Educational advances essays

Educational advances essays Tax supported primary schools were scarce in the early years of the Republic. Aristocrats felt that it was not there concern to educate the lower class. 1. They felt that their children would grow up with "brats." 2. They were afraid that poor children would be armed with votes. Tax-supported public education triumphed between 1825-1850. 1. Laborers demanded instruction for their children. 2. Rising manhood suffrage aided the tax-supported public education. The average schoolhouse was one room, one stove, one teacher, and eight grades. The schools stayed open only a few months of the year. Most school teachers were men who were ill tempered and ill paid. They commonly practiced physical abuse. Horace Mann-a brilliant graduate of Brown University, a Secretary of the Massachusetts board of Education. He campaigned for better schoolhouses longer school terms and higher pay for teachers. 1. His influence moved into other states Education was still expressive and considered a luxury. In 1860, the nation counted 100 high schools, and 1,000,000 illiterate white adults. Black slaves in the south were forbidden to learn reading and writing. Noah Webster improved textbooks (readers), the books also promoted patriotism. Noah Webster was the schoolmaster of the republic. William H. McGuffey- He published grade school readers in the 1830's. He books were knows as "McGuffy's Readers." The Second Great Awakening led to the development of small Liberal Arts colleges in the South and West. 1. The did not provide a good education 2. They were for show, and to make America look better. The first state supported university began in the south, Nort ...

