Friday, May 22, 2020

Factors Affecting Why Are the Students Late in Going to...

Factors affecting why are the Students Late In going to the school in Colegio de las Hijas de Jesus An Action Research Presented to the Science Department of Colegio de las Hijas de Jesus Iloilo City In Partial Fulfillment Of the Requirements in Research II Chapter 1 Introduction Background of the Study June is the start of classes in the Colegio de las Hijas de Jesus Iloilo. Many students are getting ready for school. Everyday they do their home works and other paper works for school. Student’s attendance is also part of the education. Some students are late in going to school due to many reasons that are not understandable. When students come late in class, they disturb the flow of a lecture and discussion, disturb other†¦show more content†¦The parents of the students and the students will benefit too. The study will be conducted for 2 months. For the first four weeks, the researchers will start to interview the Yr. II – Justice. After it, the researchers will have a conclusion and the researchers will now give the information to the public. This research study doesn’t offer any treatments but help the teachers and to know the reasons of the students why are they late in going to the school. Chapter 2 Review of Related Literature Education is a process or the result of a process by which an individual acquires knowledge, skills, attitudes, and insights. Education includes the development of cognitive (intellectual), affecting (attitudes and values), and psychomotor (sensory-motor) skills and abilities -Encyclopedia Americana Education is a necessity and a right of a child when still young; it is also one of the keys why people can easily reach their goals. Education is one of the most valued milestones of human beings that is still being improved in our modern time. In school there are many problems and challenges that the student needs to surpass in their days in school. One of the problems of students is being tardy, Tardiness can affect the students in many ways, According to the studies conducted by the US Department of Education of Truancy that is connected to

Friday, May 8, 2020

Childrens Literature Midterm Essay - 785 Words

Childhood Lit Red answers are incorrect 1. Myths are traditional literature that answer questions about natural phenomena as acts of deities 2. The STW (see, think, wonder) strategy helps children develop visual literacy 3. Which subcategory of fairy tales most frequently uses animals as characters? Trickster tales 4. Which category of traditional literature is also considered poetry? Ballads 5. Which book was the FIRST significant fantasy novel ever published? Black Beauty 6. Tall tales originated in the U.S. 7. Type IV animal fantasy (told though animals’ viewpoint) will always have: real world setting 8. The Caldecott medal is awarded annually to: illustrator///United States 9. Which story is a classic example of an enchanted†¦show more content†¦The best book to use for Readers Theater would have minimal characters 24. In the omniscient point of the view, the narrator is an all-knowing and all-seeing voice 25. High fantasy stories always involve a secondary world setting 26. Which of the following is NOT legal in public schools? Using the bible for religious instruction 27. Who of the following author/illustrators is noted for publishing Asian traditional literature? Ed Young 28. The goal of merchandise book is to sell merchandise such as movie tickets 29. The major distinguishing characteristic between traditional literature and modern fantasy is that modern fantasy never has a historical setting 30. Hans Christian Andersen is considered father of modern fantasy 31. The original purpose of fables was to teach lessons about behavior 32. Which is the best activity to outline a story’s plot? Story map 33. J.R.R Tolkein authored the Lord of the Rings trilogy 34. The nursery rhyme â€Å"Goosey, Goosey, gander† was used in the textbook as an example of violence in traditional literature 35. Literary works in the public domain are not found on the internet protected by copyright 36. The relative size of objects in art is achieved through visual scale 37. The common characteristic of all four types of animal fantasy is animals’ posses’ human-type language and thoughts 38. Board books are especially designed for children’s first books 39. Which literary element could be described as serious, humorous,Show MoreRelatedWhat Is Guided Reading?1690 Words   |  7 PagesMidterm Exam What is Guided Reading? Why is it important in teaching reading to primary students? Guided reading is an instructional approach where a teacher works with a group of students on the same reading level, and who demonstrate similar reading behaviors. Guided reading is highly important when it comes to improving a child’s reading skills. Which is why it is important that children begin guided reading as early as possible. Beginning guided reading during primary school can be beneficialRead MoreThe Importance of Family Dinners1454 Words   |  6 PagesFamily Dinners: The effect is has on our children Midterm Project Kaplan University Research Methods in Criminal Justice CJ490 Abstract _There are countless studies of teens in our society who commit violent crimes. This study will show having family meals opens the lines of communication between teens and their parents. Through this communication parents will increase the chances of their teen doing well in school and preventcrime and teen pregnancies. _ Family Dinners: The effect is has onRead MoreFactors Affecting the Academic Achievement of Freshmen College Students in Science at Universidad de Manila5828 Words   |  24 Pageslearner. this refers to an individual who needs and likes to visualize things and who prefer to learn more through image. 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Wednesday, May 6, 2020

