Like Used in Idioms and Expressions

'Like' Used in Idioms and Expressions The following English idioms and expressions use the word like. Each idiom or expression has a definition and two example sentences to help ​your  understanding of these common idiomatic expressions with like. Eat like a horse Definition: usually eat a lot of food Tom eats like a horse! Make sure to grill three hamburgers for him.He doesnt usually eat like a horse. Eat like a bird Definition: usually eat very little food She eats like a bird, so dont make too much for dinner.He weighs 250 pounds even though he eats like a bird. Feel like a million Definition: feel very good and happy Im feeling like a million today. I just got a new job!After his promotion, he felt like a million. Fit like a glove Definition: clothes or apparel that fit perfectly My new shoes fit like a glove.Her jeans fit like a glove after she went on a diet. Go like clockwork Definition: to happen very smoothly, without problems The presentation went like clockwork.Her plans went like clockwork and she was able to join the company. Know someone or something like the back of ones hand Definition: know in every detail, understand completely She knows me like the back of her hand.I know this project like the back of my hand. Like a bat out of hell Definition: very fast, quickly He left the room like a bat out of hell.They drove off like a bat out of hell. Like a bump on a log Definition: not moving Dont sit there like a bump on a log!She sits around all day like a bump on a log. Like a fish out of water Definition: completely out of place, not belonging at all He looks like a fish out of water on the football field.The boss felt like a fish out of water in San Francisco. Like a sitting duck Definition: be very exposed to something He felt like a sitting duck and moved to cover his position.Your investments have left you like a sitting duck in this market. Out like a light Definition: fall asleep quickly He went out like a light.I hit the pillow and was out like a light. Read someone like a book Definition: understand the other persons motivation for doing something She can read me like a book.I know you dont mean that. I can read you like a book. Sell like hotcakes Definition: sell very well, very quickly The book sold like hotcakes.The iPhone initially sold like hotcakes. Sleep like a log Definition: sleep very deeply I was tired and slept like a log.She went home and slept like a log. Spread like wildfire Definition: an idea that gets known very quickly His solution to the problem spread like wildfire.Her opinions spread like wildfire. Watch someone like a hawk Definition: keep a very close eye on someone, watch very carefully Dont make any mistakes because Im watching you like a hawk.She watches her son like a hawk whenever he goes outside to play.

Definition of Closed Timelike Curve

Definition of Closed Timelike Curve A closed timelike curve (sometimes abbreviated CTC) is a theoretical solution to the general field equations of the theory of general relativity. In a closed timelike curve, the worldline of an object through spacetime follows a curious path where it eventually returns to the exact same coordinates in space and time that it was at previously. In other words, a closed timelike curve is the mathematical result of physics equations that allows for time travel. Normally, a closed timelike curve comes out of the equations through something called frame dragging, where a massive object or intense gravitational field moves and literally drags spacetime along with it. Many results that allow for a closed timelike curve involve a  black hole, which allows for a singularity in the normally smooth fabric of spacetime and often results in a  wormhole. One key thing about a closed timelike curve is that it is generally thought the worldline of the object following this curve doesnt change as a result of following the curve. That is to say, the worldline is closed (it loops back on itself and becomes the original timeline), but that has always been the case. Should a closed timelike curve be used to get a time traveler to travel into the past, that most common interpretation of the situation is that the time traveler would have always been part of the past, and therefore thered be no changes to the past as a result of the time traveler suddenly showing up. History of Closed Timelike Curves The first closed timelike curve was predicted in 1937 by Willem Jacob van Stockum and was further elaborated by the mathematician Kurt Godel in 1949. Criticism of Closed Timelike Curves Though the result is technically allowed in some very highly-specialized situations, many physicists believe that time travel is not achievable in practice. One person who supported this viewpoint was Stephen Hawking, who proposed a chronological protection conjecture that the laws of the universe would ultimately be such that they prevent any possibility of time travel. However, since a closed timelike curve doesnt result in changes to how the past unfolded, the various paradoxes that we would normally want to say are impossible dont apply in this situation. The most formal representation of this concept is known as the Novikov self-consistency principle, an idea presented by Igor Dmitriyevich Novikov in the 1980s that suggested that if CTCs are possible, then only self-consistent trips backward in time would be allowed. Closed Timelike Curves in Popular Culture Since closed timelike curves represent the only form of travel backward in time that is allowed under the rules of general relativity, attempts to be scientifically accurate in time travel generally try to use this approach. However, the dramatic tension involved in scientific stories often require some sort possibility, at least, that history could be altered. The number of time travel stories that really stick to the idea of closed timelike curves are pretty limited. One classic example comes from the science fiction short story All You Zombies, by Robert A. Heinlein. This story, which was the basis of the 2014 film Predestination, involves a time traveler who repeatedly goes backward in time and interacts with various previous incarnations, but each time the traveler who comes from later in the timeline, the one who has looped back, has already experienced the encounter (albeit only for the first time). Another good example of closed timelike curves is the time travel plotline that ran through the final seasons of the television series Lost. A group of characters traveled backward in time, in the hopes of altering events, but it turned out that their actions in the past create no change in how events unfolded, but it turns out that they were always part of how those events unfolded in the first place. Also Known As: CTC

