The Political and Moral Framework The WritePass Journal

The Political and Moral Framework References The Political and Moral Framework Introduction The existing relationship between morality and law is both interlinked and complex. Morality may be interpreted as a collection of beliefs values and principles which can vary between individuals. The law however is usually interpreted as those principles and rules which direct and enforce certain types of behaviour in society can be punished. However there are many grey areas where it is difficult to reach agreement over morality and standards of behaviour in our society (Martin J, 2010). Positivism emphasises the separation of morality and law, pointing out that law is the group of official rules and regulations found in legislation, legal opinions and constitutions. It is used to govern a society and to control the behaviour of people. Law therefore is a formal aid to social contrast and legal systems are a route to establishing and keeping social order in society. Natural law theorists point out that if a law is not a moral one there is no reason to obey it, whereas positivists believe that until a law is changed, it is the law and should be obeyed. Morality requires the conforming to by following standards and principles, â€Å"a religious code of conduct†, a moral right, â€Å"a claim people would think is justified but not necessarily supported by law†. Morality is very personal to an individual, but law covers society. However in a legal system there is an overlap between legal and moral rules. Telling lies or acting dishonestly is usually thought to be morally wrong, and dishonesty in some circumstances may be thought as legally wrong (http://sixthformlaw.info (17th March 2011). The Hart – Fuller debate pointed to Hart’s belief that no necessary link between a legal system and ideas of morality existed. A legal system, he believed can function effectively though it is neither moral nor just. The Nazi regime, in his view was a legal system as the Nazis argued that racial distinctions were relevant and reflected the morality of their society (http://sixthformlaw.info (17th March 2011). Both Hart and Fuller agreed however that immoral and unjust legal systems were very likely to be unstable and short lived. By lacking morality and justice the allegiance of the people will not follow therefore repression of the people will result. When repression fails, the system will fail. Devlin (1959) pointed out that â€Å"law without morality destroys freedom of conscience and is the road to tyranny†. He argued that criminal law must respect and reinforce the moral norms of society to keep social order from breaking down. (http://sixthformlaw.info (17th March 2011) Law and morality are intertwined and both dictate the manner in which people are expected to behave. The making and passing of laws is heavily influenced by moral viewpoints and these have a very large effect on the progress of law. However in our society, morality and law do not happen at the same time, as one evolves and the other can be instant. Morality is a set of beliefs, values, standards and principles of behaviour, with individual morals varying from person to person (Martin J, 2010). Individual morality may be different to the accepted public or society morality. Moral values are almost always linked with beliefs and can be influenced by religious beliefs. In our society there are very many different religious views and these can be seen to influence and affect moral values within a particular religious group or society. Moral values are only morally binding within a society or group, they are not defined as the law. These values have usually been formed and have developed over a lengthy period of time and cannot be deliberately changed as they have slowly evolved. If changes are to be made then the changes will be gradual and be guided by the will and desire of the people, these changes will obviously take time to evolve. Moral values are almost a voluntary code of conduct and lifestyle and are followed and obeyed because of the possibility of guilt and shame being present if these values are not kept. However there are no punishments if the code of moral values is broken, but some religions may have the power to excommunicate or expel which, within that society, will act as a powerful deterrent to breaking the existing voluntary code of moral behaviour. Morality relies heavily on the individual sense of guilt or shame for its effectiveness (Martin J, 2010). The law however has different and separate rules which guide any conduct. It is binding and is enforceable. The law is able to be altered by legislation and can be changed almost immediately. However the code of conduct is obeyed because of an already existing sense of moral duty and the code is relevant and reasonable, but when the rules are broken some form of legal penalty is usually imposed. This contrasts sharply with morality aspect in which there are usually no punishments for breaches of that code (Martin J, 2010). There are many laws in the country that reflect the moral values of the vast majority of its people. There is also the overlap between morality and the law, as in murder being a crime and also being morally wrong. The law does appear to be based on moral positions but some are not accepted by everyone. The legalisation of abortion in the Abortion Act 1967 serves a vital need to protect the safety of women so that they could have abortions in safe, hygienic clinics under proper conditions (Martin J, 2010). Even with something as protective as this Act, some groups such as â€Å"Life† and â€Å"Lawyers for the Defence of the Unborn Child† fiercely opposed the morality of abortion. The Catholic Church argued that abortion is always wrong as in its belief, life begins at conception. Another contradiction involves sexual morality and the law, with people arguing that sexual conduct outside marriage is wrong, but it is not against the law, as with incest and adultery. Both are classed as morally wrong, but of the two only incest is against the law (Martin J, 2010). However the positivist stance is that properly constructed legal rules must be obeyed, regardless of morality issues or popularity in society (Martin J, 2010). The Wolfenden Committee, asked to examine and consider a variety of moral issues in 1957, recommended the legalisation of both homosexuality and prostitution. There was a lot of debate over these two issues which included the treatment by courts of cases involving both issues. Evidence was taken for three years and the committee concluded that the job of the law is to preserve public decency and public order whilst protecting the public from offensive and injurious actions, also to provide safeguards against corruption and exploitation particularly for those who are vulnerable in society. The Committee also stressed that the law did not exist to interfere in the private lives of the public or to enforce patterns of behaviour. The three main recommendations of the Wolfenden Committee were; Soliciting in the streets – should be classed as an offence. This resulted in the Street Offences Act 1959 and made soliciting illegal and aimed to protect citizens in the streets from being solicited or harassed by prostitutes (Price N, 1957). Homosexual acts – between adults in private should be decriminalised (criminal law should not interfere with private lives of citizens) This recommendation became part of the Sexual Offences Act 1967 and applied to men over 21 yrs of age, later reducing to 18 yrs of age in 1994 and to 16 yrs of age in 2000 (Price N, 1957). Prostitution – should be a private matter and not subject to interference by the law as it was a commercial act (Price N, 1957). Such was the nature of these recommendations that judge Lord Devlin and Professor Hart took opposing sides. Lord Devlin’s stance, that the findings of the Committee in which the law has no business with private morality criticised the findings. He said that private immorality harmed the public and that stability in the society is achieved through cohesion, therefore the law should safeguard it. His views were used by the courts in Shaw v DPP (1961) and R v Gibson (1991) and by the House of Lords in R v Brown (1992). Professor Hart supported the opposite view to Lord Devlin and backed the findings of the Wolfenden Committee. He argued that the moral standards in society have