Reasons Why Teens Choose to Have an Abortion

Reasons Why Teens Choose to Have an Abortion Teens facing an unplanned pregnancy choose abortion for similar reasons as women in their twenties and thirties. Teens ask the same questions: Do I want this baby? Can I afford to raise a child? How will this impact my life? Am I ready to be a mother? Coming to a Decision A teen considering abortion is influenced by where she lives, her religious beliefs, her relationship with her parents, access to family planning services, and the behavior of her peer group. Her educational level and socioeconomic status also play a role. According to the Guttmacher Institute, the reasons teens most often give for having an abortion are: Not wanting their lives changed by the birth of a babyNot being able to afford a babyNot feeling mature or responsible enough to raise a child Parental Involvement Whether or not a teen opts for abortion often hinges on a parents knowledge and/or participation in the decision-making. Thirty-four states require some form of parental permission or notification for a minor to obtain an abortion. For teens whose parents are unaware that their daughter is sexually active, this is an additional obstacle that makes a difficult decision even more stressful. The majority of teen abortions involve a parent in some way. 60% of minors who have abortions do so with the knowledge of at least one parent, and a large majority of parents support their daughters choice. Continuing Education...or Not The teen who worries that having a baby will change her life has a good reason for concern. Most teen mothers lives are negatively impacted by the birth of a baby; their educational plans are interrupted, which subsequently limits their future earning potential and puts them at greater risk of raising their child in poverty. In comparison, teens who choose abortion are more successful in school and are more likely to graduate and pursue higher education. They typically come from a higher socioeconomic family background than those who give birth and become teen mothers. Even when socioeconomic factors are taken into consideration, pregnant teens are at a huge educational disadvantage. Teen mothers are significantly less likely to complete high school than their peers; only 40% of young women who give birth before age 18 earn a high school diploma as compared to other young women from similar socioeconomic situations who delay childbearing until age 20 or 21. In the long run, the prospects are even grimmer. Less than 2% of teen mothers who give birth before age 18 go on to earn a college degree by the time they turn 30. Access to Abortion Providers Choice is not a choice when theres little or no access to abortion. For many teens in the U.S., obtaining an abortion involves driving out of town and even sometimes out of state. Limited access shuts the door on abortion for those without transportation or resources. According to the Guttmacher Institute, in 2014 90% of counties in the United States had no abortion provider. Estimates of women who obtained abortions in 2005 indicate that 25% traveled at least 50 miles, and 8% traveled more than 100 miles. Eight states were served by fewer than five abortion providers. North Dakota has only one abortion provider. Even when physical access is not an issue, the parental consent/parental notification laws which exist in 34 states in effect limit access for an underage teen unwilling to discuss the decision with a parent. Teen Pregnancy Before Legalized Abortion The fear and hesitancy teens express at the thought of discussing pregnancy with their parents is deeply rooted in our culture. Past generations regarded teen pregnancy as something deeply shameful. Prior to the legalization of abortion, a pregnant girl or young woman was often sent by her family to a home for unwed mothers, a practice that began in the early 20th century and remained until the 1970s. To maintain the secret, friends, and acquaintances were told that the girl in question was staying with a relative. Teens who were afraid to tell their parents they were pregnant often grew desperate to end their pregnancies. Some attempted self-induced abortions with herbs or toxic substances or sharp implements; others sought out illegal back alley abortionists who were rarely medical professionals. Many girls and young women died as a result of these unsafe abortion methods. Lingering Shame With the legalization of abortion with the Roe v. Wade decision in 1972, safe and legal medical means became available to most of the population, and the procedure could be done discreetly and quietly. Although the shame of teen pregnancy lingered, abortion was a way for a teen or young woman to hide her sexual activity and pregnancy from her parents. High school-aged girls who kept their babies were the subject of gossip and pity among students and parents. Media Depictions of Teen Pregnancy and Abortion Today, those views seem strange and outdated to the many teens who choose to become teen mothers. Mainstream media has come a long way in normalizing the idea of teen pregnancy. Films such as Juno and TV series such as The Secret Life of an American Teen feature pregnant teens as the heroines. Much rarer are depictions of teens choosing abortion- a taboo subject in the eyes of Hollywood. Because teen pregnancy has become almost commonplace in many high schools, the pressure to keep it a secret no longer exists as it did in past generations. More and more teens are choosing to give birth, and a type of reverse pressure now exists, with many teens believing that teen motherhood is a desirable situation. The very public pregnancies of famous teens such as Jamie Lynn Spears and Bristol Palin have added to the glamour of teen pregnancy. Thus for some teens, the decision to have an abortion may be a choice that is criticized by peers who only see the excitement of being pregnant and having a baby. Children of Teen Mothers Teens who choose abortion because they recognize their own immaturity and inability to care for a baby are making a responsible decision; it may not be one that everyone agrees with, but it also cuts short a cycle that is on the rise in the U.S. children giving birth to children. More and more studies indicate that children born to teen mothers begin school with significant disadvantages in learning, do poorer in school and on standardized tests, and are much more likely to drop out of school than the children of women whove delayed childbearing until they reach their twenties. Abortion remains a controversial topic, and a pregnant teen considering abortion often finds herself in the proverbial situation of being between a rock and a hard place. But when finances, life circumstances and rocky personal relationships prevent a teen mother from being able to raise her child in a loving, safe, and stable environment, terminating a pregnancy may be her only viable choice. Sources: In Brief: Facts on American Teens Sexual and Reproductive Health. Guttmacher.org, September 2006.Stanhope, Marcia and Jeanette Lancaster. Foundations of Nursing in the Community: Community-oriented Practice. Elsevier Health Sciences, 2006.Why It Matters: Teen Pregnancy and Education. The National Campaign to Prevent Teen Pregnancy, retrieved 19 May 2009.

Free Trade and its Benefits Essay Example | Topics and Well Written Essays - 750 words

