Bring Mobile Phones to School Essay Example for Free

Bring Mobile Phones to School Essay It has been debated nationwide and even worldwide for and against students being allowed to bring mobile phones to school. Usually, a school consists of three parts namely, the Primary, Middle and Upper section. We live in the 21st century which is very much a digital age and nowadays, almost every student other than in primary section, has a mobile phone. In my opinion, mobile phones are good for children as long as they are educated in its appropriate usage and the privilege given without being abused. Here are some reasons and benefits as to why students should bring phones to school. In the past, children had less activities in and after school and parents often never knew where their children were until they came home. In today’s world, children are so involved in after school activities such as clubs and societies, sports, music and tuition as directed by parents. Parents need to coordinate with the children, coaches, teachers in charge and other parties within their busy day to day schedules. Mobile phones allow parents to communicate with children at any time. Parents can check up on children and arrange transportation or relay important information if necessary. This supports organizing the daily schedule as we go along the day’s activities and increases the safety aspect. Mobile phones can also be an invaluable tool in emergency situations. For instance, if a student is severely injured or there is a crisis situation, cell phones can allow students to contact authorities for help. This can be especially important for students who do not travel to and from school with a parent, but in public transportation or school vans. It also helps children to have communication and build up networks amongst groups of common interests. Facilities like SMS allow to reach and communicate with large groups instantly with a record for future references, which also will save time and money. This option is also an advantage for teachers to reach their students at large in an effective manner for common messages. Further, with the added options such as Dictionary, Thesaurus, Reminders, e-mails and camera, the mobile phone expands the knowledge base and the capacity of a child and his scope. These features are commonly available in all mobile phones. Moreover, the student who carries a mobile phone has to protect it, be disciplined in it’s usage and also has to be knowledgeable in using it to his or her benefit. This improves the capacity of responsibility, self-discipline and knowledge sharing of the child which are very important attributes in a person’s life.  In conclusion, I think students should be allowed to bring mobile phones to school under the parents’ guidance and the schools should be clear in communicating its rules and regulations in terms of usage of the phones within school hours.

Moral Sentiments and Determinism Essay -- Philosophy Philosophical Pap

ABSTRACT: P. F. Strawson’s essay "Freedom and Resentment" was a landmark in the study of determinism, free-will, and morality. It contributed a much-needed correction to the problem of overintellectualization as found in twentieth-century compatibilist literature. Although most of the central claims in Strawson’s essay are important and true, it fails to fill the lacuna in the analysis, discussion and proposals of traditional compatibilism. The reasons may be summarized as follows. The web of moral demands, feelings and participant attitudes comprises a set of facts within human social life which must be investigated in order to understand the relation (or lack thereof) between determinism and morality. If the facts themselves fill the gap, then it must be some adequate and coherent understanding of them. According to Strawson, the incompatibilist has an understandable dissatisfaction with his opponent’s account because, among other things, the latter fails to de al with the condition of desert and of the justice of moral condemnation and punishment. However, the theory of "Freedom and Resentment" fails equally on this point. What is now needed is a combination of factual study with ethical inquiry. The former would draw on the results of social psychology, the psychology of moral development, the social sciences of morals, and (philosophical) moral psychology. I In the light of a well-known distinction between participant moral attitudes and objective ones, the traditional issue of free will and morality is rephrased, in P.F.Strawson’s ‘Freedom and Resentment’ (henceforth FR), as follows: Could, or should, determinism lead us always to look on everyone exclusively in the objective way? The negative answer is defended and ... ...egal punishment, and the sociology and anthropology of morality. As far as the latter is concerned, that would amount to a sort of revival of the late l9th Century and early 20th Century studies in the social sciences of morals. In an age of multidisciplinary studies such as ours, FR may retrospectively be looked on by present-day students of our philosophical problem as containing an ‘ahead-of-its-time’ invitation, and an especially attractive one, for the philosopher to embark on such a multidisciplinary enterprise. References Honderich, T. (Ed.), Essays on Freedom of Action, Routledge and Kegan Paul, l973. Schlick, M., Problems of Ethics , Dover Publications, N.York, l939. Strawson, P.F., ‘Freedom and Resentment’ in Freedom and Resentment and other Essays, Methuen, l974 Skepticism and Naturalism: some varieties, Columbia University Press, l985.

