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National Obscenity Standard, 2001.
Analysis of Supreme Court's 1975 landmark ruling in Miller vs. California. History of obscenity definitions. Role of Congress & FCC. Problem of a national consensus & local community standards.
2,700 words (approx. 10.8 pages), 4 sources, $ 95.95
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From the Paper
"Any discussion of a national obscenity standard must begin with the question: Does one exist? The 1973 U.S. Supreme Court ruling in Miller v. California, along with subsequent clarifying decisions, declared that from then on local communities would in effect establish their own rules and standards of what was and was not obscene. What?s more, the court ?specifically rejected the concept of a nationwide ?contemporary community standard,? and left to the individual states? to determine the scope of the community upon which questionable material might be judged (Linz, 1994, 82). Thus, at the time many thought this might abolish for good any thought of a national standard. Not surprisingly, however, considering the unpredictability of American public life, the high court?s ruling has raised surprising ..."
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Standard and Non-Standard Language, 2007.
An analysis of the issues surrounding the use of standard and non-standard language varieties in education.
1,908 words (approx. 7.6 pages), 11 sources, APA, $ 60.95
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Abstract
The paper attempts to determine the place of standard and non-standard varieties of English in education. It examines how the study of language attitudes has a long history that has expanded across several decades and social scientific disciplines and how it recognises that language is a powerful social force that does more than convey intended referential information. The paper also looks at how a "standard" English has developed over the years and how it has been dictated by association with the social group with the highest degree of power, wealth and prestige.
From the Paper
"By the 16th century a specific form of English used mainly by the government, and among the most educated, had surfaced and the standardisation of its written form was later encouraged by the development of the printing press. Regional dialects which possessed their own distinctive grammar, vocabulary and accent, continued to be spoken by all classes of society until their rapid decline in the 19th century. The main reason for this decline was related to issues such as geographical mobility, the spread of education, and the mass-readership press. Meanwhile, a standard form of accent, now known as 'received pronunciation' (RP) had emerged and by around 1900 this form, or one very close to it and containing only a few small markers of one's local accent, had come to be widely recognised as the form indicative of 'educatedness' (Honey, 1983)."
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What Constitutes Obscenity?, 2006.
A review of obscenity and what is considered by American society to be obscene.
1,763 words (approx. 7.1 pages), 8 sources, MLA, $ 56.95
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Abstract
This paper discusses how Americans despise obscenity by and large, but have always had a problem with identifying just what was obscene and why. This study maintains that while popular and legal definitions may vary, some people may simply consider something obscene if it is forced upon them rather than when they purposely seek out such literary materials or artistic works for themselves for prurient or other reasons. A summary of the research and important findings is provided in the conclusion.
Outline:
Introduction
Review and Discussion
Background and Overview
Arbiters of Obscenity and Their Implications for Artists and the Media
Conclusion
From the Paper
"According to Kidd, there was essentially no due process provided the artist in this unfair association between him and denied Mapplethorpe his "day in court" in which he could voice his rebuttals; rather, the case was an example of an arbitrary - and some say capricious - decision by the Institute for Contemporary Art as to what they regarded as obscene, and they got paid handsomely for the privilege of designating Mapplethorpe's work as being obscene: "The key decisions that implicated the NEA in the funding of 'obscenity' were made not by the artist, and not even by the NEA, but by mediating arts organizations -- specifically, the Institute for Contemporary Art in Philadelphia, that used a $30,000 NEA grant to mount a retrospective of Mapplethorpe's photography" (Kidd, 2003, p. 6). By any measure, Mapplethorpe's works could be viewed as being inappropriate for certain age groups or others, depending on the unique individual factors involved, but the same issues that affected the Mapplethorpe outcome are at play in virtually every instance of the obscenity determination."
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Catullus and Obscenity, 2005.
This paper discusses the function of sex and obscenity in the poetry written by Catullus.
1,575 words (approx. 6.3 pages), 2 sources, $ 62.95
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Abstract
In this article, the writer discusses that the first thing about Catullus that may strike a modern reader is his frequent preoccupation with sex in general, and with obscenity in particular. The writer maintains that this is in stark contrast with his love poems about lesbians. Further, the writer points out that it has been said that Catullus sought in love not sexual transport but a deep human union which would last a whole lifetime.
From the Paper
"On examination an argument can be made that these two facets were flip sides of the same coin, and together offer a complete and direct look into the mind and heart of Catullus. They reveal to us two honest, although contradictory, faces of the same man. Like all of us, Catullus encapsulates dark and light in one person. He is highly unusual in that he communicates both sides so directly and personally with his readers. It seems that the obscenity, along with the love and pain, has the same function: they achieve the direct and honest expression that Catullus clearly desired."