Free Trade and its Benefits - Essay Example e study of this subject very seriously. According to Lipsey,International Trade is a transaction and trade of goods and services between two individuals living in different countries,two companies operating in different countries and even two governments indulging in some form of trading activity.International trade becomes Free Trade when there are no taxes, quotas and tariffs are levied to these transactions. International trade becomes controlled trade when taxes and quotas are present in the trade activity involving two parties from different countries.There are certain advantages of Free Trade such as efficiency,improved standard of living and foreign earning.The disadvantages of Free Trade are plenty too.These include government revenue loss, deterioration for local industry and outflow of foreign reserves.It is widely believed that free trade leads to efficiency.This can be explained by a diagram,but we must keep in mind that opposite of free trade is one where the host govern ment charges either tariffs or quotas on imported goods. In the above diagram, it can be seen that free trade is more meritorious to a situation where either no international trade is taking place or where the trade is not free. At first there is no free trade. The market is work at a point where D=S or where demand is equated to supply. The equilibrium quantity of goods traded at this point is represented by â€Å"Y†. If the country decided to indulge in free trade then SW will become the supply curve and fewer goods will be traded in the market at point â€Å"Y1†. The reason why the quantity of goods traded in the market is reduced is because the imported goods are cheaper and local production of goods has reduced and the gap between Y-Y1 is filled by imported goods. This is a point of controversy and economists who are against Free Trade argue that free trade will lead to closure and downsizing of local businesses resulting in massive unemployment in the country. Un der these circumstances Free Trade looks like an evil and it looks a valid claim that imported goods should be stopped from penetrating the local markets. However, the supporters of Free Trade claim that it leads to better utilization of world’s scarce resources. They use the theories of absolute and comparative advantage to justify their claim and recommends that the country should divert from production of goods in which it does not have an absolute and comparative advantage to the good where these advantages can be exploited. However, many countries choose a different route and exploit the benefits of allocative efficiency. They charge some sort of taxes to imported goods or give subsidies to local industries to make sure that local production remains high and local industries are able to compete with the imported goods. This leads to partial improvement in local industries situation, but at the expense of efficiency. Hence, one can see that any trade that is taxed or rest ricted cannot yield same amount of efficiency as uncontrolled trade. Free Trade also renders certain other advantages too. It leads to an increase in choices that people can make. This is a necessary condition for improvement in living standard of people. Hence, Free Trade allows people to live a better life. Free Trade

Other than brutal conquest, what impact did the Mongol empire have on Essay

Other than brutal conquest, what impact did the Mongol empire have on the known world and why - Essay Example ined and the strongest armies and with a highly organizational and strategic mind of a leader, the Mongolians were able to succeed in their brutal conquest for expansion and increase in territory. Apart from achieving victory in stretching the empire through invasion and conquest, the Mongols also achieved great success in other things. One of the greatest impacts that is still evident up to this day is its effect on the human as well as the political geography of Asia. Because of the emergence of the Mongol Empire, the great collection of several Semi-Turkic and Mongolic tribes were unified under the reign and rule of the founder of the Mongol Empire, Genghis Kan. Moreover, the existence of the states that came out from the dust of the collapse of the Mongol Empire owed their existence to the Mongols. The large size of the Mongol Empire due to its great expansion and conquest from Asia reaching all the way to Eastern Europe has brought about and encouraged wider distribution and trading of a mixture of different goods and other products, and along with it also helped spread out and share knowledge and understanding of various topics and subject matter in several fields of astronomy, science, mathematics and also in other fields such as art, theatre and others. The founder and first leader of the Mongol Empire and known as one of the world’s greatest conquerors throughout history, Genghis Khan, brought the kingdom to become known throughout the world. Through him, the empire saw success and rose to power. Although Khan himself was illiterate, he ordered and introduced a writing system, which still kept on and remained in modern Mongolia up until the twentieth century. Furthermore, Genghis Khan also brought in the thought and initiative of religious tolerance all over the empire. The fifth leader of the Mongol Empire and the grandson of Genghis Khan, Kublai Khan, continued to build on and develop the empire’s success. During his reign, he was also able to

The Clash of Civilizations and the Remaking of World. Clash of Ignorance Essay Example for Free