changed through the years and that departing from accepted standards of sexual morality by consenting adults has not threatened society. His views were followed by R v Wilson (1996) and R v Brown(1992) in the Court of Appeal. The Wolfenden Committee recognised that the law has a function to provide safety against corruption and exploitation of people, but Lord Reid argued that people who choose to corrupt themselves have that choice, it is their affair to do it and the law should not interfere. However, he continued that no licence should be given to anyone to encourage this practice. The effect of morality on English law therefore was considerable and even the European Court of Human Rights became involved when the case R v Brown (1994) was heard. This case involving homosexual sado-masochistic acts, resulting in injuries, demanded that they should be treated as unlawful although happening in private between consenting adults. The House of Lords ruled that a breach of the law of criminal assault had occurred. The defence of consent was not upheld despite the pleas from Lord Slynn and Lord Mustill claiming that the courts were not to protected people from themselves (Martin J, 2010). However the Court of Appeal in R v Wilson (1996) found that a wife could consent to her husbanding branding to her buttocks with a knife. Morals played a part in this ruling the court found that it was not their duty to interfere in the private acts between husband and wife (Martin J, 2010). These decisions again had an effect on morality, particularly when finding that private actions were not the concern of the courts, despite them seemingly being against the law. In criminal law, morality plays a large part, particularly when sexual offences are being committed. Offences of homicide and those which are not fatal acts are linked to the moral viewpoint that it is wrong to physically harm or even kill anyone without justification. The impairing of reasoning because of an abnormality of the mind – diminished responsibility, has been accepted and it is now wrong to convict a person of murder if he has that condition under The Homicide Act 1952 (Martin J, 2010). Refusing a blood transfusion on religious grounds, ensures that it cannot be given or would bring a charge of committing a criminal act, if the blood transfusion was given, even if a child’s life was in danger (Martin J, 2010). In recent years there have been cases of terminally ill patients wishing to die. No one can consent to aid their own death. Anyone assisting a person to die is guilty under the law of assisting suicide. A case of this nature was R v DPP (2001) brought about by the husband of Dianne Pretty. Her application to the courts that if her husband helped her to die he would not be prosecuted, was refused in the House of Lords despite public sympathy and approval. The ruling that her husband would be guilty of a criminal offence was upheld (Martin J, 2010). Before 1961 it was a criminal offence to commit suicide, as failure to do so when attempting suicide ensured prosecution for the offence. The law now has changed, and morality does influence the law as suicide attempts which fail are not always prosecuted (Gardner J, 2011). There are however several exceptions to the public policy of consent when assault charges are involved resulting injuries. These exceptions are usually found in examples from games or sports, tattooing, reasonable surgical acts, body piercing and horse play. These have been allowed because of general public interest, consent is accepted as a defence in these instances (Martin J, 2010). Finnis (1980) claimed that the law makes a moral claim for it-self and means that an ideal type of law (the paradigm) is a morally justified law. If the moral claims made by the law succeed in its moral aims, it is morally justified law. It is the law that lives up to the moral standards (Gardner J, 2011). A legal rule may be morally justified as it is applies to one action and not as it applies to another, in the same way it applies to one person and not as it applies to another person. It is therefore hard to imagine that any law has all the moral force that it claims for itself. The moral problem of the law is how or why it speaks to morally decent people, why it is trying to direct people to accept by claiming moral authority (Gardner J, 2011). The law always tells people what they must do without including virtue or advantage as being part of the law. It requires actions in the interest generally. One of the problems with morals is that they are wholly subjective and vary in application from one group or society, to another. What is frowned upon as immoral in one society may be tolerated in another (Green L, 2011). This can and does cause problems, particularly in cases such as abortion or adultery. These are both legal issues, but many believe to be immoral. Gillick v West Norfolk and Wisbech A.H.A (1986) showed that a mother challenged her daughter’s doctor for issuing contraceptives. The mother lost the first hearing, won in the Court of Appeal but lost again in the House of Lords. The whole case led to children having greater rights to make their own decisions on matters like medical treatment. â€Å"Gillick Competent† was a phrase coined for this development in the moral issue. Both morals and law involv e rules as the courts enforce the law but not social rules. If the morality is a shared belief then most people will obey the rules (Martin J, 2010). In conclusion, it is clearly shown that the relationship between the law and morals is a complex and intertwined one. They both dictate the manner in which people are expected to behave in their everyday lives and how moral beliefs can have a great influence on the making of laws. It is argued by some that many aspects of criminal law represent a common moral stand point. The moral standing of a community has an influence on the development of present and future law. The views of the Wolfenden Committee, Professor Hart and Lord Devlin feature strongly in moral and legal issues, with Lord Devlin maintaining that the law should support moral principles, even if public opinion changed. Professor Hart took a different a different and opposite view to that of Lord Devlin, arguing that there should be a clear separation of law and morality. Even when contradictions in law are shown, R v Wilson (1997), in an apparent criminal act, the crime was not punished as the Court of Appeal ruled that it was consensual, a private matter, and the law should not interfere. From the 1980’s and in some areas, earlier in time, rules and laws came about through custom and established practices whereby the community would show a united disapproval if a practice was broken. Legal sanctions were not used. In modern times there are changing morals, increasing numbers of laws and development of both. As these are almost always intertwined, our society appears to depend more on the law and its rules than on many previously held moral beliefs. References Access Law (Work Guide – Hand Out) – Law and Morals (2010/2011) Gardner J, (2004-2011) Law and Morality.pdf Available at: http://users.ox.ac.uk/~lawf0081/pdfs/lawmoralityedited.pdf Accessed: 18th March 2011 Green L, (2002-2011) The Inseparability of Law and Morality.pdf Available at: ivr2003.net/workshop_abstracts/documents/Greenfulltext.pdf Accessed: 18th March 2011 Martin J, et al. (2009) AQA Law for A2, Third Edition. London: Hodder Education. Price N, (1957) A-Level Law Review Vol.1, No.1. p28. Sussex: A-LEVEL LAW REVIEW Ltd.   Souper M, Sixth Form Law  © 2000-2010   Law and Morality Available at: http://sixthformlaw.info/01_modules/other_material/law_and_morality/index.htm Accessed: 18th March 2011 Bibliography Harbermas J, (1986) Law and Morality, Translated by Baynes K (Boston University), THE TANNER LECTURES ON HUMAN VALUES: Harvard University USA.pdf Available at: tannerlectures.utah.edu/lectures/documents/habermas88.pdf Accessed: 18th March 2011 Riley G, (2009-2011) Law and Morality in Economic Life Available at: http://tutor2u.net/blog/index.php/economics/comments/law-and-morality-in-economic-life/ Accessed: 18th March 2011 William I, et al. (2008) Theories of Law and Morality: perspectives from Contemporary African Jurisprudence, In-Spire Journal of Law, Politics and Societies (Vol.3, No.2).pdf   Available at: tannerlectures.utah.edu/lectures/documents/habermas88.pdf Accessed: 18th March 2011