Reflective Statement Free Essays

Introduction This project involved creating a strategic report covering all aspects of the operation of the Walt Disney Group. The report entailed drawing on a relatively broad analysis of the workings of the Walt Disney Group, with each member of the team contributing certain parts of the report, before then coming together to undertake an overall analysis. This reflective statement looks at how I personally worked within the team and any areas that I feel I could improve upon, in the future. We will write a custom essay sample on Reflective Statement or any similar topic only for you Order Now The reflective statement will also describe the way in which I worked within the team to assist others and how we dealt with any conflicts which occurred, during the length of the project. Individual Contribution I was personally responsible for specific aspects of the actual research and for writing up the project. At the outset, we sat down with the team to allocate certain areas of work, with a view to meeting regularly to combine our findings and to ensure that the report, as a whole, read as if it were one voice. As the project involved some form of strategic analysis, I was particularly concerned that if each individual simply worked on their own section, it would not come together as a sensible whole (Forsyth, 2009). I personally felt that I took the lead, when it came to communicating amongst the team and also when ensuring that we met up regularly to discuss progress. I myself as one of the other team members took the lead in arranging these meetings. Whilst this was successful, initially, we soon found that other members of the team were not responding to the suggestion of meetings and were not sending their own work in good time, thus creating difficulties amongst the team and also making it harder for me as an individual to complete my element of the project (Boud Walker 1993) If I were to undertake the project again, I would ensure that, from the outset, much greater emphasis was placed on setting out the full scope of each individual’s work assignment, as it quickly became apparent that each individual within the team was relying on others to undertake their part of the report. Therefore, when one individual was failing to keep pace with the rest of the team, this created a much greater problem than simply one person not â€Å"pulling their weight†. As a relatively strong individual, I would personally put myself forward as more of a co-ordinator, at the outset, to ensure that this lack of cohesion did not happen in future (Jarboe Witteman, 1996). When we encountered difficulties at the end of the project, with one individual not being available in the few days prior to the deadline, I took on another section of the writing in order to ensure that we were then able to meet the deadline, something which put me under increased personal pressure. Based on the problems that we were having, at that point in time, it was the only reasonable solution available; however, better team management, at an earlier stage when it became apparent that some individuals were not going to make the deadline would have prevented such a high level of personal pressure and this additional workload could then have been spread more evenly. Working with Others and Resolving Conflicts As noted above, it became apparent, as the project progressed, that there were certain key individuals within the team who were becoming increasingly unresponsive to setting up meeting times and were not presenting their work when requested. This could have put the entire project in jeopardy and was exacerbated when one individual was not available at all, in the few days prior to the deadline. The fact that some of the key individuals were not responding to requests for meetings or submitting their work on-time became apparent midway through the project. Yet, action was not positively taken by myself and the other organising team members who were still responding until just a few days before the deadline (Coleman, 2011). Effectively, our approach to dealing with this matter was to ignore it and simply continue with our own activities, something which potentially jeopardised the project in its entirety. With a project of this nature, merely ignoring conflict was not an option. Furthermore, although regular negotiations were attempted by suggesting meeting times, communication between team members had already broken down. In reality, this conflict could have been resolved, at the outset, before any difficulties emerged, by setting out a team leader who was going to be responsible for keeping everybody on track and ensuring that the meetings took place as arranged. As soon as it became apparent that the timeframe for the project was not being kept, the appointed team leader could then have taken a more aggressive stance to ensure that such failings did not jeopardise the overall project. It was arguably this failure that was instrumental in creating a last-minute panic and rush. Individual Improvement for the Future Bearing all of this in mind, I feel that my own areas for improvement, in the future would be to take a much more active stance, in terms of project management, from the outset (Schon 1996). I would also ensure that all team members complied with the timeframes set out. I became personally aware that there were difficulties with communication and timeframe, at a relatively early stage, yet I largely chose to ignore this in the hope that matters would improve of their own accord. This approach led to me personally being put under considerable pressure, towards the end of the project and, as such, my own individual performance was not as good as it could have been, particularly with the last section of the project being rushed, over a period of 2 to 3 days. I therefore feel that I could have improved my own personal performance by taking a much more active role in project management. This would enable me to ensure that each individual was working within the timeframe and I was not requ ired to rush during the last few days of the project, potentially sacrificing the quality of the work. References Boud D Walker D (1993) Barriers to Reflection on Experience. In Boud D,. Cohen R Walker D. Using Experience for Learning. Buckingham: Society for Research into Higher Education Open University Press. Coleman, P (2011). The Five Percent: Finding Solutions to Seemingly Impossible Conflicts. Public Affairs. New York, p.26 Forsyth, D. R. (2009). Group dynamics (5th ed.). Pacific Grove, CA: Brooks/Cole. Jarboe, S. C., Witteman, H. R. (1996). Intragroup conflict management in task-oriented groups: The influence of problem sources and problem analysis. Small Group Research, 27, 316–338. Schon D. (1996). From Technical Rationality to Reflection in Action, In: Edwards, R., Hanson, A., and P Raggatt (eds) Boundaries of Adult Learning, London, Routledge. How to cite Reflective Statement, Essay examples

