinnon takes the stance that pornography is sex, and should not be treated as speech, but as a sexist act. She claims that pornography is an action, just as, â€Å"a sign saying ‘White Only’ is only words, but †¦ it is seen as the act of segregation that it is.†(MacKinnon 13) MacKinnon claims that other action words, such as death threats, are banned, pornography should be banned as well. According to her essay, pornography rapes women. First, the photographers select already victimized women to be photographed, and thereby re-victimizing them. Then each man who views the pornography uses the ideas he attains from it to force his own sexual partner to perform the acts in the pornography. In the second essay, â€Å"Racial and Sexual Harassment,† MacKinnon states, â€Å"if ever words have been understood as acts, it has been when they are sexual harassment.†(MacKinnon 45) She explains how written words can have the same effects on a reader as an action. They can evoke the same fear and violation as a physical threat of rape. In her final essay, â€Å"Equality and Speech,† MacKinnon suggests that the words as actions that she has describes in her previous essays should be subject to a group defamation lawsuit. She states that the Constitution protects speech that promotes sexual inequality. She feels that the Fourteenth Amendment should cover the discrimination allowed in the First Amendment. Susan Estrich’s Real Rape is an essay preaching proposed changes in rape statutes. Estrich first describes, in great detail, the history of rape legislation in England. She follows pertinent cases through history, citing changes and analyzing the effects of those changes. Estrich bases her findings on summaries, dissents, and other legal documentation. She then describes the current law, and evaluates how it has changed the way in which the court views rape. Throughout her essay, Estrich makes a distinction between classic rape and simple rape. She defines the former as aggravated rape by a stranger, and the latter as rape by a date or acquaintance. Estrich focuses on simple ... ... although it can be used to hurt, it can also be used to bring aid and information to those in need. Imposing limits on freedom of expression would dampen our nation’s uniqueness and suppress the voice of the people. Her idea that pornography acts as sex and can therefore be banned because it is no longer speech is ludicrous and rash. The repercussions of such an amendment would change our society to one of ultimate government control. The examples that she gives to relate pornography to racism are limited in scope. She suggests that because Henri Matisse’s â€Å"The Blue Nude†(Matisse) portrays an unclothed female that a man may, in her words, â€Å"get off on,†(MacKinnon 58) it should be banned. The line between art and explicit pornography is not one that the government should be able to draw. The government should, however, protect victims from physical acts of rape as Susan Estrich describes. Bibliography: Estrich, Susan. Real Rape. Cambridge, Massachusetts: Harvard University Press, 1987. MacKinnon, Catharine. Only Words. Cambridge, Massachusetts: Harvard University Press, 1993. Matisse, Henri. The Blue Nude. The Baltimore Museum of Art, Baltimore, Maryland.

Selfish Ambition Frankenstein Essay -- Essays Papers

Selfish Ambition Frankenstein Selfish Ambition? The question â€Å"What makes us who we are?† has perplexed many scholars, scientists, and theorists over the years. This is a question that we still may have not found an answer to. There are theories that people are born â€Å"good†, â€Å"evil†, and as â€Å"blank slates†, but it is hard to prove any of these theories consistently. There have been countless cases of people who have grown up in â€Å"good† homes with loving parents, yet their destiny was to inflict destruction on others. On the other hand, there have been just as many cases of people who grew up on the streets without the guidance of a parental figure, but they chose to make a bad situation into a good one by growing up to do something worthwhile for mankind. For this reason, it is nearly impossible to determine what makes a human being choose the way he/she behaves. Mary Shelley (1797-1851) published a novel in 1818 to voice her opinions about determining personality and th e consequences and repercussions of alienation. Shelley uses the ideas of Jean-Jacques Rousseau to make her point. Rousseau proposed the idea that man is essentially "good" in the beginning of life, but civilization and education can corrupt and warp a human mind and soul. In Mary Shelley’s Frankenstein; or, The Modern Prometheus (hereafter referred to as Frankenstein), Victor Frankenstein’s creature with human characteristics shows us that people are born with loving, caring, and moral feelings, but the creature demonstrates how the influence of society can change one’s outlook of others and life itself by his reactions to adversity at â€Å"birth†, and his actions after being alienated and rejected by humans several times. In the first chapters of the book, Shelley describes a scientist who was obsessed with "doing something great" for mankind. Victor Frankenstein, an educated man of science, was