Are Sharks as Dangerous, as People Consider Them to Be

Are Sharks as Dangerous, as People Consider Them to Be? Among the richness of the animal world and the exciting images it offers fishes have never arrested too great an attention of human beings. Though, there are a lot of books, films and other media on virtually any kind of mammals, birds or lizards. There is hardly anything to be found being dedicated to fishes. With one exception, nevertheless. The exception is sharks, especially – the great white shark or Carcharodon Carcharias. It is hard to imagine some other predator that inspires so much terror and disgust in humans, along with a kind of morbid fascination. The very image of its triangular fin gliding above the water imposes a kind of primeval terror upon people, being the embodiment of the ancient fear of being devoured alive by something alien and unfamiliar, coming from the uncharted depths of the sea. However, most of this fear may easily be tracked down to much more contemporary times, than some kind of genetic memory. We speak, of course, about a bestselling Peter Benchley’s novel Jaws and its many film adaptations, spin-offs and imitations. The book about white sharks attacking, maiming and eating humans turned out to be a great success and actually created the image of a shark as a man-eater in the mass culture. The facts, however, testify rather differently. Although there was a number of documented shark attacks on people, their number is far less than one could have supposed taking their reputation into account, with only a small percentage of them being fatal. It seems that white sharks don’t like the taste of human flesh, or at least find it unfamiliar. As their only way of interacting with the outer world is biting, they often test-bite unfamiliar objects, including humans, but generally leave them alone afterwards, discovering that they are very unlike their usual food.

Essay on Subjective or Objective Morality on Campus

Subjective or Objective Morality on Campus LVE8004 2013/5/24 Introduction The question of morality is objective or subjective has been arguing for centuries. People who hold different perspectives stand on different sides. In this paper, I will exam this issue with my own finding in a University in China. I found lots of college students show lots misbehavior and poor in-class performance on campus in the University I teach. Students show misbehavior such as put trash in the wrong place, smoke in public area, drink alcohol in dorm, physical fighting, and etc. Student show poor in-class activity such as lose attention to their instructor, playing phone during class time, in-class chatting, sleeping, reading (non-course†¦show more content†¦6:18). We should not lie because the God dont lie. â€Å"God is love† (1 John 4:16), so we should â€Å"Love your neighbor as yourself† (Matt. 22:39). Furthermore, Ten Commandments are the Bible law that to prohibitions against idolatry, blasphemy, murder, theft, deception and adultery (Wikipedia, 2 013). Taylor (1993), a naturalism, mentions that people know what is right and wrong there are reasons for not stealing, there are reasons for not assaulting, and there are reasons for not lying. These things hurt people is convention (formed by nature), it is not from God. William Craig (1993) argues that naturalist such as Taylor does not provide a basis for morality. If naturalism is true, objective right and wrong does not exist. (William Taylor, 1993). Craig believes that without God, there is no true right and wrong. If naturalism (Taylor) is right, then people cannot condemn crime or something immoral. â€Å"The decision to become a Mother Teresa rather than an Adolph Hitler is rather like the decision to go to McDonald’s rather than Burger King.† (Craig Taylor, 1993) it is all your decision if there is no true right and wrong. Geisler (1999) stated â€Å"The principle of causality. Only being can cause being. Nothing does not exist, and only what exists can cause existence, since the very concept of â€Å"cause† implies an existing thing that has the power to effect another. From absolutely nothing comes absolutely nothing.† Therefore, most of objectivist arguesShow MoreRelatedKant s Philosophy Of Ethics And Moral Reasoning1432 Words   |  6 Pageshold at the same time as a principle in a giving of universal law† (Kant, 1993, p. 30). Like other nonconsequentialists, Kant is much more concerned with the motive behind an action, rather than the outcome of that action when deciding the action’s morality. This avenue of thinking is still very relevant today, over 200 years after Kant first shared his treatises through his writings. Today’s college students can be taught to evaluate whether their actions are moral by examining the motives behind theirRead MoreEthics : Value Theory, Normative Ethics, And Meta Ethics1501 Words   |  7 Pagesmakes a person happy is falls under the category of being intrins ically valuable, but this is not true. For example, happiness could be tied to a feeling or sensation that makes a person â€Å"happy†. This can be seen in the idea of providing free beer campus wide at all times of the day. While although the action could make a person temporarily â€Å"happy†; providing alcohol at any times of the day in not intrinsically valuable because the consumption of alcohol in it of its self is not something that willRead MoreCritical Analysis of Ethical Relativism Essay1069 Words   |  5 PagesWhat is morality? How is it possible to know