U.S. States With No Income Tax

U.S. States With No Income Tax While individuals and businesses in all 50 states pay federal income tax, residents in 41 states also pay state income tax. Seven states have no state income tax  at all: Alaska, Florida, Nevada, South Dakota, Texas, Washington, and Wyoming. In addition, the states of New Hampshire and Tennessee tax only the interest and dividend income of their residents gained from financial investments.   Of particular interests to retired persons or those nearing retirement, while federal taxes still apply, there is no additional state income tax on Social Security benefits, withdrawals from IRAs and 401(k)s, and payouts from pensions in these nine states. State income tax is typically based on the taxable income or adjusted gross income reported on the taxpayers annual federal income tax return. Key Takeaways The states of Alaska, Florida, Nevada, South Dakota, Texas, Washington, and Wyoming do not tax the incomes of their residents.The states of New Hampshire and Tennessee tax only income from interest, dividends, and financial investments.Due to the needs of these nine states to provide services and maintain infrastructure, other non-income taxes, such as sales taxes, property taxes, and fuel taxes can be higher than in states with income tax. Not Always Cheaper to Live There The fact that a state does not have an income tax does not necessarily mean that its residents pay less in taxes than residents of states with an income tax. All states must generate revenue and they do so through various taxes including income taxes, sales taxes, property taxes, license taxes, fuel taxes, and estate and inheritance taxes, just to name a few. In states without state income tax, higher sales, property and other assorted taxes can exceed the annual cost of a state income tax. For example, all states except Alaska, Delaware, Montana, New Hampshire, and Oregon currently charge sales tax. Food, clothing,  and prescription drugs are exempt from sales tax in most states. In addition to states; cities, counties, school districts, and other jurisdictions impose real estate and sales taxes. For cities that do not sell their own utilities, like electricity and water, these taxes represent their main source of revenue. Still, it is worth noting that during 2006 and 2007, the seven states with no income tax whatsoever, Alaska, Florida, Nevada, South Dakota, Texas, Washington, and Wyoming, led the nation in net population growth. However, the nonpartisan  Center on Budget and Policy Priorities has reported  that a states income taxes have little influence over whether people ultimately decide to live there. How Do These States Get By Without Income Tax? Without revenue from income tax, how do these states pay for the basic functions of government? Simple: their citizens eat, wear clothes, smoke, drink alcohol, and pump gasoline into their cars. All of these and more goods are taxed by most states. Even states with income tax tend to tax goods and services in order to reduce their income tax rates. In states without an income tax, sales taxes and other fees, such as vehicle registration fees, tend to be higher than in states with income tax. For example, Tennessee, where only investment income is taxed, has the highest sales tax in America. When combined with local sales taxes, Tennessee’s 7% state sales tax results in a combined effective sales tax rate of 9.45%, according to the independent and bipartisan Tax Foundation. That’s more than twice the combined sales tax rate in tourist-laden Hawaii. In Washington, gasoline prices are usually among the highest in the nation, largely due to its gasoline tax. According to the U.S. Energy Information Administration, Washington’s gas tax, at 37.5 cents per gallon, is the fifth-highest in the country. Non-income states of Texas and Nevada also have higher-than-average sales taxes, and according to the Tax Foundation, Texas also has higher-than-average effective property tax rates.   And So, Higher Costs of Living for Some Those extra taxes help to result in higher-than-average costs of living in some of the non-income tax states. Data from the independent Center for Regional Economic Competitiveness, Florida, South Dakota, Washington, and New Hampshire all have higher than the median costs of living than in most states with an income tax. So the bottom line is that there is just not enough concrete evidence to say whether or not it is really cheaper to live in a state with no income tax.

Globalisation Essay Example | Topics and Well Written Essays - 2500 words - 2

Globalisation - Essay Example The reason for this is based on the tremendous amount of positives that come hand in hand with the facets of globalization. Hence in order to fully understand the intricate details related with globalization, one must base a sound belief on the strengths related with production and marketing. Once again, it is important to touch upon the exact definition of globalization before moving ahead any further (Hersh 2000). I define globalization as â€Å"the cumulative basis of strengths, transferred from one world region to another, in a capacity that derives opportunities for all the major and minor stakeholders, time and time again.† When one tries to establish the exact basis of production and marketing globalization, the four significant drivers need to be understood in a proper fashion, as these form the core essence of globalization in the first place. These four drivers are the use of Information Technology, the Just in Time and Total Quality Management business processes to speed up work activities, the Sales Force Automation quarters, and lastly the Outsourcing mechanisms which have had a huge say in building growth and development within the globalization auspices on a proactively consistent basis. The four drivers have played their essential roles within the acceleration processes of globalization in the last decade or so. This has happened with the influx of resources and budget more importantly. This has also happened because the top management domains within the organizations that have chosen globalization for their own selves, have understood that globalization indeed is a force to reckon with (Tayl or 2002). They have accepted the challenges thrown their way and have clearly realized the potential of globalization within the broader contexts. These four drivers are essentially the instigating mechanisms of change within the modern day organizations. Their roles have had a huge say in outlining the proper structure of the