completely involved with his work, which happened to be the creation of another living being with human qualities. Once Victor’s work was finally completed, he realized that he had created a â€Å"monster†, and he was terrified. Mary Shelley, supporting Rousseau's theory, definitely believed that people are born essentially with good intentions and feelings, and she shows this from the first few moments of the creature’s life. When Victor was lying terrified in his bed, the creature came i... ... good, but can be turned to evil by society’s narrow-minded view of what is normal, and the corruption of the mind through knowledge and education. The repercussions of Victor’s and others alienation of the creature turned a caring individual to an evil one. Shelley succeeds in bringing Rousseau's theory to life, that one is born good, but he can be turned to evil through civilization and education. This story still has a great meaning for us today. Millions of people are outcast by society, not only because of physical appearance, but also because of sexual orientation, social status, and religion. Once people quit looking so narrow-mindedly at one another, the world will be a much better place, and Frankenstein's "monster" will rest in peace! Works Cited Mellor, Anne K. Mary Shelley - Her Life, Her Fiction, Her Monsters. New York, New York: Routledge, Chapman, & Hall, Inc., 1989. p 136. Scott, Sir Walter. "Remarks on Frankenstein, or The Modern Prometheus; A Novel." Blackwood's Edinburgh Magazine 1 April 1818. 26 April 2001. Shelley, Mary. Frankenstein or The Modern Prometheus - 1818 Text. Ed. Marilyn Butler. New York, New York: Oxford University Press, 1993.

Abortion: Legal or Illegal Essay

While abortions are viewed as immoral and should be deemed illegal, women should have the right to choose what happens to their own body because abortions can be chosen as a way of getting rid of an undesired pregnancy for a rape or incest victim, abortions can be spontaneous or not planned at times, abortions have been around for centuries and abortions can also be medically induced due to medical issues with the mother or unborn child. First, women should have the right to choose what happens to their own body because abortion can be a way for a rape or incest victim to get rid of an undesired pregnancy that resulted from the attack. According to Rape, Abuse & Incest National Network or RAINN (2009), in 2004 and 2005 there were a total of 64,080 women that were raped. According to medical reports, the incidence of pregnancy for one-time unprotected sexual intercourse is 5%. By applying the pregnancy rate to the total number of women who were sexually assaulted or raped that would m ean there were 3,204 pregnancies as a result of rape during that period. See more:  Perseverance essay Not all of these women are going to want to carry the pregnancy full term. Victims of rape and incest can suffer from low self-esteem, depression, guilt, feelings of being unclean or dirty and even a dislike for sex and the opposite gender. This is an alarming statistic. It can also be broke down into smaller figures. One out of every six women has been the victim of rape before in her lifetime (RAINN, 2009). If these women want to have an abortion they should have the right to be able to get it and not have to worry about what everyone else believe. Additionally, abortions can be spontaneous at times and as a result completely unplanned. Spontaneous abortion is better known by people as miscarriages. There are some who think that there are several different causes for this. These different causes range from chromosome problems, physical abnormalities and immune disorders. In cases of spontaneous abortions there is usually no warning it is going to happen, as a result the woman does not have a say in the matter. However, the outside world still looks at a these women differently when it occurs. Some look with pity and others look with disgust in their eyes for these women. Some women who seek an abortion and can not get one for some reason have at times tried doing things that would cause a spontaneous abortion. There are times when a spontaneous abortion happens and not all the tissue from the fetus is passed in which case there are then two choices for the woman. The first choice is surgery. The second option is to take medication to be able to complete the abortion. If the spontaneous abortion is left untreated it can cause harm to the woman that is carrying the unborn fetus. However, if a woman has had three or more consecutive spontaneous abortions then the medical field will label her a habitual aborter (Abortion, 2009). Third, abortions have been around in history for centuries for women. Back when the settlers first arrived in the United States abortion was legal. Once then Constitution was adopted abortions before quickening were legal and very widely advertised (NAF, 2010). The Japanese have records that date back to the 12th century of inducing an abortion on women who choose to have one. Back in the 11th century authors would put such knowledge into poetry. However, the herbs were not always without side effects. Some of the herbs used during that time frame have