what is morally correct when cultures differ so vastly? To answer these questions, and many more regarding the moral dilemmas in the world, there are theories that have been developed to resolve them. One example is known as Ethical Relativism. Ethical Relativism has been developed on the basis that there is no common set of values that can apply to everyone, as there are an infinite number of cultures tha t exist and clash with each other. Morality is extremelyRead MoreAdolescent Psychology Essay 31067 Words   |  5 PagesWundts research utilized a school of thought known as structuralism, which involved describing the structures that compose the mind. This perspective relied heavily on the analysis of sensations and feelings through the use of introspection, a highly subjective process. Wundt believed that properly trained individuals would be able to accurately identify the mental processes that accompanied feelings, sensations, and thoughts. Schools of Thought Throughout psychologys history, a number of differentRead MoreBy Using Corporate Social Responsibility (Csr) the Tobacco Industry Is Seeking to Change Their Unethical Public Image. Evaluate This Strategy Using Three Ethical Principles of the Global Business Standards Codex.3135 Words   |  13 Pages | | |Parramatta | |Campus enrolment: | | Declaration: ⠝‘ I hold a copy of this assignment if the original is lost or damaged. ⠝‘ I hereby certifyRead MorePsychology and Impact Personality Development1997 Words   |  8 Pageskinds of process theories: * Psychodynamic/ psychoanalysis- * motivation, especially unconscious motives and the influence of past experiences on out mental health * Humanistic- * consciousness and our present, subjective reality: what we think is ipt now and how we think of ourselves in relation to others * Cognitive- * Influence of learning, perception and social interaction on behaviour Describe the major dispositional theories of personalityRead MorePsychology and Impact Personality Development2008 Words   |  9 Pages3 kinds of process theories: * Psychodynamic/ psychoanalysis- * motivation, especially unconscious motives and the influence of past experiences on out mental health * Humanistic- * consciousness and our present, subjective reality: what we think is ipt now and how we think of ourselves in relation to others * Cognitive- * Influence of learning, perception and social interaction on behaviour Describe the major dispositional theories of personalityRead MoreDefinition Of A World Class University Essay2114 Words   |  9 Pagesuniversity is also nominated by the comprehensive international ranking systems, which often indicate the institutions’ academic outputs. The most reputed ones are THES and SJTU. They provide league measurements to compare and contrast both subjective and objective data of the ranked universities (Salmi, 2009). In fact, the ranking systems have reinforced the circumstance of promoting world-class universities globally. On one hand, they have defined â€Å"what a world-class is to the broadest audience† (SalmiRead MoreCan Profitability and Morality Co-Exist?10045 Words   |  41 PagesCan Profitability and Morality Co-exist? Business Ethics and Corporate Governance INTRODUCTION TO BUSINESS ETHICS What is Business Business is a legally recognized organizational entity existing within an economically free country designed to sell goods and/or services to consumers or other businesses, usually in an effort to generate profit. It is a commercial activity engaged in as a means of livelihood or profit, or an entity which engages in such activities. What is Ethics? Ethics areRead MoreChristian Ethics in a Postmodern World Essay example6531 Words   |  27 Pagesand truth is a property of linguistic entities, of sentences (1989:6-7). We can not determine the truthfulness of the language, only its usefulness. There is no objective knowledge, no truth of correspondence. Instead, there are stories that give the storytellers power when they are believed. Linguistics suddenly becomes hot on campus. Stanley Fish, a professor of English at Johns Hopkins, espouses a â€Å"reader response theory† that gives the reader the â€Å"joint responsibility for the production

The Struggle Between Good and Evil free essay sample

Throughout history man has proven that, when left to deal with the struggle between good and evil, our immortality often claims victory, meaning that we are essentially wicked. Upon examining history along with fictional characters in plays, novels, short stories, etc. , we recognize that man default to their immoral and sinful human nature, which plays a colossal role in our everyday lives. Religion provides us with the original interpretation of what is evil versus what is not, while society and knowledge apply this definition to today’s world. The assessment of these characters morality invariably leads to one conclusion: good and evil are not opposite ends of a continuum but instead are inherent in every person’s psyche therefore, man in inherently evil. Human nature can be described as an everlasting struggle between the forces of light and dark within the human soul. Humans are at the mercy of this darkness around and within them and must consciously choose the light, leading to a righteous way of life. Lord of the Flies by William Golding depicts this struggle between the light and dark sides of human nature, â€Å"Golding has been described as pessimistic, mythical, and spiritual- an allegorist who uses his novel as a canvas