Critical Article Review Example | Topics and Well Written Essays - 1250 words

Critical Review - Article Example In order to understand this to a more effective and complete degree, the following analysis will discuss the means through which the public school system within the United States experiences what is known as fiscall limitation with regards to the provision of local education. This limitation necessarily refers to the way in which secondary education within the United States is overly reliant upon regional funding; thereby evoking a situation in which disparity is more readily reflected within the educational system as compared to how it would be in a situation in which the federal government itself was responsible for funding the process (Clemings, 2006). Through such analysis, it is the hope of this author that the reader will gain a more informed understanding of how the educational system work in the United States, what determinant factors constrain it, and how improvements with regards to the shortcomings that have been previously mentioned might be affected within the future. Th e particular piece in question first references the fact that a case study which will be performed is concentric upon the state of California. Naturally, this choice of tests case analysis is especially important and useful due to the fact that California is the largest state by population and represents perhaps the greatest level of regional diversity that any state within the system has to offer. As such, the article itself increases the level of believability and relevance due to the fact that it has chosen to analyze the most diverse and populous state as a means of proving the fact that regional and state funding alone is ultimately a limitation to the way through which education can be provided to the end student (Wassmer & Fisher, 1996). Accordingly, the first main argument that is made is with regards to the limitations upon maximum and minimum millage rates with regards to property taxes (Winkler, 2009). Such an in-depth primary approach has to do with the fact that the Uni ted States education system disproportionately targets as one of its main funding streams property taxes. In such a way, the authors reference the fact that disparity is innate within the system due to the fact that income from property taxes is a direct means through which the poorest regions will have inordinately less funding to allocate as compared to the richer regions. Although the casual observer might be quick to point out that millage rates within the poorest regions merely be increased as a way of generating further revenue for the school systems, this does not reflect a level of fairness and ultimately punishes the poorest property holders within a given region (Ellis, 1976). Similarly, the authors target the fact that the poorer regions within California, the state in question, reflect a greatly increased percentage of renters as compared to other regions throughout the state. The increased percentage of renting families means that this funding stream ultimately begins t o dry up and disappear with respect to an ever increasing percentage of poverty that may be exhibited. Further focusing upon the issue of property tax, the authors discuss the minimum and maximum limits on the property tax rate with respect to what is deemed as a â€Å"per pupil limit† many individuals outside the education system are wholly unaware of the fact that such

Working Partnership Essay Example for Free

Working Partnership Essay 3.1 Explain why it is important to work in partnership with others. It is important that you work in partnership with all of the people surrounding the individuals that you are supporting, in order to ensure the best possible support and care are provided. This will include Carers, Families, Advocates and other people who are sometimes called â€Å"Significant Others†. In order to work well in partnership, there has to be good communication therefore you will need to have good communication skills. Other people may be able to provide useful information to support you in your work, and you may be able to find useful information to support them in being part of the individual’s life. An example might be if there are communication difficulties. A Carer or Family member can share information on how you can communicate efficiently with the individual. Therefore this enables the individual to be listened to and supported in ways that they desire and choose. 3.2 Identify ways of working that can help improve partnership working. To learn from other and working in partnership is important. It will help you to understand the aims and objectives of different people and partner Organisations, as they may have different views, attitudes, and approaches. It is important that everyone’s focus is on providing the best care to individuals. By supporting the individual to achieve goals and to be as independent as possible, to respect and maintain the dignity and privacy of individuals. Making sure you promote equal opportunities and respect diversity and different cultures and values. By making sure you report dangerous, abusive, discriminatory or exploitative behavour or practice. By Communicating in an appropriate, open, accurate and straight forward way. Treat everyone as an individual. You must share knowledge and respect views of others, help to achieve positive outcomes for individuals. Always feedback any concerns you may have to you r manager/supervisor, even if it feels minor to you it can be important evidence. 3.3 Identify skills and approaches needed for resolving conflicts. Skills and approaches you will need for resolving conflicts are managing your stress levels, remaining calm in all situations, being aware of both verbal and non-verbal communication, by making sure you do not use any jargon and talking so everyone involved can understand you. Make sure you control your emotions and behaviour towards others, as aggressive behaviour can be intimidating. Avoid threatening others, pay attention to the feelings being expressed as well as the spoken words. Respect the differences of the individual, develop a readiness to forgive and forget. Have the ability to compromise, try and find a way to resolve the situation. Try to avoid making assumptions and accusations, as this can make the situation much worse. You must try not to over generalise and stick to the facts of what went on. Active listening plays a big part in trying to resolve conflict, as the person will feel that you are paying a ttention to them. 3.4 Explain when and how to access support and advice about: Partnership working – You will need to seek advice and support when there is a dilemma that you need help in solving. Support and advice can come from your colleagues, your supervisor/manager, external agencies i.e. Care Quality Commission, Social Services, Unions i.e. Trade Union. Carer’s Organisations such like the Health Care Professionals Council, Workforce Development Council and Sector Skills Council for Care. Resolving conflict – You can resolve conflict with colleagues or managers by going to Employment Counselling or Mentoring Support or where possible you can go to a Trade Union. Issues with individuals or their families you can go to an Independent Advisory Organisation such like Citizens Advice Bauru.

Essay --

1) In the distribution of microorganisms lab, the largest number of colonies came from a mouth swab giving over 300 small yellow and white, punctiform and convex colonies. Hair came in next with 99 colonies on the plate of all different colors, sizes and shapes. The culture dish that sat out in the lab air gave a total of 15 colonies of all different types. The swab of disinfected bench gave a total of 9 colonies, one of which was very large. The control that was never opened and the swab of disinfected bench ended up having no colonies grown on them. Hair and air are the most realistic contaminants since your hair is openly exposed to the lab at all times and the air comes into contact with the sample whenever the sample is opened. However, the greatest potential source of contamination shown by the number of colonies is the mouth sample (optional source). This was expected because the human mouth is known to contain many bacteria. 2) Even though the 4x level of magnification on the microscope is not used often since it is such a small magnification, it may be used to start focusing the microscope although not much will be visible. The microscope is parfocal meaning â€Å"that the optical system is coordinated so that a specimen that is in focus for one objective is in approximate focus for the other objectives† (Hayden McNeil Publishing, 2014), so once the 4x objective is focused, the other objectives should be coarsely focused. They will require some fine focus adjustment though. The 10x objective helps to increase the focus and will also make the specimen more visible and can be used to find the location of the specimen on the slide (Hayden McNeil Publishing, 2014). This objective is also known as the â€Å"low power objec... ...ed specimens (Hayden McNeil Publishing, 2014). Also, for pathogenic bacteria, once the structure is determined it can be attacked. â€Å"Gram positive bacteria are more susceptible to antibacterial agents that work by inhibiting the formation of peptidoglycan cross-links thereby weakening their cell walls† (Hayden McNeil Publishing, 2014). 4) The species tested for spore formation were Bacillus subtilis and Corynebacterium glutamicum. Bacillus subtilis actually formed spores. The endospores that developed were a stress response to being treated with the toxic dye, malachite green. The bacteria, Bacillus subtilis, will produce endospores as a form of resistance against unfavorable environmental conditions such as toxins and heat. The Corynebacterium glutamicum does not form endospores in response to extreme environmental conditions (Hayden McNeil Publishing, 2014).