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"Obscenity and Pornography" ( Berl Kutchinsky ), 1999.
Analyzes the 1983 article's argument that pornonogrphy is not a major social problem.
1,350 words (approx. 5.4 pages), 1 source, $ 47.95
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Abstract
"Berl Kutchinsky, in "Obscenity and Pornography: Behavioral Aspects," states that "In the twentieth century the issue of pornography, like that of environmental pollution, has grown from insignificance to the status of a 'major social problem'" (Kutchinsky, 1983, p. 1077). In
From the Paper
"Berl Kutchinsky, in "Obscenity and Pornography: Behavioral Aspects," states that "In the twentieth century the issue of pornography, like that of environmental pollution, has grown from insignificance to the status of a 'major social problem'" (Kutchinsky, 1983, p. 1077). In fact, Kutchinsky clearly means to hold up the phrase "major social problem" in describing pornography in order to show that the term does not apply in reality to pornography. This report will examine the ways in which Kutchinsky demonstrates that, in fact, there is little if any evidence to support the argument that pornography can legitimately qualify as a major social problem. The reader finishes Kutchinsky article with the clean impression that the author believes pornography is hardly a legitimate social problem at all."
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Will Standardized Testing Produce Standardized Students?, 2002.
Examining the impact of the "No Child Left Behind" Act of 2001.
1,255 words (approx. 5.0 pages), 5 sources, MLA, $ 42.95
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Abstract
This paper discusses the main principle behind the "No Child Left Behind" Act of 2001 - that students would be tested in reading and math every year from 3rd grade on. It shows how schools which score well would be rewarded while those that score poorly would be punished. The paper questions whether this is a good plan and whether it will make education in America better.
From the Paper
"No Child Left Behind is based on seven principles. First, (and most controversially) there is to be accountability of results. This means that in grades 3-8 students will take tests in reading and math and parents will receive school and state report cards. The data will also be made available to the public. Second, the program is designed to create flexibility at the state and local level and reduce red tape, although critics do not agree with this assertion. Ten programs were cut or consolidated at the U.S. Department of Education and schools now have the flexibility to transfer up to 50 percent of the funds they receive from the federal government into alternative programs. (This does not include Title I funds). Third, HR 1 expanded options for parents of children from disadvantaged backgrounds by providing additional funds for school choice, supplemental services, and charter schools. Fourth, HR 1 tripled the amount of federal money appropriated for reading programs. Fifth, the bill required that a fully qualified teacher be in every classroom by 2005. Sixth, there is a confirming process to ensure standardized test quality. Finally, measures were taken to help limited English proficient (LEP) students learn English quickly."
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Educational Standards and Assessment, 2004.
A look at the use of standardized testing to improve educational standards.
1,438 words (approx. 5.8 pages), 8 sources, MLA, $ 47.95
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Abstract
This paper discusses how, with the passage of the President Bush?s No Child Left Behind Act, the demand for measured performance in school had reached a new high. It looks at how the national standards for educational progress in the United States have been steadily dropping for a number of decades, even though the United States spends more per child on education than most of Western world. It examines how teachers must first build and use a set of standardized, grade-appropriate teaching goals and follow through with ongoing assessments. It shows how these assessments can be flexible enough to engage the child, but ultimately, the standards need to be met if the child is to be ready for the first encounter with standardized tests at the end of second grade.
Outline
Kindergarten
First Grade
Second Grade
Basal Series vs. Literature Driven Approach to Learning
From the Paper
"Basal literature series have been researched and planned to guide the student through this ascending learning process. However, the bases series often do not have adequate materials for in class remediation. (Sigmon, 2003) Basal readers are considered by some to be expensive, but when a school departs for the basal programs, they must perform much of the research in skill building exercised themselves. Luckily, most series today are anthologies or collections of good quality literature. Basal series also do not replace quality hands on teaching interaction between the student and instructor."
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An Article Critique: Trade and Labour Standards, 2008.
A critical review of the article "Trade and Labour Standards--Theory, New Empirical Evidence and Policy Implications" by Vivek Dehejia and Yiagadeesen Samy.
804 words (approx. 3.2 pages), 1 source, MLA, $ 28.95
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Abstract
The paper examines the article "Trade and Labour Standards--Theory, New Empirical Evidence, and Policy Implications" where the authors discuss labour standards in high standard and low standard countries, potential links between these labour standards and each market's comparative trade advantages and the relationship between labour standards in general and export markets. The paper shows how the authors are adept at proper research methodologies but maintains that they need to refine their topic and make the subject of the research somewhat more useful for the intended audience.