to paint portraits of man’s constant struggle between civilized self and his hidden darker nature† (Golding William 708). There are two groups of boys that represent each end of the continuum, those who gave into their evil nature, Jack and his followers, and those who resisted it, Piggy, Simon, and Ralph. The novel demonstrates this inward struggle by providing multiple circumstances where the boys must subconsciously choose where their humanity lies. Just as our DNA is intertwined into us, so are the forces of evil. â€Å"There exists an unwritten but operative universal morality that is ultimately as inescapable as the hereditary forces that determine a person’s life†(Carpenter David). Roderick Usher from Edgar Allen Poe’s â€Å"The Fall of the House of Usher† experiences this type of imminent suffering. It seems as if he can’t escape the forces of evil tugging at him from within. This struggle causes his unavoidable unhappiness â€Å"in repeatedly frustrated and notably ironic efforts to find the locus of his â€Å"utter depression of soul† that it might be something inward does not occur and him, and cannot occur too† (Benoit Raymond). Because this evil is intertwined in his human nature he must suffer with it no matter his attempts to banish it. Human nature is not only shaped by the inescapable forces of the universe but we also look to society in order to further expand our role as human beings. Throughout history we have always been susceptible to the impact society has on our morality. As time Progresses we evolve and society continues to shape our ideas on humans and Evil. In Lawrence’s poem â€Å"Snake† the slithering creature creates a well-known connection for readers. The snake represents evil at is earliest form, â€Å"Lawrence explores the otherness of the creature world, defined chiefly by its purity and innocence in contrast to the corrupt human world† (McFall Gardner). He uses the snake to tempt the main character much like the snake tempted Adam and Eve in the Garden of Eden. Because of society the presence of this creature raises red flags. Rather than viewing nature as something beautiful, which it is, we connect it with evil all in thanks to what our corrupt world has taught us. In accordance with this theory, society can sometimes create, or bring out, the evil in a person’s human nature much like in Flannery O’Connor’s â€Å"A Good Man is Hard to Find†. â€Å"The Aptly named character of the Misfit serves as a symbol both of evil as well as a symbol of the villains’ inability to fit into society. † Because of his familiarity with rejection the Misfit has given into his evil human nature. Ultimately this is caused because of the effect society has had on him. Along with the Misfit, the grandmother in â€Å"A Good Man is Hard to Find† shows signs of a dominantly evil human nature, â€Å"her insistence on dressing well so that people will know she is a lady, and her superficial interactions with her grandchildren are quite funny but also reveal the woman’s pride, pettiness, and self-centeredness† (Larson Susan). Although this is not the purest form of evil, her shallow actions show the effect society has on conditioning people to allow their evil nature to overrule their conscience. Much of what society bases itself upon is the nowledge we have attain throughout history and what we continue to learn. As time progresses our knowledge continues to expand and further develops our attitude towards evil. The knowledge humans have acquired has, and continues to, greatly impact our view towards evil. In the novel, Lord of the Flies, Piggy’s character represents knowledge among the boys. He is primarily the only one who chooses to look towards reason to maintain his good human nature. â€Å"Piggy’s knowledge and believe in the power of science and rational thought to help people understand and thus control the physical† (Lord of the Flies 174). He continuously asks the boy’s to use their common sense, and attempts to remind them of how they should be acting. Although his pleas go ignored William Golding shows that although it is a constant struggle, with reason and thought one can maintain their human nature even in the most uncivilized circumstances. Some may resort to their evil nature because knowledge is sometimes frightening, â€Å"The sun, which should represent life and the power or reason, can also be blinding† (Lord of the Flies 174). It is possible that by attempting to force knowledge into the boys, Piggy instead creates resentment. He tries to show them the light, Jack and his many followers cloud the boy’s mind. They may choose this evil path because the power of reason is intimidating, and the easiest way of survival on the island is to succumb to their evil nature. The impact religion has over the battle between good and evil is a vital one. It is an inescapable and highly influential factor. The debate on whether human beings are naturally good or evil has been, and will continue to be one of the most controversial subjects humans have had to address. Acknowledging the roles human nature, society, and knowledge play in this debate logically points us to believe that at the center of every human there is a dark nature. This nature must constantly be suppressed in order to lead an honorable life. The battle between light and dark within the human soul is one we will continue to fight because man was created inherently evil and is up to the individual to overcome the pull towards a corrupted and malevolent way of life.