The Clash of Civilizations and the Remaking of World. Clash of Ignorance Essay This article by Edward Said is a follow up to an earlier article by Samuel Huntington titled â€Å"The Clash of Civilization† that was themed around civilization being a source of conflict in the modern world. The focus of Huntington’s article is the prediction of ideological differences between the different cultures say religions Christianity and Islam being a source of conflict in the world. Summary of the article This article â€Å"Clash of Ignorance† by Edward Said aims at faulting the earlier assumption in the â€Å"Clash of civilization† where it is only assumed that the major cultures say the West and Islamism are in conflict. The high level of ignorance in the theory and generalization of the West and Islam as cultures is the main thematic concern by Said in this article. The article faults the general ascribed ideology of the West versus the rest as in the cold war period to a now new modern ideology of Islamism versus the West. Critical Discussion Said makes an argument against some of the popular entities in global politics in modern day. The entities are Islamism and the â€Å"West†. Reference is made of Huntington’s article that foresaw the cause of conflict in future politics as being driven by the differences between nations and the different groups of civilization. The general assumption from this is the fact that conflicts will thus be cultural. In the â€Å"Clash of Ignorance† the author is against this classification of groups in conflict. Said is in contention of Huntington’s theory on the use of the 9/11 terrorist attack on America as an affirmation to the existence of the two sides in global conflict across the globe CITATION Sai01 l 1033 (Said, 2001). According to Said, the involvement of the terrorists in the 9/11 attacks was just a representation of a small fraction. This thus cannot be construed to be a representation of Islam’s across the world. This argument is strengthened by Said through his allusion to a stand by a practicing Muslim who contends that Islamic extremists are not by any form a representation of the religion in itself but people who are out to distort the face of the religion CITATION Sai01 l 1033 (Said, 2001). Said also argues against the idea that Muslims across the globe have an assumption of being a superior culture. This is indeed not a properly sampled and proved theory with empirical evidence of the billions of Muslims across the globe. The assertion by the Italian Prime Minister of Islam being adamant to being part of modernity is also wrong according to Said. This can be proved through the embracing of different â€Å"western† technologies and the use of the said technologies in the 9/11 attacks on America. Further evidence points at the embracing of western style clothing by some Muslims even the women. The above stated evidence by Said points to the heightened ignorance in factual evidence as regards to calls of existence of conflicts between Islam and the â€Å"West† CITATION Sai01 l 1033 (Said, 2001). In this article, Said makes numerous efforts as a result of lack of evidence to show the divide being asserted between the â€Å"West† and â€Å"Islam†. He points out the different societies across the world where both sides in this alleged divide live in harmony. The increased level of anti-Islamic perspectives s portrayed in the media in the â€Å"West† is enough evidence of the level of hate speech directed towards Muslims who stay in the â€Å"West†. Said contents that the genesis of such anti Islamism begun in Europe in the wake of the destruction of Roman Empire by the Arab conquest. This led to the destruction of Christian unity at that time and now the resentment against Muslims has now been reignited. Positive aspects of the past relationship between the two cultures have been overshadowed by this loathe towards Islam. For instance the west embraced science, sociology and philosophy of Islam yet now they seen to cast negative aspersions about the religion in general based on a few activities of terrorists in the name of religion CITATION Sai01 l 1033 (Said, 2001). In most parts of the article, Said revisits the similarities between the two sides of the alleged divide and accuses the West of having selective memory and double standards. This is based on some of the atrocities committed by the West that are similar to the September 11 attacks in the name of religion. Examples of such atrocities include the Branch Davidians and the supporters of Jim Jones the reverend. Said further attacks the use of powerful idioms in print media in the â€Å"West† since most of these articles do not appreciate the complicated histories between the two sides. He argues that this instead fuel the infatuation of being a Westerner CITATION Sai01 l 1033 (Said, 2001). Said insists on the fact that Islamic extremists misrepresent the religion. This thus can be seen as an effective way to deal with Huntington who uses terrorism to cement the rift between the â€Å"West â€Å"and â€Å"Islam†. The evidence by Said proves his claim of Muslim representation. His demonstration of the lack of distinction between the two sides and the successful integration of the two cultures in clothing, adoption of technology and co-existence in some societies show the lack of conflict between the two cultures. However, his subjective statements across the article taint his argument. His critic of Huntington’s book â€Å"The Root of Muslim Rage† was personal as he says Huntington did confuse himself by showing he is such a clumsy thinker. Generally, this article â€Å"The Clash of Ignorance† is quite a persuasive piece of work and convincing. It makes it easy to understand the complex nature of the theme â€Å"Islamism† and the â€Å"West† CITATION Kar12 l 1033 (Karim Eid, 2012). Conclusion From the analysis explored in this article, the different stakeholders must unite to fight the increasing divide between the two sides of the divide. A closer detailed look at the evidence linking terrorism and Islam raise more speculation about the connection between the two. Terrorism will continue to provide the terrorists a continuous stream of income to finance their activities. Terrorism should thus not be blamed on ideological conflict between the different cultures of the world. Said emphasis is on ignorance and lack of facts on Islam being the reason it is blamed for the increased level of radicalism hence global conflict CITATION Sai01 l 1033 (Said, 2001). References   Huntington, S. P. (2007). The Clash of Civilizations and the Remaking of World. New York: Simon and Schuster. Karim, K. H., Eid, M. (2012). Clash of Ignorance. Global Media Journal Canadian Edition Volume 5, Issue 1, 7-27. Said, E. W. (2001, February 14). Clash of Ignorance. Retrieved from The Nation: www.thenation.com Source document