For Want Of A Letter … Tic, Tick

For Want Of A Letter †¦ Tic, Tick For Want Of A Letter Tic, Tick For Want Of A Letter Tic, Tick By Sharon Sometimes the inclusion or omission of a single letter can completely change the meaning of your word, phrase or sentence. Take the word tic, for example. Its a noun that refers to those visible twitches that suggest nervousness or stress. Merriam Webster defines it as: a local and habitual spasmodic motion of particular muscles especially of the face. It is believed to originate from the French phrase tic douloureux which refers to the same phenomenon. The word has also come to refer to, as Merriam Webster puts it, a frequent usually unconscious quirk of behavior or speech. If you add a particular phrase to the end of every sentence or compulsively lick your lips when youve finished speaking, this would be a tic. However, I have often seen tic misspelled as tick. Tick has several meanings , none of them referring to facial, verbal or behavioral mannerisms. The meanings of the noun tick include: a bloodsucking arachnid (such as the ones found on dogs) a wingless parasitic fly a mattress casing a light, rhythmical tap the beat of a clock a check mark on a list an abbreviation of ticket (hence the British expression, on tick, meaning on credit) Meanings of the verb to tick include: to make the sound of a tick (like a clock) to run (as in to operate or work in a certain way) to mark with a tick (written) to check off Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:When to use "on" and when to use "in"Round vs. AroundThe 7 Types of Possessive Case

How new perspective on leadership relates to the various types Essay

How new perspective on leadership relates to the various types - Essay Example Another concept that Nonaka and Takeuchi discussed in the interview is the concept of â€Å"phronesis† or practical wisdom. Phronesis is â€Å"the habit of making the right decisions and taking the right actions in context, and relentless pursuit of excellence for the common good† (Nonaka & Takeuchi, Wise Leadership, 2011). They went on further to say that phronesis can be cultivated through very close human interactions. This new perspective on leadership is very much related to the previous concepts of leadership. The other articles on leadership in the textbook also supported the idea of Nonaka and Takeuchi about being an ethical leader. The articles on the textbook also emphasized that leaders must have a passion to do right. This too was advocated by Nonaka and Takeuchi when they mentioned the importance of having a moral purpose and doing what is good for society. The six abilities of a wise leader which were enumerated in Nonaka’s and Takeuchi’s art icle are supportive and intertwined with the â€Å"Seven Habits of Ethical Leaders† taken up in the textbook readings. The first ability of a wise leader is that he can judge goodness. Likewise, an ethical leader has a passion to do right and realize the importance of ethics in the decision-making process.