Baby Pacifier: The Symbol of “Me” Culture

Baby Maggie of the Simpsons has contributed to the popularity of baby pacifiers, with her incessant sucking, which can speak volumes, depending on the situation of her family. Baby pacifiers have been part of the American culture for a long time that they have evolved into many names, â€Å"soothers, dummies, Binkys,† report Kalb and Whitford in â€Å"Big Binky Brouhaha. † Binkys seem like ordinary tools for calming babies to sleep or silence, but it can also launch some of the most glaring criticisms of American culture.The baby pacifier represents the overwhelming â€Å"me† culture of Americans, because it stands for autonomy, narcissism, and the paradox of social detachment-attachment. The baby pacifier represents the democratic principles of American culture, wherein parents give the autonomy to babies in choosing when and where to use their dummies. When American babies cry, mothers often interpret it as a sign of distress, and they immediately attend to the m.In a study of parenting attitudes among five ethnic groups in the United States, Jambunathan, Burts, and Pierce (2000) observe that European American mothers are most likely to interpret baby cries as calls for help, and so they respond more eagerly to these cries than Asian American, Asian Indian, and African American mothers. The latter ethnic groups are also concluded as possibly more detached to the needs of their infants, because they often live in extended family arrangements and attend to other needs.This article indicates that American parents tend to provide greater autonomy for their children. On the other hand, autonomy has its dark side, narcissism. A baby wants a pacifier, and because she wants, she gets it. The book â€Å"The Narcissism Epidemic† by Twenge and Campbell (2009) illustrate how narcissism is growing everywhere in America, which leads to hostility, materialism, and superficial values.In one example, they describe the Blinky and its connection to th e materialist and self-centered nature of modern parenthood, and modern American culture, as well: â€Å"Babies wear bibs embroidered with ‘Supermodel’ or ‘Chick Magnet’ and suck on ‘Bling’ pacifiers while their parents read modernized nursery rhymes from This Little Piggy Went to Prada† (Twenge and Campbell 2009). This is an example of how parents are subconsciously training their babies that they can have anything they want, just because they want it. Baby pacifiers can symbolize the revolution of the â€Å"me, me, me!† culture, which is levels higher than the simple and initial â€Å"me† culture, which only demanded what is due to the individual, such as basic civil rights. Baby pacifiers also signify the inconsistency and problems of social detachment-attachment in American relationships. In a news article, Kalb and Whitford interview a mother Janna Bosshardt, who would have preferred to not use a pacifier, but was forc ed to because her third child, Cale is â€Å"an Olympic-level screamer,† and she believes that â€Å"A pacifier was the only thing that would calm him down.It was for his sanity and mine. † A personal interview with a mother of two kids also confirms the tug-of-war between detachment and attachment. Bearns describes how pacifiers make her insane and sane all at once. It makes her insane, because she is allowing the pacifier to do her own job of paying attention to her baby’s needs. Still, the pacifier also makes her sane, because she will have more time to work. She says: â€Å"It’s hard to admit, but I am making pacifiers a pseudo-parent. I should breastfeed, but I don’t have the time.† These notions of what should be done with baby pacifiers embody the detachment and attachment in American culture. Americans want to give more love and attention to their children, because of the work-life balance they aim to pursue. Yet, they are still seei ng family-work conflict, as something they must do away with, by using easy and quick resolutions (Mortazavi et al. 2009). Baby pacifiers signify something gained and lost. Children learn autonomy, wherein they can get what they want.But they forget that they must also work hard for what they want, and they must also take time to reflect on their actions and its consequences. Baby pacifiers also embed narcissistic and detachment values and practices that weaken American relationships. What is lost in this hyper-individualistic culture is human bonding and the realization that every choice, no matter how small, can have grave consequences. Finally, fundamentally missing in the â€Å"me, me, me! † culture is the idea of being â€Å"We. † Works cited Bearns, Jennifer. Personal interview. 27 July 2010. Kalb, Claudia and Ben Whitford.Big Binky Brouhaha. Newsweek 146. 18(31 Oct. 2005): 33. Jambunathan, Saigeetha, Burts, Diane C, and Sarah Pierce. Comparisons of Parenting Att itudes among Five Ethnic Groups in the United States. Journal of Comparative Family Studies 31. 4 (2000): 395-406. Mortazavi, Shahrnaz, Pedhiwala, Nisreen, Shafiro, Maggie, and Leslie Hammer. Work-Family Conflict Related To Culture and Gender. Community, Work & Family 12. 2 (May 2009): 251-273. Twenge, Jean M. and W. Keith Campbell. The Narcissism Epidemic. New York, NY: Free Press, 2009. Web. 27 July 2010 < http://today. msnbc. msn. com/id/30312181>.

Does Positive Behavioral Intervention Support (Pbis)?