How does Betchman portray the weakness of English Middle Classes in Ess

How does Betchman portray the weakness of English Middle Classes in Westminster Abbey? In the poem 'In Westminster Abbey' the poet (John Betchman) speaks in from the view of a lady living in the English middle classes in the period, in which the Second World War took place. The poet has set the poem in the head of the heart of England's church, Westminster Abbey. The poet narrates to the reads the feelings of this lady and her feelings of the war, but what the poet does in mainly stereotype all women in the English middle classes at the time. In the following I shall talk about how poet portrays the weakness of the English middle classes. The poem starts of with the lady talking to god and continues through out with this lady talking to god. The poet sustains a continues rhythm through out with a regular four beats in each line, for example 'LET me TAKE this OTHER glove OFF' , this technique retains the readers interest in the poem since the this technique has been used consistently through out the poem. An additional technique that the poet has used is couplets this is another method that stays persistent through the poem, for example in the first stanza lines two and four; 'Let me take this other glove off As the vox Humana swells And the beauteous fields of Eden Bask beneath the Abbey bells.' This is another example of the poet trying to keep the reader attracted to the poem through out, and keep a persistent flow. As one reads the poem they expected to realize that that the lady has a selfish attitude, this is shown in many aspects of the poem one of which is shown in the second stanza; 'Gracious Lord, OH BOMB THE GERMANS, Spare their women for thy sake, If that is not too ea... ...mpire, this I think the poet also narrates this fact in the third stanza; 'Keep our Empire undismembered Guide our forces by Thy Hand,' Here the lady is asking God keep the Empire united and to guide them to victory. In conclusion the poet portrays a major weakness of the English middle classes in the poem 'In Westminster Abbey', although they were wealthy, well educated for the time's standards and considered as of a superior status than others. One is led to believe that they lacked the understanding and wisdom that people generally have today, also they were selfish and ironic which have learnt from lines like 'Don't let anyone bomb me' and 'If that is not too easy'. I have made these statements from the assumption that the reader is led to believe that this poem is a stereotype and a generalized view or opinion of the English middle classes.

Parent Student Letter re Exams Jan

New Horizons classes will resume on a regular schedule during the Hampton City Schools exam week. Students will therefore be excused from New Horizons classes when they have exams at Hampton High School, but the student needs to share that with the New Horizons teacher in advance. Students may attend New Horizons when they do not have exams at Hampton High School. Please avoid scheduling dental and medical appointments during the exam period.If illness or some other emergency arises, which prevents a student from being in attendance for a scheduled exam, parents/guardians must communicate with the appropriate teacher(s) to reschedule. If justification for missing an exam cannot be validated and/or no communication occurs between the parent and the school, the student shall be considered unexcused and will receive a â€Å"O† for the semester exam, regardless of the class average. The Attendance Office may be reached at 896-5882 for emergencies during the exam period.If a studen t arrives with an unexcused tardy to an exam period, he/she may have the remaining time to complete the exam, however additional time will not be provided. If a student arrives with an excused tardy, the teacher may offer additional time prior to the completion of the exam week so that the student has the full 2 hours as needed. Transportation will be the student's responsibility. Monday, Jan aura 26th, and Tuesday, January 27th, will be Teacher Workdays. Students will not report on either day.The second semester will begin on a RED Day on January 28th. All 1st block class locations will be posted on the walls. Students may have different courses, teachers or room locations. Students will receive complete 2nd semester schedules from their 1st block teachers. We hope this information helps you prepare for the culmination of the 1st semester of the 2014-2015 school year. We wish all of our students success on their exams. Sincerely, The Hampton High School Administrative Team