been found to be poisonous. In 1898, it was recommended to use a mixture of yeast and pennyroyal tea to naturally cause a spontaneous abortion and bring menses back (Abortion, 1984, 1992, 1998). By 1880, most abortions had become illegal in the United States, except for those that are necessary to save the life of the woman. But due to the knowledge and acceptance of women’s right to an early abortion was rooted deeply in the U.S. society by that time; abortionists continued to practice openly with the support of the public, and since it was illegal by that time the abortio nist would be taken to court and the juries would refused to convict them of any wrong doing. Women who do not want to be pregnant have though out history seeked abortions or have taken the matter into their own hands. This changed in the 20th century with the Supreme Court ruling in Roe v Wade. The Supreme Court ruled in favor of permitting abortion during the first six months of a woman’s pregnancy. The base for the Supreme Court ruling is that the unborn fetus is not protected under the 14th amendment like the pregnant woman is because the fetus is not a person. The most important reason that women should have the right to choose what happens to their bodies is because abortions can be medically induced due to health issues with the mother or the unborn child. There are times when it is dangerous for the woman to carry the pregnancy at all. It is during times like these that women need the right to be able to choose what is best for them. If abortions were illegal these women would be subjected to the choice of carrying the pregnancy with all the medical problems that will come along with it or seeking an illegal abortion. Illegal abortions can be very risky and can cause death from blood loss or even partial births were the woman ends up giving birth to a dead fetus later in the pregnancy. However, women should have the right to choose what is best for them and the unborn fetus. If the fetus would develop damaged in some way that it would not be able to sustain life outside of the womb then women should have the right to seek out an abortion if they want it. However, on the contrary the religious beliefs of some see abortion as immoral and would like to see it become illegal. These people view abortion as murdering a helpless little person who can not defend themselves. They believe that life starts at the moment of conception. The Roman Catholic Church stated that â€Å"the deliberate ending of a pregnancy† is never acceptable, even if it is to save the life of the woman (Abortion and Religion, 2011). Gwendolyn Brooks, famous poet, wrote in her poem â€Å"A Street in Bronzeville† back in 1945 that â€Å"Abortions will not let you forget, you remember the children you got that you did not get.†(Abortion, 2003) These are sound arguments against abortion. However, women have the right to say what happens to their own bodies. The unborn fetus is within a woman’s body. Therefore, the woman has the right to say if it should stay or go. To make women do something against their will, like being pregnant, is to take away their freedom to act in a way that is best for them. According to the Supreme Court, the unborn fetus is not a person. Therefore, since the unborn fetus is not a person it can not be considered murder. It is not murder until life begins and the fetus can survive outside the woman. Indeed, while abortions are viewed as immoral and should be illegal, women should have the right to choose what happens to their body. References Abortion. (1984, 1992, 1998). Our Bodies, Ourselves for the New Century. Retrieved from http://www.feminist.com/resources/ourbodies/abortion.html Abortion. (2003). In Propaganda and Mass Persuasion: A Historical Encyclopedia, 1500 to the Present. Retrieved from http://www.credoreference.com/entry/abcprop/abortion Abortion. (2004). In Encyclopedia of Women’s Health. Retrieved from http://www.credoreference.com/entry/sprwh/abortion Abortion. (2008). In The Columbia Encyclopedia. Retrieved from http://www.credoreference.com/entry/columency/abortion Abortion. (2009). In Taber’s Cyclopedic Medical Dictionary. Retrieved from http://www.credoreference.com/entry/tcmd/abortion Abortion and Religion. (2011, June). Retrieved from http://www.efc.org.uk/PDFs/Abortion%20and%20 religion%20leaflet%202011.pdf BBC. (2012, May 22). Abortion: Historical attitudes to abortion Retrieved from http://www.bbc.co.uk/ethics/abortion/legal/history_1.shtml NAF. (2010). National Abortion Federation. Retrieved from http://www.prochoice.org/about_abortion/history_abortion.html RAINN. (2009). Retrieved from http://www.rainn.org/get-information/statistics/sexual-assault-victims Trupin, S. R. (2007, June 20) Abo rtion – Types Preparation and Procedure Information. Retrieved from http://www.emedicinehealth.com/script/main/art.asp?articlekey=59088&pf=3&page=1

Accounting Principles and Health Care Essay