Best Practices in Teaching Styles to Motivate ESL Students Essay

Best Practices in Teaching Styles to Motivate ESL Students - Essay Example Diverse research studies have been conducted in various fields of endeavor – from human behavioral courses in organizations to educational modules in traditional and ESL learning settings. There have been motivational theories that have evolved through time and aimed to determine which among the motivational factors facilitate or hinder the process of learning English as a Foreign Language (EFL). From a review of literature developed on the subject, there were studies that specifically aimed to determine the effectiveness of the motivational strategies in enhancing the academic performance and understanding of ESL students (Guilloteaux & Dornyei, 2008; Chen, Warden, & Chang, 2005; Lamb, 2007). After identifying the most effective factors, from the perspectives of students, the role of educators would be to put into practice these strategies that have been proven to be the most effective in facilitating ESL learning, on the premise that the most contemporary factors influencing the learning environment are taken into consideration. Briefly, the motivational factors that were identified to facilitate ESL learning are teachers’ style or methods, in conjunction with use of praise and acknowledgment (Lamb, 2007); instructional interventions applied by teachers (where 25 observational variables measuring the teachers’ motivational practices include: social chat, group work, effective praise, and tangible reward, among others (Guilloteaux & Dornyei, 2008, pp. 63-64); and group dynamics and group cohesiveness (Chang, 2010); among others. The teacher’s instructional approach is therefore crucial; but the ability of the teacher to gauge the students’ motivating drives must be of paramount concern in order for them to effectively apply motivating factors that facilitate, rather than inhibit, ESL learning. The 25 observational variables noted by Guilloteaux & Dornyei (2008) provides the conceptual framework for the current study, which at tempts to investigate the best teaching practices applied in an ESL course. These variables measuring the teachers’ motivational practice are enumerated below: 1. Social Chat 13. Pair Work 2. Signposting 14. Tangible Reward 3. Stating the Communicative Purpose or 15. Personalization Utility of the Activity 16. Element of Interest, Creativity, 4. Establishing Relevance Fantasy 5. Promoting Integrative Values 17. Intellectual Challenge 6. Promoting Instrumental Values 18. Tangible Task Product 7. Arousing Curiosity or Attention 19. Individual Competition 8. Scaffolding 20. Team Competition 9. Promoting Cooperation 21. Neutral Feedback 10. Promoting Autonomy 22. Process Feedback 11. Referential Questions 23. Elicitation of Self or Peer Correction 12. Group Work 24. Effective Praise 25. Class Applause Source: Guilloteaux & Dornyei, 2008, pp. 63-64 Research Questions The study would therefore be guided by the following research questions: 1. Which among the 25 variables are deemed most effective to motivate ESL students in contemporary settings? 2. What performance measures would significantly gauge the effectiveness of the best teaching strategies and approaches that motivate