Reliability and Validity Matrix free essay sample

For each of the tests of reliability and validity listed on the matrix, prepare a 50-100-word description of the type of reliability/validity, its purpose and under what conditions these types of reliability and validity would be used as well as when they would be inappropriate. Then, prepare a 50-100-word description of each test’s strengths and a 50-100-word description of each test’s weaknesses. TEST of |Description, Purpose, Application and |Strengths |Weaknesses | |Reliability |Appropriateness | | | |Inter-item |Â  Inter-item consistency is the parallel of all |Â  Test score calculations are more|Â  Inter-item consistency cannot | |Consistency |items on a scale calculated from one trial of a |accurate and clear when there is |measure intelligence or personality. | |test. It is used in assessing how consistent |a lot of consistency. Inter item |If the items are not homogenous with| | |various raters and observers are of the same |consistency is great at measuring |the same difficulty and length, it | | |phenomenon. We will write a custom essay sample on Reliability and Validity Matrix or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When asking questions to research an |if a test is reliable and |would be ineffective determining | | |idea this test can assess the response of the |consistent based on the length or|internal consistency. Even the | | |test-taker against the idea. Different questions |shortness of a test. The |Spearman-Brown formula would fail. | | |that test the same idea give consistent results. |inter-item consistency test can |Inter-item consistency works best on| | |This is appropriate for example, in testing |show reliability over a period of|tests that are whole-test and long | | |employee performance at different times over a |time. On the flip side, errors |in length rather than half-test uses| | |period of time. Employers can use this to determine|among items can be broken down |or short test. | | |if an employee is eligible for a raise or |and new ones can be added to | | | |promotion. |reach a reliability measurement. | |Split-half |Â  Split-half reliability randomly divides all items |Â  Split-half reliability has its |Â  It is not wise to divide a test in | | |that mean to measure the same idea into two sets. |strength in being efficient and |half straight down the middle | | |When it is difficult to measure reliability with |less tedious for test-takers than|because the content and difficulty | | |two test or perform a test two times, split half |the parallel form. It measures |of questions will not be distributed| | |reliability is suitable. It is appropriate with |internal consistency well. It |evenly. Many intermediary variables | | |uneven random assignment splits need to be |also can check middle variables |are created such as fatigue during | | |measured. It also can be used to create a small |that may cause an error in the |the second half of the test. | |parallel form of the same test. |analysis since the both portions |Deviations in difficulty and | | |Â   |of the test are taken at one |subjects of the items on the first | | |Â   |time. |part of the test compared to the | | | | |second part. |Test/retest |Â  Test-Retest reliability is about taking the same |Â  Test-retest is strong in |Â  Test-retest reliability is weak in | | |test with the same people and two different times |reliability because the results |that the roots of an idea being | | |to measure how stable an idea is over time. If an |measure an individuals reaction |t ested can alter over time. It would| | |idea being measured is supposed to change over a |time and perceived judgment. Such|produce sensitive results that make | | |period then the scores would vary. It is |traits are stagnant and do not |the score of reliability appear | | |inappropriate when measuring for example, computer |change a lot over time and are |lower than the actual measurement. | |skills of college students. A series of lessons |not sensitive to many intervening|For example, a college student may | | |about computers would be on the first and second |variables. |have excellent skills when assessed | | |test, then the test would show variance because of | |on using a HP computer but when | | |the education provided to all testtakers. |assessed on a MAC they could fail or| | |Â   | |when assessed on a computer from 15 | | |Â   | |years ago, they could falter. | |Parallel and |Â  Parallel and alternate forms that test reliability|Â  It helps in determining what |Â  Parallel and alternate forms are | |alternate forms |use many occurrences of the same test items at two |questions are best to ask. It |very time consuming, cost