Tuesday, April 28, 2020

Macbeth Tragedy Or Satire Essays (1935 words) -

Macbeth: Tragedy or Satire? Macbeth: Tragedy or Satire? William Shakespeare wrote four great tragedies, the last of which was written in 1606 and titled Macbeth. This "tragedy", as it is considered by societal critics of yesterday's literary world, scrutinizes the evil dimension of conflict, offering a dark and gloomy atmosphere of a world dominated by the powers ofdarkness. Macbeth, more so than any of Shakespeare's other tragic protagonists, has to face the powers and decide: should he succumb or should he resist? Macbeth understands the reasons for resisting evil and yet he proceeds with a disastrous plan, instigated by the prophecies of the three Weird Sisters. Thus we must ask the question: If Macbeth is acting on the impulses stimulated by the prophecies of his fate, is this Shakespearean work of art really a Tragedy? Aristotle, one of the greatest men in the history of human thought, interpreted Tragedy as a genre aimed to present a heightened and harmonious imitation of nature, and, in particular, those aspects of nature that touch most closely upon human life. This I think Macbeth attains. However, Aristotle adds a few conditions. According to Aristotle, a tragedy must have six parts: plot, character, diction, thought, spectacle, and song. Most important is the plot, the structure of the incidents. Tragedy is not an imitation of men, but of action and life. It is by men's actions that they acquire happiness or sadness. Aristotle stated, in response to Plato, that tragedy produces a healthful effect on the human character through a katharsis, a "proper purgation" of "pity and terror." A successful tragedy, then, exploits and appeals at the start to two basic emotions: fear and pity. Tragedy deals with the element of evil, with what we least want and most fear to face, and with what is destructive to human life and values. It also draws out our ability to sympathize with the tragic character, feeling some of the impact of the evil ourselves. Does Macbeth succeed at this level? Can the reader feel pity and terror for Macbeth? Or does the reader feel that Macbeth himself is merely a branch from the root of all evil and not the poor, forsaken, fate-sunken man, according to Aristotle's idea of tragedy, he is supposed to portray? Can the reader"purge" his emotions of pity and fear by placing himself in the chains of fate Macbeth has been imprisoned in? Or does he feel the power and greed upon which Macbeth thrives, prospers, and finally falls? I believe the latter is the more likely reaction, and that the reader sees Macbeth as a bad guy, feeling little or no pity for him. Aristotle also insists that the main character of a tragedy must have a "tragic flaw." Most tragedies fail, according to Aristotle, due to the rendering of character. To allow the character to simply be a victim of unpredictable and undeserved calamities would violate the complete, self- contained unity of action in the tragedy. If that is so, and if we assume that the group of three witches is a realistic possibility, then is not Macbeth such a victim? Does he really deserve the misfortune that is brought him by his fortune? After all, Macbeth is introduced to the reader as an honest and humble leader. His fate, once having been revealed to him, drives him to greed, elevates his lust for power, and coins a conceited and misguided trust in his seemingly eternal mortality. Diction, the expression of the meaning in words, is near perfect in Macbeth, simply because it is written by William Shakespeare, the inventor of perfect diction. Thought--the task of saying what is possible and pertinent in the circumstances of the play--can not be disputed. Spectacle and Song are the effects that highlight the play, and are pertinent in providing an emotional attraction. Such elements are easily found in Shakespeare. Macbeth is written with the style and grace that only Shakespeare could provide. Thus, these elements of tragic drama can not be challenged in this argument. While we need to consider that Macbeth strives on power, and in doing so loses his values of humility and humanity, it should not be forgotten that Macbeth does, at certain times, feel remorse for things he has done. In Act 2, Scene 2, Macbeth confides in Lady Macbeth after the murder of Duncan: But wherefore could not I pronounce "Amen"? I had most need of blessing, and "Amen" Stuck in my throat. and: Methought I heard a voice cry "Sleep no more! Macbeth does murder sleep," the innocent sleep, Sleep that knits up the raveled sleave of