Does Positive Behavioral Intervention Support (PBIS) affect Student Growth? July, 2012 Executive Summary In this paper, I will investigate the correlation of Positive Behavioral Intervention Support (PBIS) and the effects on students’ academic growth. Positive Behavioral Intervention and Supports (PBIS) is a systemic approach to proactive, school-wide behavior based on a Response to Intervention (RtI) model. (Wisconsin PBIS Network) I believe PBIS will have a positive effect on students’ academic growth.The federal government strongly recommends that schools adopt Response to Intervention (RTI) as part of their general and special education programs (Burton & Kappenberg, 2012). Most RTI models are a three-tier support system with two spheres, one academic and one behavioral (Burton & Kappenberg, 2012). Positive Behavior Intervention Support (PBIS) has been used to describe school-wide and statewide efforts to implement and monitor comprehensive initiatives in our school s to decrease problem behaviors (Burton & Kappenberg, 2012).For the purpose of this paper, SWPBIS, PBS and PBIS refer to School-wide Positive Behavior Intervention Support. Overview of Program As a component of Response to Intervention (RtI), PBS provides the tools that are essential for stabilizing and improving a student’s behavior, self-esteem, and relationship in general education classes as well as inclusive settings (Burton & Kappenberg, 2012).As a system within RtI, PBS shifts the burden on the teacher from competency to â€Å"manage† the class and â€Å"control† the students’ disruptive behavior to identifying causes of inappropriate behavior, encouraging positive behaviors and monitoring interventions (Burton & Kappenberg, 2012). By implementing PBIS, the teacher has a unique and important role in each students schooling. PBS is based on understanding why problem behaviors occur and it gives educators and parents a new way to think about behavior s.It is the application of evidence-based strategies and systems to assist schools to increase academic performance, increase safety, decrease problem behavior and establish positive school culture (Burton & Kappenberg, 2012). RTI is a â€Å"three-tier composite of academic and behavioral spheres that, in fact, interact with one another, rather than being parallel but isolated (Buffum, Mattos & Weber, 2010). † The RtI is a three tier composite of academic and behavioral spheres, these reflect and reinforce one another (Burton & Kappenberg, 2012).This model is based on and understanding that academic performance is a form of student behavior. These two spheres are interdependent and inseparable and the program needs to evaluate all aspects of a child’s performance in school including curriculum works and social interactions (Burton & Kappenberg, 2012). It is scientifically and nationally recognized as the most effective approach to integrating both spheres of a childâ⠂¬â„¢s life (Burton & Kappenberg, 2012). In reviewing these three spheres, PBS is an effective intervention in each of the three tiers.In the behavior sphere, it is often a greater challenge to identify goals and interventions because they are less well known and tested (Clonin, McDougal, Clark and Davison, 2007). One of the greatest advances of RtI over traditional student evaluation processes is its reliance on proactive identification of students who may be at risk and the use of early interventions that might prevent this. There are few reliable screening processes (Burton & Kappenberg, 2012).RTI is about establishing a school-wide system for allocating instructional resources where they are needed. This initiative gives all students (Tier 1) access to the regular curriculum and provides differentiated instruction and support. It requires high quality differentiated instruction based on insights into student thinking and keeping track of students’ progress. General educat ion teachers can use the CHAMPs (Conversation-Help-Activity-Movement-Participation-Success) model by Randy Sprick (2009) as one of the effective approaches to PBS for a Tier 1 student.It allows teachers to design a proactive and positive approach to classroom management that has been proven successful for large numbers of struggling students in a clear, teacher and student friendly system of five prosocial behaviors (Burton & Kappenberg, 2012). This model assists the teacher in identifying the behaviors they want to see and teach what these behaviors look like in the classroom by giving students specific behaviors to practice and expectations and reminders are reinforced (Burton & Kappenberg, 2012).Students who are struggling and need more targeted interventions will receive increasingly intense intervention matched to their need at Tier 2. These services and interventions are usually provided in small group settings in addition to their instruction in the general curriculum. If beh aviors still need to be reinforced, there are other Tier 2 interventions like peer mentoring, group counseling, being assigned an adult role model to work with (Burton & Kappenberg, 2012).One of the significant impacts that RTI and PBS have is the systematic collection of data on each child’s response to the interventions as well as support from teachers, parents and guidance counselors who can report on the effect of interventions inside and outside the school environment (Burton & Kappenberg, 2012). Some students may need a more intensive individualized intervention that targets the students’ skill deficits in Tier 3. There would be a reanalysis of all the data from Tier 1 and 2, looking particularly for potential causes or interventions that had been overlooked (Burton & Kappenberg, 2012).The team may decide to complete a functional behavior assessment (FBA) that will collect extensive data to identify, the antecedents that may have caused negative behavior, review of the behavior itself and the consequences of the behavior (Burton & Kappenberg, 2012). This would then lead the team to create a professionally developed behavior intervention plan (BIP), which would recommend specific interventions based on the data collected from the FBA (Burton & Kappenberg, 2012).Students who do not achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive evaluation by the Committee on Special Education. Analysis In reviewing the current literature, there were several studies that determined the key elements of SWPBIS that make it successful. In addition, the following studies conducted have reviewed the correlation between SWPBIS and student achievement. All eight studies found a positive relationship between the implementation of SWPBIS programs and improved student behavior.A positive correlation between the use of SWPBIS programs and improved student achievement was found in research by Hong, L eBurn, Pavlovich, and Yeung. Hong (2011) investigated the effectiveness the effectiveness of SWPBIS on statewide standardized tests using a longitudinal study over a three year period at both elementary and middle school levels in Minnesota. Preliminary data analysis based on elementary schools indicates there was statistical significant relationship between SW-PBIS program and schools’ accountability.Another study conducted by Pavlovich (2008) examined the relationship between PBIS strategies and school-wide discipline problems as well as the difference in educator’s perceptions of the school climate and academic achievement. Results indicated a significant increase in third grade reading scores between the years of PBIS implementation and one year following PBIS implementation. In addition, LeBurn (2008) looked at the â€Å"Effects of Large Scale Implementation of School Wide Positive Behavior Support on Student Discipline and Academic Achievement (SW-PBIS). The stu dy began in 2002 and went on for 3 consecutive years, with 124 public and private schools from K-12 in New Hampshire across four cohorts that participated. Implementation was associated with academics gains in math whereas the reading remained neutral. Finally, Yeung (2009) examined the effects of The Positive Behavior for Learning (PBL) initiative (adopted from the PBIS model in the USA) in Australia to improve learning outcomes for students. The results of the study show that PBL made some significant contributions in determining long term benefits for students.These preliminary findings suggest that the school-wide PBL system has the potential to make a difference in learning outcomes. One of the most significant aspects of PBIS that educators need to understand is that behavior and academics are a major part of a child’s life in school. You can not only concentrate on one aspect and ignore the other. I believe PBIS will improve student success in school because more time will be dedicated to teaching rather than managing misbehavior. The program will also improve the school climate for students and teachers.Through PBIS, there will be an enduring, positive change in behavior, reduction in suspensions as well as increase in graduation rates. I think there are still years of work and development in PBIS, but I believe this is a significant paradigm shift in education where educators are collaborating and assuring that all children learn by analyzing their academic work as well as their behaviors. Decision Matrix Key Characteristics| Weight %| Fidelity of the PBIS Program| 25%| Increase in referrals to Special Education| 20%|Increase in Suspension and behavior issues| 30%| Teacher/Student Buy In| 10%| Cost Effectiveness| 15%| Total| 100%| Key CharacteristicsOptions weight| Fidelity| Referrals| Suspension| Teacher/Student Buy In| Cost| Total:| | 25%| 20%| 30%| 10%| 15%| 100%| 1. PBIS| raw| 10| 8| 8| 7| 7| | | wt. | 300| 160| 160| 105| 105| 830| 2. Rippl e Effects| raw| 5| 5| 5| 4| 5| | | wt. | 150| 100| 100| 60| 75| 485| 3. Leaps| raw| 3| 5| 4| 5| 7| | | wt. | 90| 100| 80| 75| 105| 450| References: Benner, G. , Nelson, J. , Ron, J. Sanders, E. , Ralston, N. (2012). Behavior intervention for students with externalizing behavior problems: primary-level standard protocol. Exceptional Children, 78 ( 2). Retrieved from http://search. proquest. com. arktos. nyit. edu/education/docview/916923328/137DC178FA97D350E74/1? accountid=12917 Buffum, A. , Mattos, M. , & Weber, C. (2008) Pyramid response to intervention: RtI, professional learning communities, and how to respond when kids don’t learn. Bloomington, IN: Solution Tree. Burton, D. & Kappenberg, J. 2012). The complete guide to RTI: an implementation toolkit. California, Corwin Clonin, S. M. , McDougal, J. L. , Clark, K. , & Davison, S. (2007). Use of office discipline referrals in school wide decision making: A practical example. Psycology in the schools, 44(1), 19-27. Hong, S. , Ryoo, J. (2011). Investigating the effectiveness of SW-PBIS on school’s accountability at both elementary and middle schools: Society for Research on Educational Effectiveness, Retrieved from http://www. eric. ed. gov/PDFS/ED528760. pdf.