From the Paper
"Labour standards are an important issue within the context of trade negotiations and the policy formulation which accompanies them. The authors do an excellent job of making the relationship between these two concerns readily apparent to even the average reader that may not be intimately familiar with trade related information. The primary concern regarding labour standards in trade negotiations is how they impact a particular market's ability to leverage comparative trade advantages or in how to construct an equitable tariff structure: "Labour interests in high-standards countries argue that low labour standards are an unfair source of comparative advantage, and that increasing imports from low-standards countries will have an adverse impact on wages and working conditions"(Dehejia & Samy 3)."
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Standards Based Education, 2005.
This paper discusses standards based education, which attempts to prove the same standard of education for all students in United States or at least in a particular state.
1,925 words (approx. 7.7 pages), 6 sources, MLA, $ 61.95
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Abstract
This paper recognizes that standards based education is a good objective because it will remove ultimately the difference in quality of education in different social levels due to facilities available and capacities of schools; however, the question is whether this is being achieved. The author points out that the correctness of this assumption that these standards enable the public to know how well the schools are performing is being questioned by legislators and the public. The paper relates that the standards form a very narrow path for education often removing the link between the students daily lives and what they are taught.
From the Paper
"Thus, apart from the direct evaluation of the students, which itself causes a lot of tension and stress on the students, they also lead to tension and stress on the teachers and probably all others connected with the school. This sort of tension for the teachers and others who are connected would probably have happened anyhow, as no educational authority can survive without extraneous funding and initial funds for starting the organization. At the same time, the person who is to be worried about is visible and the reactions can be directly assessed whereas the reactions of a government depend on a number of factors not connected to teachers and education. It is important that this part of tension is eased off and some type of an assurance is given to schools regarding their future funding, which is the biggest help they get, along with their recognition."
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Standardized Tests, 2004.
An analysis of how standardized tests are lowering the standards of education.
1,315 words (approx. 5.3 pages), 3 sources, MLA, $ 44.95
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Abstract
This paper discusses standardized achievement tests, which are a major part of the American school curriculum. The paper examines how these tests have seeped their way into all levels of schooling, and students from pre-kindergarden to high school have become accustomed to taking multiple standardized tests throughout the course of their school career. The paper contends that standardized tests are used to reproduce class and racial divisions and hierarchies and should, therefore, be eliminated.
From the Paper
"Standardized achievement tests are a major part of school curriculum in America. This kind of test was first introduced to our schools in 1947 when the Educational Testing Service (ETS) was first established and administered a standardized test at 50 leading universities. (Schmitz 1991) The use of these tests spread and it was accepted into our culture that this is an accurate way to measure a student?s intelligence and academic potential. High schools have been administering tests such as the Scholastic Aptitude Test (SAT) and American College Test (ACT) as prerequisites for being admitted to any college for many years. These tests have seeped their way into all levels of school, and students from pre-kindergarden to high school have become accustomed to taking multiple standardized tests throughout the course of their school career."
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International Accounting Standards, 2007.
This paper examines the need for a universal set of accounting standards.
3,559 words (approx. 14.2 pages), 10 sources, MLA, $ 99.95
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Abstract
The paper discusses the many advantages of having one global set of accounting standards that would improve the quality of financial reports and investment decisions. The paper looks at the IAS or International Accounting Standards proposal that will determine one set of accounting standards. The paper concludes that if the United States were to impose a broad and ill-defined system of accounting standards, companies would challenge every standard, trying to define the system in their favor.
Outline:
Pros And Cons Of Having One Global Accounting Standard
Preparers, Users and Regulators of the International Accounting Standards
Types of Companies; Listed vs. Unlisted, Large v. Medium v. small, Domestic v. International, Public v. Private
Political Process of Standard Setting; Rules Based, Principal Based
Examples of Three Different Countries; Compare Their Accounting Practices
Conclusion
From the Paper
"The new electronic interdependence recreates the world in the image of a global village." (McLuhan (1962 (1996, p. 31). There are many advantages of having one global set of accounting standards that will provide society with a crucial service not only in the United States, but in other countries as well. In recent years there has been shameful accounting methods used in which billions of dollars in retirement wealth and investments have had great financial losses. Because of these slanderous actions, the integrity and the ability to survive these accounting services have been questioned. Globalizing international trade by using a set of global accounting standards has had a tremendous effect in the way business is conducted. (Pagiavlas 1)"
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Standards-Based Classroom, 2006.
A discussion regarding the advantages of a standards-based classroom versus a traditional classroom.
2,045 words (approx. 8.2 pages), 8 sources, MLA, $ 64.95
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Abstract
This paper outlines the key features of the standards-based classroom. The paper begins by defining the traditional versus standards-based classroom, highlighting the features of the standards-based classroom and then provides an overview of the key components of a standards-based classroom. The paper concludes that a standards-based classroom provides more individual learning opportunities for students in contemporary society.