Determination of Substance through Density

Determination of Substance through Density DExperiment #1 DENSITY OF SUBSTANCES Prepared by Paul Okweye and Malinda Gilmore Purpose of the Experiment To learn about the properties of matter such as density that are used as a method of physical identification. In this experiment the objectives are: To teach the correct use of a balance and graduated cylinders, To determine the densities of solids, pure liquids and solutions, To determine percent errors during experimental analysis, and To teach the use of graphing of experimental data. Background Information Density, like boiling point, color, odor, solubility, and melting point, is a physical property of matter. Therefore, density may be used in identifying matter. Density is defined as mass per unit volume and is expressed mathematically as d = m / v (Equation 1: d is density, m is mass, and v is volume). The density of a sample of matter represents the mass contained within a unit volume of space in the sample. The units of density, therefore, are quoted in terms of grams per milliliter (g/ml) or grams per cubic centimeter (g/cm3) for most solid and liquid samples of matter. The density of a sample represents the mass of the specific sample divided by its volume. density (g/ml) = mass (g) à · volume (ml or cm3) Eqn. 1 Often, a density varies with temperature because of the volume of the sample such as gases. Therefore, densities are usually determined and reported at room temperature (about 25oC; see Table 1). References such as chemical handbooks always specify the temperature at which a density was measured. As previously stated, density can be used as a method of identification. Various things that density can be useful for are listed below: Table 1. Densities of various substances at room temperature, 25oC. Density is often used as a point of identification in the determination of an unknown substance. The density of the unknown might be used to characterize the unknown from a list of known substances. It is very unlikely for two substances to have the same density, and when added with boiling point and melting point it adds even more validity to the identity of the substance. Density can also be used to determine the concentration of solutions in certain instances. When a substance is dissolved in water, the density of the solution will be different from that of the pure water itself. Handbooks list detailed information about the densities of solutions as a function of their composition (typically, in terms of percent substance in the solution). If a sample is known to contain only a single substance, the density of the solution can be measured experimentally, and then the handbook can be consulted to determine what concentration of the substance gives rise to the measured solution density. Several techniques are used for the determination of density of substances. In general, a density determination involves the determination of the mass of the sample divided by the determination of the volume of the sample. However, the method used for determining mass or volume depends on whether or not the sample is a solid or a liquid. For solid samples, the volume of the solid can be determined using Archimedes’s principle, which states that an insoluble, nonreactive solid will displace a volume of liquid equal to its own volume. Typically, a solid is added to a liquid in a volumetric container (such as a graduated cylinder) and the change in the liquid level is determined. For liquids, very precise values of density may be determined by measuring an accurate volume of liquid in a container that can then be weighed and then determining the mass of the liquid that was measured. A convenient container for determining the volume of a liquid is to weigh a particular volume of liquid in a graduated cylinder. The density of substances is very important especially when talking about buoyancy the tendency or capacity to remain afloat in a liquid or rise in air or gas. Often one asks the question, â€Å"Why does ice float in water?† The answer to that question depends totally on density of the substances involved. When dealing with water, water can be in the form of ice, liquid or solid (Table 2). The density of ice is 0.917 g/cm3 and then density of water in its liquid state at 25oC (room temperature) is 0.999 g/cm3. Therefore, the density of ice is less than the density of water so that is why ice floats in water. Temperature (oC) Density of Water (g/cm3) 0 (ice) 0.91700 0 (liquid water) 0.99984 2 0.99994 4 0.99997 10 0.99970 25 0.99707 100 0.95836 Table 2. Temperature Dependence of Water Density Safety Precautions Safety goggles and lab coat / apron are required for this lab The solutions used in this lab are flammable. Use them only as directed Materials and Chemicals Graduated cylinders (25 mL, 50 ml, and 100 mL) Balance Regular Solid Sample Irregular Solid Sample Liquid Sample (Isopropyl Alcohol) Distilled Water Sodium Chloride (5%, 10%, 15%, 20% and 25% solutions) Procedures A. Determination of the Density of Solids Obtain a regular shaped solid (cubic metal). On your data sheet, write down the name of the solid and describe its appearance. Using a balance, weigh the regular shaped solid. Weigh it on a balance to the nearest 0.01 g. Record the weight on the data sheet in the section labeled â€Å"Weight of the Solid.