a lot of | | |separate times with the same test-takers. It is |measures the center idea through |money and bring fatigue for the | | |appropriate in measuring traits that are stagnant |different variations on the same |test-taker because of the many | | |over a long period of time and not effective when |test item. The reliability of a |changers of the same test questions | | |measuring limited emotions or anxiety levels. |test increases when similar |over and over. These forms are not | | |Parallel forms can be done with another form such |scores are on the same question |dependable to measure an idea that | | |as split-half. |on many tests. |can alter over time. The tests can | | |Â   | |be taken months or even years apart | | |Â   | |causing intervening variables to | | |Â   | |impact the scores creating error | | | | |variance. |Test of Validity |Description, Application and Appropriateness |Strengths |Weaknesses | |Face validity |Â  Face validity describes the particular view of a |Â  Face validity’s strength is that|Â  A weakness for face validity is its| | |test-taker on the test’s validity. The measurement |a test taker has confidence in |inability to measure validity. A | | |is not about the quantity of the actual validity |the validity of the test and is |test may look like it’s valid but | | |but the test taker’s perception of the tests’ |more comfortable taking the test |not possess good ideas, long enough | | |validity. It is appropriate when measuring the |or passing out the test to be |time, or be taken in a good | | |confidence of a test taker. It measures what it is |taken. Otherwise, the test would |environment. | | |supposed to measure. |be invalid. | | | |Â   | | | | |Â   | | | | |Â   | | | |Â   | | | |Content validity |Â  Content validity is useful to test designers who |Â  Strength for content validity |Â  A pitfall for content validity is | | |need to create test questions that match the |lies in that it can work in |potentially new material is prey to | | |material being tested. It is appropriate for |reverse from job responsibilities|culture and linear changes. The | | |college professors on a final exam. It is |to what is required for the job. |questions can have different answers| | |ineffective for a test designer who wants new |First the questions must cover |in different fields of the world at | | |people to have the same strengths as current |what needs to be performed the |different times. The items on the | | |employees. |duties of the job, then a process|test have to be accurate all the way| | |Â   |to evaluate what an employee |around. | |Â   |contributes to a position | | | |Â   | | | | |Â   | | | |Criterion related |Â  This method, criterion related validity, is very |Â  A positive for criterion-related|Â  A negative about the criterion | | |strong in confirming validity. It is used to verify|validity is it can validate a |related validity is that it can | | |criteria on a test and represent what is really in |test score. Using methods outside|contaminate the results. In the same| | |the trial of test-takers who are tested. A group of|of the test to prove that the |way it can measure and diagnose a | | |people, who have lost everything they owned from a |information on the test covers |personality disorder like | | |natural disaster like a tornado, may all be |the subject matter that is |schizophrenia, a panel of | | |diagnosed as depressed. If they all are tested |supposed to be covered. It is |psychiatrists would use the test | | |using new questions and all score high for |more objective and verifiable |criterion and validity to measure. | | |depression, then the test has proven validity. |that the previous methods and is | | | |Â   |a favorite. | | |Â   | | | | |Â   | | | | |Â   | | | |Construct |Â  Other smaller types of validity are under |Â  A strength for construct |Â  A weakness for construct validity | | |construct validity. This is appropriate when a test|validity is the steps used to |is there is no single idea or it is | | |needs to measure an idea like intelligence or |verify an idea follow a |too vague. The results of the test | | |anxiety. It is ineffective when an idea is not |particular scientific method. |will not be able to be measured | | |clear or covers to broad a spectrum. |First a hypothesis is created, |accurately. The validity of the test| | |Â   |then a prediction is made and |on the idea will have no substance | | |Â   |then the results are measured. |or definition. | |Â   |The predictions are based on | | | |Â   |facts and the test is used to see| | | |Â   |if the prediction is true. If it | | | |Â   |is not true then the test | | | | |questions or idea may have to be | | | | |reviewed. | |