Relationship Between Critical Thinking and Ethics Essay

Critical thinking and ethics tend to go hand in hand and are both used on a daily basis in our decision-making process. Our personal ethics will play a part in our critical thinking and its steps. Part of the critical thinking process is to evaluate all of the information we have gleaned. Ethics will automatically insert themselves into that process. As we evaluate the information, our ethics will determine which information is accurate and which information best fits our Ethical Lens Inventory. This relationship will lead to a creation that is within the scope of our ethics. Understanding the Relationship To fully understand the relationship between critical thinking and ethics we must understand critical thinking and its steps, our Ethical Lens Inventory, how ethics influences our decisions and how ethics applies to our professional and societal responsibilities. Critical Thinking Critical thinking is taking in all of the facts available to you and evaluating those facts to reach a concise decision. There are six steps in the critical thinking process. The first step is remembering. Remembering is the base for the follow on five steps. Remembering is the ability to recall key details and facts on the information you have reviewed. The second step is understanding. Understanding is the ability for you to take what you remembered and put it in your words. The third step is applying. Applying is the ability take the information and create a product or result. The fourth step is analyzing. Analyzing is the ability to break down your idea into parts. The fifth step is evaluating. Evaluating is taking the information you have and rating its truthfulness and usefulness. The sixth step is creating. Creating is the culmination of all the previous steps to produce a  result. Ethical Lens Inventory My Ethical Lens Inventory is Rights and Responsibility. I use my reasoning skill to determine my duties as well as the universal rules that each person should follow. My blind spot is the belief that motives justify methods. In this way, I tend not to use emotion but rather stay emotionally detached when applying ethics. People around me tend to think of me as callous and emotionless when making an ethical decision. Sometimes this can frighten or upset them, even though this is not my intention. Once people around me begin to understand my ethical lens inventory, they tend to respect me more and stop being frightened or upset. How My Personal Ethics Influence My Decision Making My personal ethics influences every decision I make. My personal ethics were acquired throughout my life and have become a part of who I am. They were instilled upon me through mentors, friends, loved ones and life experiences. None were forced upon me, and I made the conscious decision through these actions to choose what best suited me. Because of this, more often than not when making a decision my personal ethics are automatically inserted just as if I had taken a breath. My personal ethics helps me when making a decision by providing a guideline to the outcome of the decision, however this is not always the case. There are certain times and situations where I will consciously â€Å"bend† my personal ethics. However I bend them they remain within reason. How Ethics Apply to Professional and Societal Responsibilities Ethics means a great deal when we apply them to our professional and personal life. When people see the decisions we make and how we conduct ourselves they form opinions about us. This opinion can lead them to believe we are a good co-worker, boss, friend or lover. With poor ethics this can have an opposite effect. There are people who do not have good ethics, or choose to ignore them, who may try to influence our ethics. Being true to your ethics will only strengthen your resolve. Applying ethics in your professional life can lead you to be successful. The same can be true when applying ethics to your societal life. Consistency plays a significant role in this. You must remain consistent when applying your ethics. Failure to do so will lead some to think you do not have a good  ethical standard.