An Effective Teacher Evaluation Includes Questions

An Effective Teacher Evaluation Includes Questions The most effective method for evaluating a teacher effectively is dual, mutual involvement and ongoing collaboration in the evaluation process.  The teacher, being guided by the evaluator, is consulted and involved throughout the evaluation process. When this happens, the evaluation becomes a tool to springboard true growth and ongoing improvement.  Teachers and administrators find authentic value in this type of evaluation process. The biggest drawback is that it is a time-consuming process, but ultimately it proves worth the extra time for many teachers. Many teachers feel like there is often a disconnect in the process because they are not involved enough. A first step in actively involving teachers in the process is to have them answer questions about the teacher evaluation. Doing so before and after the evaluation gets them thinking about the process that naturally makes them more involved. This process also gives both sides some critical talking points when they meet face-to-face as some evaluation systems require the teacher and evaluator to meet before the evaluation takes place and after the completion of the evaluation. Administrators can utilize a short questionnaire designed to get the teacher thinking about their evaluation. The questionnaire can be completed in two parts.  The first part gives the evaluator some prior knowledge before they conduct the evaluation and helps the teacher in the planning process. The second part is reflective in nature for both the administrator and teacher. It serves as a catalyst for growth, improvement, and future planning. The following is an example of some questions you can ask to improve the teacher evaluation process. Pre-Evaluation Questions What steps did you take to prepare for this lesson?Briefly describe the students in this class, including those with special needs.What are your goals for the lesson? What do you want the student to learn?How do you plan to engage students in the content? What will you do? What will the students do?What instructional materials or other resources, if any, will you use?How do you plan to assess student achievement of the goals?How will you close or wrap up the lesson?How do you communicate with the families of your students? How often do you do this?  What types of things do you discuss with them?Discuss your plan for handling student behavior issues should they arise during the lesson.Are there any areas you would like for me to look for (i.e. calling on boys vs. girls) during the evaluation?Explain two areas that you believe are strengths going into this evaluation.Explain two areas that you believe are weaknesses going into this evaluation. Post-Evaluation Questions Did everything go according to plan during the lesson? If so, why do you think it went so smooth. If not, how did you adapt your lesson to handle the surprises?Did you get the learning outcomes you expected from the lesson? Explain.If you could change anything, what would you have done differently?Could you have done anything differently to boost student engagement throughout the lesson?Give me three key takeaways from conducting this lesson. Do these takeaways impact your approach moving forward?What opportunities did you give your students to extend their learning beyond the classroom with this particular lesson?Based on your daily interactions with your students, how do you think they perceive you?How did you assess student learning as you went through the lesson? What did this tell you? Is there anything that you need to spend some additional time on based on the feedback received from these assessments?What goals are you working towards for yourself and your students as you prog ress throughout the school year? How will you utilize what you taught today to make connections with previously taught content as well as future content?After I finished my evaluation and left the classroom, what immediately happened next?Do you feel that this process has made you a better teacher? Explain.

Operation Lila Scuttling of the French Fleet

Operation Lila Scuttling of the French Fleet Conflict Date: Operation Lila and the scuttling of the French fleet occurred on November 27, 1942, during World War II (1939-1945). Forces Commanders: French Admiral Jean de LabordeAdmiral Andrà © Marquis64 warships, numerous support vessels and patrol boats Germany Generaloberst Johannes BlaskowitzArmy Group G Operation Lila Background: With the Fall of France in June 1940, the French Navy ceased to operate against the Germans and Italians. To prevent the enemy from obtaining the French ships, the British attacked Mers-el-Kebir in July and fought the Battle of Dakar in September. In the wake of these engagements, the ships of the French Navy were concentrated at Toulon where they remained under French control but were either disarmed or deprived of fuel. At Toulon, command was divided between Admiral Jean de Laborde, who led the Forces de Haute Mer (High Seas Fleet) and Admiral Andrà © Marquis, the Prefet Maritime who oversaw the base. The situation at Toulon remained quiet for over two years until Allied forces landed in French North Africa as part of Operation Torch on November 8, 1942. Concerned about an Allied attack through the Mediterranean, Adolf Hitler ordered the implementation of Case Anton which saw German troops under General Johannes Blaskowitz occupy Vichy France beginning on November 10. Though many in the French fleet initially resented the Allied invasion, a desire to join the fight against the Germans soon swept through the fleet with chants in support of General Charles de Gaulle erupting from different ships. The Situation Changes: In North Africa, the commander of Vichy French forces, Admiral Franà §ois Darlan, was captured and began supporting the Allies. Ordering a ceasefire on November 10, he sent a personal message to de Laborde to ignore orders from the Admiralty to remain in port and to sail to Dakar with the fleet. Knowing of Darlans change in loyalty and personally disliking his superior, de Laborde ignored the request. As German forces moved to occupy Vichy France, Hitler desired to take the French fleet by force. He was dissuaded from this by Grand Admiral Erich Raeder who stated that the French officers would honor their armistice pledge not to allow their ships to fall into the hands of a foreign power. Instead, Raeder proposed that Toulon be left unoccupied and its defense entrusted to the Vichy French forces. While Hitler agreed to Raeders plan on the surface, he pressed on with his goal of taking the fleet. Once secured, the larger surface ships were to be transferred to the Italians while the submarines and smaller vessels would join the Kriegsmarine. On November 11, French Secretary of the Navy Gabriel Auphan instructed de Laborde and Marquis that they were to oppose the entry of foreign forces into naval facilities and onto French ships, though force was not to be used. If this could not be done, the ships were to be scuttled. Four days later, Auphan met with de Laborde and tried to persuade him to take the fleet to North Africa to join the Allies. Laborde refused stating his would only sail with written orders from the government. On November 18, the Germans demanded that the Vichy Army be disbanded. As a result, sailors were taken from the fleet to man the defenses and German and Italian forces moved closer to the city. This meant that it would be more difficult to prepare ths ships for sea if a breakout were to be attempted. A breakout would have been possible as the French crews had, through falsification of reports and tampering with gauges, brought aboard enough fuel for a run to North Africa. The next several days saw defensive preparations continue, including the placing of scuttling charges, as well as de Laborde requiring his officers to pledge their loyalty to the Vichy government. Operation Lila: On November 27, the Germans commenced Operation Lila with the goal of occupying Toulon and seizing the fleet. Comprised of elements from the 7th Panzer Division and 2nd SS Panzer Division, four combat teams entered the city around 4:00 AM. Quickly taking Fort Lamalgue, they captured Marquis but failed to prevent his chief of staff from sending a warning. Stunned by the German treachery, de Laborde issued orders to prepare for scuttling and to defend the ships until they had sunk. Advancing through Toulon, the Germans occupied heights overlooking the channel and air-dropped mines to prevent a French escape. Reaching the gates of the naval base, the Germans were delayed by the sentries who demanded paperwork allowing admission. By 5:25 AM, German tanks entered the base and de Laborde issued the scuttle order from his flagship Strasbourg. Fighting soon broke out along the waterfront, with the Germans coming under fire from the ships. Out-gunned, the Germans attempted to negotiate, but were unable to board most vessels in time to prevent their sinking. German troops successfully boarded the cruiser Dupleix and closed its sea valves, but were driven off by explosions and fires in its turrets. Soon the Germans were surrounded by sinking and burning ships. By the end of the day, they had only succeeded in taking three disarmed destroyers, four damaged submarines, and three civilian vessels. Aftermath: In the fighting of November 27, the French lost 12 killed and 26 wounded, while the Germans suffered one wounded. In scuttling the fleet, the French destroyed 77 vessels, including 3 battleships, 7 cruisers, 15 destroyers, and 13 torpedo boats. Five submarines managed to get underway, with three reaching North Africa, one Spain, and the last forced to scuttle at the mouth of the harbor. The surface ship Leonor Fresnel also escaped. While Charles de Gaulle and the Free French severely criticized the action, stating that the fleet should have tried to escape, the scuttling prevented the ships from falling into Axis hands. While salvage efforts began, none of the larger ships saw service again during the war. After the liberation of France, de Laborde was tried and convicted of treason for not trying to save the fleet. Found guilty, he was sentenced to death. This was soon commuted to life imprisonment before he was granted clemency in 1947. Selected Sources Battleships Cruisers: Scuttling at ToulonHistory.com: French Scuttle Their Fleet