Thursday, March 19, 2020

In economic geographic analysis, the ‘firm’ usually is assumed, at least implicitly, as a coherent and unitary economic actor. The WritePass Journal

In economic geographic analysis, the ‘firm’ usually is assumed, at least implicitly, as a coherent and unitary economic actor. Introduction In economic geographic analysis, the ‘firm’ usually is assumed, at least implicitly, as a coherent and unitary economic actor. IntroductionConclusionRelated Introduction In economic geographic analysis the ‘firm’ has an ontological and epistemological privilege (Grabher, 2004). Since 1980s onwards the notion of firm as a ‘black box’ a coherent and unitary factor was challenged. There is an increase in investigation of the relation between firms. The concept of firm as a coherent and unitary economic actor was diminished by the concept of ‘projects’ (Grabher, 2002). This essay aims to discuss the centrality of ‘the firm’ in economic geography, and examine the concept of project that undercut the integrity of firm as a coherent and unitary actor by using the evidence from the recorded music industry. The firm in neoclassic economics is defined as â€Å"the theoretical in which production take place†. This does not take the activities of the real firms or corporate organization into accounts (Williamson 1999: 1089). While market is viewed as the most efficient ways of organizing economic activities, much of neoclassical economic geography simply perceive the firm as â€Å"black box† (Hodgson, 1989) which means that it converts inputs into outputs according to the demand and supply in the market. In the perfect markets, all firms in the industry have an equal opportunity to access to perfect information without the need of human or social interaction (Hirchman, 1982). The firm is considered as ‘self-contained and homogenous’ (Yeung, 2005). Grabher also suggests that in economic geography the ‘firm’ have been unproblematised as coherent and unitary actor. This was evidence in â€Å"geography of enterprise† approach in which primary concerned with a dominant firm, rather than industry or a regions of firm (Yeung, 2000 ).   Much economic geographic analysis was focused only with the role of motivation, location, and individual firm’s behaviour (Krumme, 1969). This was called as pseudo-concrete analysis (Sayer, 1982) because it does not take the complex organizational processes inside the representative firm into accounts. Therefore it reduces organisational structures of firm into simple dichotomies such as single-plant or multi-plant enterprises. However, single-plant firms are difference from multi-plant firms and separate plants within multi-plants firms are much more similar (Yeung, 2000). Hence, the notion of firm as a coherent unitary economic actor usually leads to misrepresentation of spatial organization of production. However, the concept of firm as a ‘black box’ a coherent unitary economic actor was challenged by the practice of project-based organizing. Project is defined as system of productions that constituted by different agents such as economic, social and cultural agents with specialize, difference and complementary skills. They aim to accomplish usually a complicate task in which the task requires cooperation of multidisciplinary skills that it more economically efficient to bring together on a temporary basis (Lorenzen and Frederiksen, 2005 ). In order to coordinate the division of labor, it focuses on the ‘relational proximity’ instead of ‘spatial proximity’ and represents particular forms of temporal and spatial actor-networks (Boggs and Rantisi, 2003). Project organizing diminishes the integrity of firm as a coherent and unitary actor because boundaries of project organization operate and cooperate across different firms (Gann and Salter, 2000). In many project-based businesses, project teams work closely with a variety of difference firms rather than their home base manager (Grabher, 2002). In addition, instead of assuming the firm as a single and coherent actor, projects focus on the role of individuals with in firms, specifically how individuals’ interest coincides with or differs from material interests of the firms (Boggs and Rantisi, 2003 ). Grabher (2001) also illustrates a number of paradoxes that challenge the key assumptions of organizing. Projects often have high complexity, high risk and high stake outcome; however, they could be unorganized and lack formal structure that