† Using a 100-mL graduated cylinder, add 75 mL of distilled water. Record the exact volume of water in the graduated cylinder to the precision permitted by the calibration marks on the cylinder. Record this volume on the data sheet in the section labeled â€Å"Initial Volume of Water for the Solid†. Gently place the regular solid (cubic metal) into the cylinder (do not drop the metal because it could splash the water in the graduated cylinder). Read the level of the water in the graduated cylinder, again making your determination to the precision permitted by the calibration marks on the cylinder. Record this volume on the data sheet in the section labeled â€Å"Final Volume of Water for the Solid.† The change in the water (Vsolid = Vf – Vi) level represents the volume of the solid. Calculate the density of the regular solid (cubic metal) using Equation 1. Record the calculated value (experimental value) of the density on the data sheet in the section label â€Å"Experimental Value of Density of Solid.† Compare the calculated (experimental value) density of the regular solid (cubic metal) with the actual density value provided in Table 3. Record the actual density on the data sheet in the section labeled â€Å"Actual Density of the Solid.† Calculate the percent error of your measurement. Record value on the data sheet in the section labeled â€Å"Percent Error of Solid†. Note: Percent Error = Experimental Value – Actual Value x 100% Accepted Value Dry the regular solid (cubic metal) with a paper towel and return the sample to your instructor. B. Density of Pure Liquids Pure Water (Distilled Water) Clean and dry a 50 ml graduated cylinder. Accurately weigh the dry graduated cylinder using a balance. Record weight on the data sheet in the section labeled â€Å"Initial Weight of the Graduated Cylinder (Water).† Add 45 mL of water to the graduated cylinder. Record the exact volume of the water in the cylinder, to the level of precision permitted by the calibration marks on the barrel of the cylinder on the data sheet in the section labeled â€Å"Volume of Water†. Weigh the graduated cylinder and water as accurately as possible. Record weight on the data sheet in the section labeled â€Å"Final Weight of the Graduated Cylinder (Water).† Calculate the density of the water using Equation 1. Record the calculated value (experimental value) of the density on the data sheet in the section labeled â€Å"Experimental Value of Density of Water.† Determine the temperature of the water in the cylinder. You will use the temperature of the water to determine which density value of water to use from Table 2. Record the temperature on the data sheet in the section labeled â€Å"Temperature of Water.† Compare the calculated (experimental value) density of the water with the actual density listed in Table 2. Record the actual density on the data sheet in the section labeled â€Å"Actual Density of the Water.† Calculate the percent error. Record value on the data sheet in the section labeled â€Å"Percent Error of Water†. Clean and dry the graduated cylinder. Rubbing Alcohol Obtain a sample of rubbing alcohol (isopropyl alcohol = rubbing alcohol). Clean and dry a 10 ml graduated cylinder. Weigh the dry graduated cylinder as accurately as you can with the balances you have available. Record weight on the data sheet in the section labeled â€Å"Initial Weight of the Graduated Cylinder (Rubbing Alcohol).† Add 5 mL of rubbing alcohol to the graduated cylinder. Record the exact volume of the alcohol in the cylinder, to the level of precision permitted by the calibration marks on the barrel of the cylinder on the data sheet in the section labeled â€Å"Volume of Rubbing Alcohol.† Weigh the graduated cylinder and rubbing alcohol as accurately as possible. Record weight on the data sheet in the section labeled â€Å"Final Weight of the Graduated Cylinder (Rubbing Alcohol).† Calculate the density of the rubbing alcohol using Equation 1. Record the calculated value (experimental value) of the density on the data sheet in the section label â€Å"Experimental Value of Density of Rubbing Alcohol.† Compare the calculated (experimental value) density of the rubbing alcohol with the actual density listed in Table 3. Record the actual density on the data sheet in the section labeled â€Å"Actual Density of the Rubbing Alcohol.