Western Art History Coursework Example | Topics and Well Written Essays - 500 words

Western Art History - Coursework Example There is also a hint of red pigment on the statue that leads us to believe that it is representative of childbirth.1 The women of this culture were, most likely, revered for their ability to have children. While the Two Worshippers, which were carved to represent the local citizens, were left inside the temple to keep continual prayer vigilance to the god Abu.2 In the end, whether the statue represents a fertility goddess or a person, religion has been prevalent in some form throughout time. Though the various cultures may change, as well as the religious beliefs and rituals, time shows us that religion will always be there. Khafra Enthroned and the Seated Scribe come from two different periods of time in Egyptian Art. Both Kafra and the scribe seem to be seated in different positions. King, or pharaoh, Khafra is wearing similar style clothing to the scribe however it seems that Khafra’s clothing is more elegant than the scribe’s clothing. Clothing is one way of social position. The higher class citizens and royalty wore finer more elegant garments while the other social classes wore clothing that was of much less refinement. Like the clothing upon the statues of King Menkaure and Queen and Ni-ka-re, his wife, and their daughter, Khafra Enthroned shows that kings reveled in power and luxury. All the Egyptian works of art showed great detail when it came to the human form. From the placement of the eyes on the head to the curves on a woman’s body, these sculptures show the importance of the craft taken by the Egyptian sculptors.3 The two works I chose for case studies are from the Hellenistic Greek era of art, Aphrodite from Melos and Battle of Issus (Alexander Mosaic). I chose these works since I like the Ancient Greek works of art. For the sculpture Aphrodite from Melos (More famously known as Venus of Milo), I used the online book

Critical analysis of Qualitative paper Essay Example | Topics and Well Written Essays - 1000 words

Critical analysis of Qualitative paper - Essay Example Topics and introductions of the articles In Both articles, titles are good title particularly because they are both informatory and refer to the key phenomenon of the study. However, Dietrich et al’s title is goes further to expounds on the key variables.Though they have failed to include the study population,both researches the problems of the research are stated unequivocally and build coherent and credible arguments which have significance for nursing profession.Both Olrich et al (2012) and Deitrick et al (2012) studies have also failed to stipulate the research questions or a hypothesis of the studies and this is also considered as a flaw in the studies. Methods and designs of the studies There is debate regarding whether the standards used for quantitative studies should be used for qualitative research has existed for a long time and will probably continue with the trend (Strauss and Corbin, 1998). The research approach used in the qualitative was the ethnography approac h, which means that there was a conscious effort by the researchers in examining and exploring a cultural phenomenon (Bernardo, 2007). The ethnographic approach was used to outline the major challenges faced by nurses in two inpatient units in the implementation of hourly rounding. On the part of thequantitative evidences that were selected, they made use of the quasi-experimental approaches. In fact much of the quasi-experimental method has had elements of a real experimentation just that there is lack of the use of random assignment (Bravo, Earls and Johnson, 2011). To this end, a 506-bed teaching hospital was acquired where the effect of hourly round was determined on fall rates, call light usage and the general satisfaction of patients on the service they received from nurses. A big debate has existed about what should be incorporated as quality criteria in quantitative designs. For example, Ryan et al, (2001) stipulated that the degree to which the methods are satisfactory to p articipants ought to be also applied as a decisive factor for assessing the methodological eminence of quantitative studies This design’s flaw was that it did not take into account the patients’ attitudes feelings and perceptions which are very important in nursing but rather just went for the figures.However the execution of design was top notch thenumber of data collection points was appropriate.The design also curtailed biases and threats to the interior and exteriorsoundness of the study. As far as validity is concerned, there are two major aspects of measurement that the researchers could be looking at to ensure validity. These are internal and external validity. Generally internal validity on measurement tools can be achieved if researchers shall pay particular attention to selection bias and ensure that the tool is impartial in its selection. Again, history, differential attrition and regression towards the mean are all significant such that researchers must ens ure that they conform to stipulated standards of scoring. With external validity, attention must be paid to the population to ensure that there is a generalization between the study’s inferences and the general population used (Castledine, Grainger,