could coordinate the complexities. Since projects depend on collective knowledge and diverse skills; nevertheless there is little time for individuals to clarify members’ abilities and skills. Furthermore, there is not enough time to develop trust and confidence among the members. However, Grabher (2001) argues that these paradoxes can be partly resolved by including the social context into projects. Networks, localities and institutions supply legitimation and trust that are preconditions for the ‘projectification’ of economic organisation. He further explains that reputation is essential for success in projects. Reputation in project organization is not about certificate; it is about how well we work with other people. In addition, the success of project also depends on inter-personal skills and co-operate attitude. Furthermore, location plays a crucial role in the success of the project.   Grabher (2001) explains that project collaboration often takes place in densely knit clusters. The co-location of project partners reduces transaction costs and increase face-to-face interaction. This also provides a local ‘communities of practice’ that serve as informal educational system for sharing knowledge. Moreover, rather than formal firm contractual networks, it is personal networks that provide the basic social infrastructure for learning. In addition, he argues that since projects are embedded in an institutional context of normative structures that manage complex tasks, it allows the emergence of ‘swift trust’. Swift trust is where actors are viewed from their role instead of their individual personality. For example, engineers are trusted because they are engineers and they believe that engineers are trained to apply their principles. As a result, expectations are more standardised and stable because it is defined in term of tasks than personalities (Grabher, 2001). Nevertheless, since project becomes more popular, it has the impact on the employment.   There will be more self-employ job and freelance labor in the future. There are some disadvantages such as short contact, job insecurity and uncertainty. Grabher (2002) argues that project does not entirely replace the firm, but there are interdependencies between projects and firms as well as the personal relations, localities and corporate networks from which these projects mobilize essential sources; this is called project ecology. He uses example of the project ecology of record music industry. The recorded music industry is characterized by high innovation and task complexity that requires cooperation from difference skills. Recorded music industry illustrates that projects are more likely organized on the market instead of inside the boundaries of firm. However, the localized cluster in the advertising village shares the same basic principles of social organization with the global communication group. In addition, both ‘the village’ and ‘the group’ represents high level of diversity of organizational forms which is crucial in working. In addition the periods of ‘idleness’ in project work mi ght be considered economic inefficient; however period of idleness is a part of the process that give a chance to rest and reflect. Furthermore, the evidence from recorded music industry shows that geographical clustering has a significant role in market organized-project (Lorenzen and Frederiksen, 2005). Recorded music ecologies are often clustered in the world’s major cities (Scott, 1999). This because clustering allows people to interact with each; it creates social trust and allows information to be shared and available to all local firms (Grabher, 2005). Conclusion To conclude, the notion of the firm as a ‘black box’ was challenge by organizational practices which are built instead around ‘projects’’. Project organizing undercuts the integrity of firm as a coherent and unitary actor because boundaries of project organization operate and cooperate across different firms. There are some paradoxes of project such as there are a lack the normative structures, there is no time to clarify member’s ability and develop confidence building. However these paradoxes could be overcome by including the social context into projects. The evidence from record music industry also illustrates that the projects are not completely replace the firm, but there are the interdependencies between projects and firms as well as the personal relations, localities and corporate networks.