There are no formal accounting principles that apply to health care. However, there are five generally accepted guiding principles used in the management of the financial aspects of health care management (Cleverly, Song & Cleverly, 2011). Understanding the five guiding principles are important in understanding financial information and managerial accounting and how the principles relate to health care (Cleverly et. al. ). The five principles include, accounting entity, money measurement, duality, cost valuation, and stable monetary unit. Each principle and how it relates to health care is discussed in the following (Cleverly et. al. ). Accounting Entity An accounting entity is the business or corporation that performs clear economic activities, separate from any personal economic endeavors (Accounting Tools, 2010). An accounting entity requires financial records that define financial activities (Cleverly et. al. ). In health care, accounting entities can be hospitals, clinics, or other entities that are part of a larger corporation. See more: Social process essay Accounting is geared to measure and report the financial activities of the entities under consideration. Money Measurement Money Measurement is very simply, a way to keep count and records of the incoming and outgoing revenue of the accounting entity. This is not an easy task and involves consideration of various issues (Cleverly et. al. ). Resources and liabilities have to be considered and calculated to determine accurate money measurement. Resources are also referred to as assets. Scarce resources are things, supplies, money, and other things or resources that are needed by the company in order to generate money. These resources are limited and necessary to the entities operation (Cleverly et. al. ). This may include nursing staff for heath care organizations. Other scarce resources for health care organizations may include buildings, many different kinds of medical supplies, medications, and other supplies to care for patients and maintain the organization. Assets are the resources that the organization has and the money generated. Liabilities are resources that are owed for services, supplies and other things that the organization has acquired. The ideal goal of any business is for the assets to be greater than the liabilities (Cleverly et. al. ). Duality Duality is a simple mathematical equation or rather, it seems simple. The equation states, â€Å"The value of assets must always equal the combined value of liabilities and residual interest, which we have called net assets. † (Cleverly et. al. pg. 185 para. 1) This requires balancing reports about changes in either side of the equation. In health care, for instance, changes such as buying supplies, receiving payment for services, or paying the electric bill are all transactions that require balancing the books, so to speak, so that the equation is still equal. Cost Valuation Cost Valuation can be defined as choosing the right price for services, supplies and other things of value (Hutton, 2005). Choosing the right price may be based on the history of what the entity has paid that is reflected by money measurement or may be based on other measures of what a cost should be (Cleverly et. al. . Market value is a way to assess a cost value. This seems to be favorite way with many organizations. This method is not considered objective, however and can provide different opinions on what an item is worth, making costing difficult (Cleverly et. al. ). Replacement value is another way of choosing the right price. This gives the cost of how much money it would take to replace an item or service (Cleverly et. al. ). In health care for instance, when costing an expensive piece of medical equipment, replacement value makes more sense than market value. The organization may receive different quotes on market value but replacement value should be more consistent and reliable. Stable Monetary Unit The stable money unit is our country is the dollar. The dollar is used in money measurement and other principles that have money values attached. The dollar is always the dollar but the value can change based on the economy and inflation (Cleverly et. al. ). An example of how this might impact health care is, suppose the organization, based on replacement value, has allotted a certain amount of money to purchase an expensive medical devise. Before the purchase has been made, the dollar decreases in value or is unavailable and has to be imported. The value of the dollar has changed; the country from which the item is imported from may have experienced a decrease in the value of the United States Dollar. The dollar is still a stable monetary unit though there may be fluctuations due to inflation or other events. Conclusion There are no specific hard rules that govern accounting; the five guiding principles of accounting are used to help organizations keep track of the entity’s assets and liabilities.  The principles are not perfect but serve as a guide to costing and money measurement. The stable money unit in our country is the dollar. The dollar may experience fluctuations in value but is still considered stable and how the United States measure and pay for any expenses. The five principles seem simple and as one looks into each principle further, it is noted that there are complexities and problems that must remain in the forefront of the accountant’s mind when keeping up with the financial end of any organization.