Marcus Cocceius Nerva, First of Romes Good Emperors

Marcus Cocceius Nerva (November 8, 30 CE–January 27, 98 CE) ruled Rome as emperor from 96–98 CE following the assassination of the much-hated Emperor Domitian. Nerva was the first of the five good emperors and was the first to adopt an heir who wasnt part of his biological family. Nerva had been a friend of the Flavians without children of his own. He built aqueducts, worked on the transport system, and built granaries to improve the food supply. Fast Facts: Marcus Cocceius Nerva Known For: Well-regarded and respected Roman emperorAlso Known As: Nerva, Nerva Caesar AugustusBorn: November 8, 30 CE in Narnia, Umbria part of the Roman EmpireParents: Marcus Cocceius Nerva and Sergia PlautillaDied: January 27, 98 CE at the Gardens of Sallust, RomePublished Works: Lyric poetryAwards and Honors:  Ornamenta Triumphalia for military serviceSpouse: NoneChildren: Marcus Ulpius Traianus, Trajan, the governor of Upper Germany (adopted)Notable Quote: â€Å"I have done nothing that would prevent me laying down the imperial office and returning to private life in safety.† Early Life Nerva was born November 8, 30 CE, in Narnia, Umbria, north of Rome. He came from a long line of Roman aristocrats: his great-grandfather M. Cocceius Nerva was consul in 36 CE, his grandfather was a well-known consul and friend of Emperor Tiberius, his mothers aunt was the great-granddaughter of Tiberius, and his great uncle was a negotiator for the emperor Octavian. While little is known of Nervas education or childhood, he did not become a military professional. He was, however, well known for his poetic writings. Early Career Nerva, following in his familys footsteps, pursued a political career. He became praetor-elect in 65 CE and became an advisor to Emperor Nero. He discovered and exposed a plot against Nero (the Pisonian conspiracy); his work on this issue was so significant that he received military triumphal honors (though not a member of the military). In addition, statues of his likeness were placed in the palace. Neros suicide in 68 led to a year of chaos sometimes called the Year of Four Emperors. In 69, as a result of unknown services rendered, Nerva became a consul under Emperor Vespasian. Though there are no records to support the assumption, it seems likely that Nerva continued as consul under Vespasians sons Titus and Domitian until the year 89 CE. Nerva as Emperor Domitian, as a result of conspiracies against him, had become a harsh and vengeful leader. On September 18, 96, he was assassinated in a palace conspiracy. Some historians speculate that Nerva may have been involved in the conspiracy. At the very least, it seems likely that he was aware of it. On the same day, the Senate proclaimed Nerva emperor. When appointed, Nerva was already well into his sixties and had health issues, so it was unlikely he would rule for long. In addition, he had no children, which raised questions about his successor; it may be that he was selected specifically because he would be able to handpick the next Roman emperor. The initial months of Nervas leadership focused on redressing Domitians wrongs. Statues of the former emperor were destroyed, and Nerva granted amnesty to many whom Domitian had exiled. Following tradition, he executed no senators but did, according to Cassius Dio, â€Å"put to death all the slaves and freedmen who conspired against their masters.† While many were satisfied with Nervas approach, the military remained loyal to Domitian, in part because of his generous pay. Members of the Praetorian Guard rebelled against Nerva, imprisoning him in the palace and demanding the release of Petronius and Parthenius, two of Domitians assassins. Nerva actually offered his own neck in exchange for those of the prisoners, but the military refused. Finally, the assassins were captured and executed, while Nerva was released. While Nerva retained power, his confidence was shaken. He spent much of the remainder of his 16-month reign attempting to stabilize the empire and ensure his own succession. Among his achievements were the dedication of a new forum, repairing roads, aqueducts, and the Colosseum, allotting land to the poor, reducing taxes imposed on Jews, instituting new laws limiting public games, and exercising greater oversight over the budget. Succession There is no record that Nerva married, and he had no biological children. His solution was to adopt a son, and he selected Marcus Ulpius Traianus, Trajan, the governor of Upper Germany. The adoption, which took place in October of 97, allowed Nerva to placate the army by selecting a military commander as his heir; at the same time, it allowed him to consolidate his leadership and take control of the provinces in the north. Trajan was the first of many adopted heirs, many of whom served Rome extremely well. In fact, Trajans own leadership is sometimes described as a golden age. Death Nerva had a stroke in January 98, and three weeks later he died. Trajan, his successor, had Nervas ashes put in the mausoleum of Augustus and asked the Senate to deify him. Legacy Nerva was the first of five emperors who oversaw the best days of the Roman Empire, as his leadership set the stage for this period of Roman glory. The other four good emperors were Trajan (98–117), Hadrian (117–138), Antoninus Pius (138–161), and Marcus Aurelius (161–180). Each of these emperors hand-selected his successor through adoption. During this period, the Roman Empire expanded to include the north of Britain as well as portions of Arabia and Mesopotamia. Roman civilization was at its height and a consistent form of government and culture expanded across the entire empire. At the same time, however, the government became increasingly centralized; while there were benefits to this approach, it also made Rome more vulnerable in the long run. Sources Dio, Cassius. Roman History by Cassius Dio published in Vol.  VIII of the Loeb Classical Library edition, 1925.The Editors of Encyclopaedia Britannica. â€Å"Nerva.† Encyclopà ¦dia Britannica.ï » ¿Wend, David. Nerva. An Online Encyclopedia of Roman Emperors.