Tuesday, March 3, 2020

Translating Feel to Spanish

Translating Feel to Spanish The English verb to feel is one of those verbs that can be tricky to translate to Spanish. More so than with most words, you need to think of what the word means when trying to come up with a Spanish equivalent. If youre fairly new to Spanish and trying to think of how to say a sentence using feel in Spanish, you should probably see first if you can think of a different, and simpler if possible, way of saying what you want to say. For example, a sentence such as I feel sad means basically the same thing as I am sad, which can be expressed as Estoy triste. In that case, using sentirse to translate feel would also work: Me siento triste. In fact, sentir or sentirse frequently is a good translation, as it usually means to feel an emotion. (Sentir comes from the same Latin word as the English word sentiment.) But sentir doesnt work with many uses of feel, as in these sentences: That feels smooth. I feel like going to the store. I feel that its dangerous. It feels cold. In those cases, you need to think of a different verb to use. Here are some of the ways you can translate feel:   Feeling an Emotion As stated above, sentir or sentirse can often be used when referring to emotions: Me siento muy feliz. (I feel very happy.)Me siento fuerte psicolà ³gicamente. (I feel psychologically strong.)Se siente en conflicto cuando necesita escoger entre uno u otro. (He feels conflicted when he needs to choose one or the other.)No sentimos nada. (We dont feel anything.) However, Spanish has many expressions using other verbs to express emotions. Here are a few: Estoy muy feliz. (I am very happy. I feel very happy.)Él tenà ­a miedo. (He was afraid. He felt afraid.)Tengo celos a mi hermana. (Im jealous of my sister. I feel jealous of my sister.)De repente se enojà ³. (Suddenly he got angry. Suddenly he felt angry.) Sentirse is frequently used with como to express the concept of feeling like a ...: Se sintià ³ como una extraà ±a en su propia casa. (She felt like a stranger in her own home.)Me siento como una estrella del rock. (I feel like a rock star.) Feeling Sensations Spanish generally doesnt use sentir to express what is felt with the senses. Sensations are often expressed by idioms using tener. If describing what something feels like, you can often use parecer (see next section): Tienen hambre. (Theyre hungry. They feel hungry.)Tengo frà ­o. (Im cold. I feel cold. It feels cold here.)Tenà ­an sed. (They were thirsty. They felt thirsty.) Meaning ‘To Seem’ When to seem can be substituted for to feel, you can often translate using the verb parecer: Parece lisa al tacto. (It feels smooth to the touch. It seems smooth to the touch.)Parece que va a llover. (It feels like its going to rain. It seems that it is going to rain.)La herramienta me parece à ºtil. (The tool feels useful. The tool seems useful to me.) Meaning ‘To Touch’ Tocar and palpar are often used to refer to touching something. Although palpar comes from the same source as palpate, it is used much more often than the English word and can also be used in informal contexts. El mà ©dico me palpà ³ el abdomen. (The doctor felt my abdomen.)Todos tocaron la piel de zorro para que les diera buena suerte. (Everyone felt the fox skin so it would give them good luck.) ‘To Feel Like’ Meaning ‘To Want To’ A phrase such as to feel like doing something can be translated using querer or other verbs used to express desire: Quisiera comer una hamburguesa. (I feel like (eating) a hamburger. I would like to eat a hamburger.)Prefiero salir yo con mis amigos. (I feel like leaving with my friends. I prefer to leave with my friends.)Katrina no tenà ­a ganas de estudiar. (Katrina didnt feel like studying. Katrina didnt have a desire to study.) For Giving Opinions Feel is often used to express opinions or beliefs. In such cases, you can use opinar, creer or similar verbs: Pienso que no me gusta. (I feel I dont like it. I think I dont like it.)Creo que Argentina es el mejor equipo del mundo. (I feel that Argentina is the best team in the world. I believe that Argentina is the best team in the world.) ¿Por quà © supones que tienes una infeccià ³n? (Why do you feel you have an infection? Why do you suppose you have an infection?) Key Takeaways Although sentir and sentirse are the most common verbs translating to feel, in many situations they would be incorrect.Other verbs that are frequently used for to feel include tocar, querer, and creer.A good way to translate feel is to instead translate a synonym for feel as it used in the context.