Merits and Demerits of Globalisation Essay

Introduction Globalization or (globalisation) is the process by which the people of the world are unified into a single society and function together. Globalization is often used to refer to economic globalization: the integration of national economies into the international economy through trade, foreign direct investment, capital flows, migration, and the spread of technology. This process is usually recognized as being driven by a combination of economic, technological, socio-cultural, political and biological factors. The term can also refer to the transnational dissemination of ideas, languages, or popular culture. Globalization means increasing the interdependence, connectivity and integration on a global level with respect to the social, cultural, political, technological, economic and ecological levels. Effects of globalization:- ? enhancement in the information flow between geographically remote locations ? the global common market has a freedom of exchange of goods and capital ? there is a broad access to a range of goods for consumers and companies ? worldwide production markets emerge ? Corporations have greater flexibility to operate across borders ? Increased flow of communications allows vital information to be shared between individuals and corporations around the world ? Spread of democratic ideals to developed nations ? Greater interdependence of nation-states ? Reduction of likelihood of war between developed nations ? Workers in less developed countries should see an increase in wages and living benefits. If they do, their rising standard of living should help them consume products from developed nations. A virtuous circle can theoretically be created by a whole new middle class that didn’t exist. ? Peace should be easier to maintain between nations as no country would remain isolated in this new world order. The relationship of China and the United States has changed dramatically as their trade partner status has increased over the years. ? Globalization can help modernize developing countries faster. Modern ideas can be spread to the workers, who make up the social order. ? Products can be purchased much cheaper in developing countries, which increases the lifestyle of the people. As we pay less for simple common items, we have more to spend on big ticket items, which fuel higher paid manufacturing jobs in developed countries. Advantages of globalization in the developing world It is claimed that globalization increases the economic prosperity and opportunity in the developing world. The civil liberties are enhanced and there is a more efficient use of resources. All the countries involved in the free trade are at a profit. As a result, there are lower prices, more employment and a better standard of life in these developing nations. It is feared that some developing regions progress at the expense of other developed regions. However, such doubts are futile as globalization is a positive-sum chance in which the skills and technologies enable to increase the living standards throughout the world. Liberals look at globalization as an efficient tool to eliminate penury and allow the poor people a firm foothold in the global economy. In two decades from 1981 to 2001, the number of people surviving on $1 or less per day decreased from 1. 5 billion to 1. 1 billion. Simultaneously, the world population also increased. Thus, the percentage of such people decreased from 40% to 20% in such developing countries. Disadvantages of globalisation Disadvantages of globalisation are as follows:- ? Increased flow of skilled and non-skilled jobs from developed to developing nations as corporations seek out the cheapest labor ? Increased likelihood of economic disruptions in one nation effecting all nations ? Corporate influence of nation-states far exceeds that of civil society organizations and average individuals ? Threat that control of world media by a handful of corporations will limit cultural expression ?