† Calculate the percent error. Record value on the data sheet in the section labeled â€Å"Percent Error of Rubbing Alcohol†. Clean and dry the graduated cylinder. C. Density of Solutions Chemical solutions are often described in concentrations and most times in terms of the solutions’ percent composition on a weight basis. For example, a 1% sodium chloride (NaCl) solution contains 1 g of NaCl in every 100 mL of solution (which corresponds to 1 g of NaCl for every 99 mL of water (H2O) present). Obtain 50 mL solutions of NaCl in H2O consisting of the following percents by weight: 5%, 10%, 15%, 20%, and 25%. Make the weight determinations of NaCl and H2O accurately as possible. Using the method described earlier for samples of pure liquids, determine the mass, volume and density of each of your NaCl solutions. Record that information on the data sheet under the specified section. Compare the calculated (experimental value) density of the NaCl solutions with the actual density listed in Table 3. Calculate the percent errors for each solution. Record value on the data sheet in the section labeled â€Å"Percent Error of NaCl Solutions†. Using Excel, construct a graph of the calculated (experimental value) density of your NaCl solutions (y-axis) versus the percent of NaCl the solution contains (x-axis). Obtain the straight line equation (y = mx + b). Record this equation in the designated area on the data sheet. Name_______________________________________________________________________________ Lab Partner____________________________Section/Day/Time_______________________________ Experiment #1 DENSITY OF SUBSTANCES DATA SHEET A. Determination of the Density of Solids Sample Name ______________________________ Appearance of Solid ______________________________ Weight (g) of the Solid ______________________________ Initial Volume (mL) of Water for the Solid ______________________________ Final Volume (mL) of Water for the Solid ______________________________ Volume (mL) of the Solid ______________________________ Experimental Value of Density (g/mL) of Solid______________________________ Actual Density (g/mL) of the Solid ______________________________ Percent Error of Solid ______________________________ B. Determination of the Density of Pure Liquids Pure Water (Distilled Water) Initial Weight (g) of the Graduated Cylinder (Water) ______________________________ Final Weight (g) of the Graduated Cylinder (Water) ______________________________ Weight (g) of Water Sample______________________________ Volume (mL) of Water ______________________________ Experimental Value of Density (g/mL) of Water ______________________________ Actual Density (g/mL) of the Water ______________________________ Percent Error of Water ______________________________ Name_______________________________________________________________________________ Lab Partner____________________________Section/Day/Time_______________________________ Experiment #1 DENSITY OF SUBSTANCES DATA SHEET Rubbing Alcohol Initial Weight (g) of the Graduated Cylinder (Rubbing Alcohol)______________________________ Final Weight (g) of the Graduated Cylinder (Rubbing Alcohol) ______________________________ Weight (g) of Rubbing Alcohol Sample______________________________ Volume (mL) of Rubbing Alcohol ______________________________ Experimental Value of Density (g/mL) of Rubbing Alcohol ______________________________ Actual Density (g/mL) of the Rubbing Alcohol ______________________________ Percent Error of Rubbing Alcohol ______________________________ C. Determination of the Density of Solutions % NaCl Mass (g) Volume (mL) Density (g/mL: Calculated) Density (g/mL: Actual) % error 5 10 15 20 25 Note: Show calculations in your lab report. Name____________________________________________________________________________ Lab.Partner____________________________Section/Day/Time_____________________________ Experiment #1 DENSITY OF SUBSTANCES HOMEWORK SHEET 1. Explain density in words. 2. What error would be introduced into the determination of the density of the solid if the solid were hollow? Would the density be too high or too low? 3. An insoluble, nonreactive metal sphere weighing 18.45 g is added to 21.7 ml of water in a graduated cylinder. The water level rises to 26.8 ml. Calculate the density of the metal. 4. An empty graduated cylinder weighs 34.4257 g. A 10-ml pipet sample of an unknown liquid is transferred to the graduated cylinder. The graduated cylinder weighs 40.1825 g when weighed with the liquid in it. Calculate the density of the unknown liquid. 5. Your data for the density of the NaCl (sodium chloride) solutions should have produced a straight line when plotted. How could this plot be used to determine the density of any concentration of sodium chloride solution? 6. Examine your graph and determine the density for each of the following percents of NaCl: 3%, 9%, 15%, 21%, and 45%.