Sunday, February 16, 2020

Ethics of the Sale of Body Parts Essay Example | Topics and Well Written Essays - 1250 words - 1

Ethics of the Sale of Body Parts - Essay Example So, what is the cross-section where these two areas meet? Is it ever ethical to, in effect, â€Å"sell† body parts? Blood and semen are bodily fluids that are donated for money—so what would make donating body parts that much more different? For one thing, the sale of body parts in the U.S.—or anywhere else, as a matter of fact—is ethically questionable, at best. According to Wilkinson (2003), â€Å"Many of the arguments [we will] address†¦apply equally to all body parts and, indeed, to all body products† (pp. 101). Legally speaking, the sale of body parts is strictly forbidden in the United States. According to Gunning and Holm (2007), â€Å"For example, property right in human body or body parts is forbidden in the United States† (pp. 169). This is for many reasons, one of them being that the idea of trading body parts for cash could lead to the poor and disadvantaged selling their body parts for money. Also, people might sell these bo dy parts wholesale, making the black market for body parts even greater. Section II. Five Ethical Issues Associated With the Sale of Body Parts Five ethical issues with regard to the sale of body parts—outside of the biomedical ethical standpoint—is that such a practice would be morally wrong, it would take away the human dignity of the sellers, it would take away the human dignity of the person whose body part would be taken, it would take away from the dignity of the doctors, and also create greed within the buyers. The mere practice of selling body parts would be wrong—not to mention the donation of an organ—in Judaism and Islam. The importance of the body being whole is emphasized due to the fact that going to the afterlife depends upon how one took care of one’s body. According to Holland and Johnson (1998), â€Å"For it may be thought that the human body has a significance that is incompatible with treating its parts as items for sale in a b ody shop or that such treatment is an affront to human dignity and respect for self† (pp. 192). Sellers’, doctors’, and recipients’ dignity would also be compromised. The dignity of the person whose body part would be taken would definitely be diminished by donating a body part for cash. According to Miller (2010), â€Å"It doesn't follow, though, that the sale of body parts is good for the parties or for the rest of us. Such sales—or gifts—might unduly alienate the seller from parts of his or her body that are and should remain so integral to [oneself]† (pp. 235). Section III. The Position of a Biomedical Products Engineer on the Sale of Body Parts, Using Two Ethical Theories (Utilitarianism and the Golden Rule) The two ethical theories that were selected were utilitarianism and the Golden Rule. Both of these ethical theories could both be applied to the pro as well as the con sides of the argument. With regard to utilitarianism, biom edical products can be used expediently for the greatest good of all. That may seem to endorse the sale of organs or body parts, but actually it doesn’t, therefore it shouldn’t be allowed. The sale of organs is actually prohibited for the good of everyone, because such sales would ultimately create a larger black market for body parts, and murders would skyrocket in number. Utilitarianism is generally regarded as â€Å"the greatest good for the greatest number.† Of course, utilitarianism does not always end up being the best deal out fo the bunch. According to Brandt (1992), â€Å"