Outline:
Abstract
Introduction
Standards-Based Classroom Defined
Benefits Standards-Based Classroom
Components of Standards-Based Classroom
Conclusions/Recommendations
From the Paper
"This includes grasping firm knowledge and understanding of the role technology plays not only in education, but also in every day living. Teachers are becoming increasingly aware of the implications technology has on student's achievement but also their teaching and curriculum development. More and more educational facilities are encouraging teachers to participate in elective and continuing education classes that highlight technology and promote emphasis on technological learning in the classroom. Teachers are more and more learning that technology can be an efficient tool for designing unique and individual curriculums that attend to the need of individual students but also enable more efficient monitoring, assessment and evaluation of student achievement in the classroom and outside the classroom (Ernst, Peterson & Taylor, 2005). "
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Risk Assessment Standards - SAS Changes, 2008.
An analysis of new risk assessment standards in auditing.
3,042 words (approx. 12.2 pages), 10 sources, APA, $ 89.95
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Abstract
This paper analyzes the effect the new risk assessment standards (SAS 104-111) will have on upcoming audits. The paper explains that the standards were put in place by the AICPA Auditing board to enhance audit quality and are to take place for all audits for a period that begins after December 15, 2006. The paper also points out that these standards will affect the way audits are conducted and will place a larger focus on areas considered riskiest and most susceptible to financial statement misstatement. The paper then evaluates why these changes were made, what these changes are, the impact these changes will have on audit firms, audit clients, and all the way audits will change including fees, scheduling and test works. In conclusion, the paper establishes that these standards have a large impact on how audits are conducted and how these standards will try to make audits more efficient and financial misstatements less common.
Table of Contents:
Introduction
Literature Review
Why What and How of SAS 104-111
How to Manage Effects of New Standards
Discussion
Final Comments
From the Paper
"The fall season has often been the slow part of the year for auditors and audit clients with financial statements and tax returns out of the way, but this year has been different mainly due to the implementation of the Risk Assessment Standards SAS 104-111. The main change due to these standards is that companies no longer have to simply gain an understanding of internal controls of significant transaction classes, but now have to evaluate internal controls and create custom programs based on these evaluations to test these significant areas. This has resulted in firms calling clients and telling them that their fees may increase by 30 percent compared to years previous. This has also resulted in more preliminary work on audits being done during the planning phase of the audit. The way audits are completed will likely never be the same because of these standards."
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Standardization, 2004.
An analysis of the issues concerning standardized testing in the public school system.
1,960 words (approx. 7.8 pages), 7 sources, MLA, $ 62.95
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Abstract
The state of American public schools is tumultuous to say the least. Some individuals in the field of education believe that standardization will provide solutions to the problems facing public schools. Many educators believe that implementing certain standards into the educational system will improve the public school system. This discussion observes three key points of observation as presented in the article "Standardization versus Standards" by D. Meier and provides an additional analysis from various other sources on the topic.
From the Paper
"Meier (2002) asserts that the revolution of standardized testing has become an extremely political process. The author contends that tests are designed by the department of education in each state. In many cases, the officials that design the tests have had unrealistic expectations of the things that children in certain age groups should learn and understand. Rothstein (2004) explains that "state and federal law assume that the quality of public education can be gauged by the number of students who reach the "proficiency" mark on a standardized test. Indeed, the federal No Child Left Behind (NCLB) law provides serious penalties for schools that fail to make sufficient annual gains in these numbers. It is a terribly misguided policy (Rothstein 2004)." The article contends that the quest to improve the public education system in America has led to the politicizing of standardized testing."
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Standardized Testing, 2004.
An examination of the pros and cons of standardized testing.
1,431 words (approx. 5.7 pages), 8 sources, MLA, $ 47.95
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Abstract
This paper explores the validity and reliability of standardized tests and discusses whether these tests are specific to purpose. The paper provides an assessment of non-standardized students. The paper contends that the use of "high-risk/stake" testing should be carefully reconsidered and possible adoption of other methods secured. The paper discusses various research studies on this topic and concludes that since there is no such thing as a 'standardized student', standardized testing is missing the mark.
From the Paper
"Mandated testing is occurring in many states and within many schools through the United States. This tests are for the specific purpose of gathering data and facts in relation to achievements students each year as well as being a test that carries "high-risks" in terms of the student's future, noticeably so when considered so much is riding on the score of only one test. Furthermore, schools as well as the faculty may receive praise or heavy sanction based on high or low testing scores. And these tests may be enacted by policy-makers with the best of intentions and with the most integral thought as motive however, it doesn't add up to an average however, indeed there is no such thing as average with only one test."
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