Broadcast commission

Children in Jamaica and the world at large are surrounded by opportunities to develop and use emergent literacy skills such as listening, speaking, reading, and writing. Based on a research conducted by the Sesame Street Media, â€Å"Once children get to 7 and 8 years, they are able to focus on activities for longer stretches of time. Their memory, logical reasoning, and problem-solving skills sharpen. Children at this age are also starting to form stronger, more complex relationships outside the family, especially with same-sex peers. The power of media on the society is taken as a axis that media representations are not simply a mirror of society but rather, they are highly selective and merely an example. Therefore, active decisions should be taken at every stage of the process of producing and transmitting media material, regarding what should be included and what should be omitted and how and when a content should be presented. Possible effects such as such as violent or aggres sive behavior, substance use, sexual activity and decreased school performance are major issues.In an aid to prevent this, necessary measures need to be taken in order to mitigate these potential problems. In Jamaica there are directives that electronic media, broadcast radio and television, as well as subscriber television has to follow from the Broadcasting Commission. The Broadcasting Commission role is to monitor and regulate these industries, balancing the interests of consumers, the industries and the creative community in implementing public policy and law. Ender the Broadcasting Law and Regulation Code, there is the Children's Code for Programming. This code sets out standards for the media to rate and schedule or filter programming and provide advisories. This will assist parents and guardians to determine the types of material to which their children are exposed. The procedures in the code arise from the general principles for dealing with child audiences are detailed in t he Children's Charter for programming.According to the code, rating is an assessment of the nature of problematic material in all programming. For the broadcast, media rating will be done of all programming including newscasts, broadcasts of sporting events, music videos, programmer trailers, songs and advertisements where as for the subscriber television services rating will be carried out on each channel. Scheduling or filtering Is ensuring that programming Is only transmitted to the appropriate audience for the type of problematic material it contains.Therefore, the broadcast media programmer are scheduled so that potentially harmful material is not transmitted at times when children can reasonably be expected to be a significant part of the radio or television audiences. Subscriber television services material is filtered so that programming channels rated A or X are only available to subscribers who specifically choose to have that material in their homes. In an effort to do so they provide what is called a Watershed,' established at pm daily.This is a time each day, after which a programming might become increasingly adult oriented. Advisories are information about the nature and make informed choices about what type of programming children in their care are exposed to. For example: According to the Broadcasting Commission, on radio aired between 7:mama and 8:1 Sam, material reviewed song, â€Å"All my ladies if you got it let me know, she thick in her hips, colder than a month licking her lips; a bad ‘matchlocks'. Apple looking so right. She makes me want a piece. I give it to her all night, she doesn't want to leave†.They found this as being offensive sounding words, as it presents a distasteful language, sexual content and it is in Breach of Watershed, (February 6&20 2009 Directives and Children Code). Therefore, it is in the best interest of the Broadcasting Commission that obscene and indecent programming is constitutional, because of t he compelling societal interests in protecting children from potentially harmful programming and supporting parent's ability to determine the programming to which their children will be exposed to at home.In a speech presented by Chairman of the Broadcasting Commission of Jamaica, Hope S. Dunn on July 14, 2010 at the Pegasus Hotel, he stated that, â€Å"Regarding the enforcement of the Children's Code for Programming, there has been significant progress in the quality of the output on electronic media nationally. This is evident from the Commission's Complaints record for the period April 2009 to March 2010, the Commission received sixty-nine (69) complaints. This was a decrease of forty-seven percent (47%) when compared to the previous period.On the other hand the Media Association of Jamaica in partnership with the Press Association of Jamaica has reduced a Code of Ethics for Journalists to create a higher basic standard of journalism across the industry and to improve transparen cy and redress by media houses in the public interest. There is always that time in a media practitioner's career, when he or she would end up at a crossroads where an ethical decision has to be made between right and wrong.Often times, ethical choices are hard to make, but at the end of the day a decision has to be made. Professionals in various fields make choices not Just in a systematic way but most importantly in an ethical manner. With that being said, the press association of Jamaica code of practice, provides requirements for media practitioners to abide by, it also deals with matters of common concern among citizen as it relates to morality and the protection of fairness.Under the provision of the code media practitioners should not identify children under the age of 18 who are involved in cases concerning sexual offences, whether as victims or as witnesses or defendants in a trial. In any news report of a case involving a sexual offence by an adult against a child, the chi ld should not be identified. The adult may be identified if such identification would not cause the identity of the child to be revealed. In cases of incest, for the purposes of the protection of the identification the child, the term ‘incest', where applicable, should never be used.