World War I

World War I Ernist Junger explores various experiences he underwent during World War One in his book The Storm of Steel. Junger’s book, written in form of a personal memoir, highlights how thousands of individuals were affected by the horrors of World War One.Advertising We will write a custom essay sample on World War I specifically for you for only $16.05 $11/page Learn More When the Storm of Steel was published, it became a favorite in Germany since it adored the greatness of war and the huge sacrifices made by the Germany warriors to end the war victoriously. Junger believes he was lucky to participate in such a great war that will undoubtedly enter Germany’s history. Despite the fact that Junger’s book is very detailed, it is easy to follow since it is divided into chapters regarding various times spent at different locations during the war. Also, the language used in the book is not limited to those in the military, and hence, any reader who u nderstands English can easily read through the book. In addition, the book explores the extent to which soldiers disregard life while at war and the various approaches they use in adapting to the deadly environment. Though the book glorifies the greatness of World War One, it also covers some subtle anti-war elements (Junger, 1996). Accordingly, the book is in depth with several parts that are informative and interesting. For instance, Junger writes that he found so much pleasure when he adventured into war. This situation sounds unrealistic considering the consequences that war presents. In 1912, his father managed to retrieve him from the French Foreign Legion where he had joined voluntarily. However, Junger’s father failed to contain him when he voluntarily joined another war that started in 1914 believing that trench fights would glorify his true nature. Here, it is crucial to emphasize that it is unfamiliar for someone to volunteer into war. By the fact that Junger willi ngly volunteered himself, a sense of concern is developed. Apparently, Junger was sane when he made his decision. Besides, he believed that Germany soldiers had all the strength needed to win in that war. Even after he underwent the battle of Somme, Junger believed he needed to fight on alongside his friends who fought to death beside him (Junger, 1996).Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More This part of Junger’s book informs us of the determination that Germany soldiers had during World War One. Besides, it is so interesting and absurd at the same time that some soldiers like Junger fought on even after losing some of their friends to war. Moreover, the manner in which Junger interprets duty must have undoubtedly influenced him during the war. When he explains why he did not run away from war at terrifying times, he says that deep inside his soul there was some strange voice that kept on besieging him to stay, and that specific voice was the power of Duty and Honor. This can be interpreted that Germany soldiers were kept in the trenches of France and Flanders fighting because they were performing their duty. In fact, it was this duty that determined their relative performance in World War One, and relative performance was directly proportional to the honor that they were awarded. Another very informative part of Junger’s work regarding duty and honor is apparent when he writes on the urge to quit fighting. He asserts that leaving was not optional as it would have displayed him as a wretch and a coward. Since it was Junger’s priority to gain respect and honor, he persistently and patiently waited until the last day of war. However, the writer admits that the element of fulfilling duty needed a lot of sacrifice during the war. Junger goes ahead to inform us how far the Germany soldiers were willing to go in pursuit of performing their duty. Furthermore, it is interesting to learn the kind of language used by Germany soldiers during World War One. In fact, Junger constantly uses the words â€Å"fell† or â€Å"fallen† instead of â€Å"killed† and â€Å"dead.† This implies that the Germany soldiers respected those of them who died while fighting. Again, this language is believed to lessen the grief that death usually presents. For example, Junger calls death â€Å"glorious† when he writes about his friend who was departed by the fighting spirits and subsequently succumbed to a â€Å"glorious† death. He proceeds to write that â€Å"glorious† or â€Å"heroic† death in war is imminent and cannot be avoided by whatever means.Advertising We will write a custom essay sample on World War I specifically for you for only $16.05 $11/page Learn More Here, the writer focuses on the do or die attitude soldiers hold once they are in the battle field. For the soldiers who survived in World War One, they witnessed the rebirth of a new country, but for those who fell, their names were held in glory.Throughout the book, Junger uses several of such passages and even sometimes talks of death without fanfare (Junger, 1996). In addition, Storm of Steel is so informative regarding the extent of patriotism the Germany Army had for their country during the war.It is not by surprise that Junger’s patriotism earned him the nationalist right besides attending the Nazi Party (Junger, 1996). Fittingly, it needed more than love of the nation and duty for the Germany soldiers to make the sacrifices they made during World War One. Factually, Junger’s argument regarding patriotism is very correct considering the fact that not all men in Germany volunteered to fight for their country. Therefore, it is credit for those soldiers who persevered through World War One. Junger proceeds to point out that men on either side of the battle went int o war because they put the interest of their countries first. He concludes by saying they fought and gave their lives for free to Germany unlike their enemies who fell for nothing. Indeed, the spirit of patriotism cannot go beyond what the Germany soldiers did for their country during World War One. Overall, Junger’s book presents mixed messages in the most informative manner regarding World War One. Similar to other soldiers who were involved in the war, Junger went into it aiming to adventure but quickly got disillusioned. The Germany soldiers did not give up the fight despite the great challenges that they met. Instead, they depended on the call of duty and honor coupled with the spirit of patriotism to come out of the war as heroes. This book is of great importance to different cadres of people especially historians since it supplies them with personal accounts of an individual who experienced the war in person. Also, most of the events that happened in World War One are illustrated systematically in an interesting manner. The Storm of Steel remains the most popular book because the writer adopts a clear and open way of expressing the experience of soldiers in No Man’s Land.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Reference List Junger, E. (1996). The Storm of Steel. New York: Howard Fertig.

U.S. Birth Rate Hits All-Time Low in 2016

U.S. Birth Rate Hits All-Time Low in 2016 In a trend that has some demographers worried, the birth rate in the United States dropped to its lowest level ever in 2016. Dropping by another full 1% from 2015, there were only 62 births per 1,000 women aged 15 to 44. Overall, there were a total of 3,945,875 babies born in the United States during 2016. â€Å"This is the second year that the number of births has declined following an increase in 2014. Prior to that year, the number of births declined steadily from 2007 through 2013,† noted the CDC. According to an analysis issued by the National Center for Health Statistics of the Centers for Disease Control and Prevention (CDC), birth rates in all age groups under age 30 fell to all-time record lows. Among women ages 20 to 24, the decline was 4%. Among women ages 25 to 29, the rate fell 2 percent.   Drop in Teenage Pregnancy Drives Trend In an analysis issued by the National Center for Health Statistics, researchers report that birth rates declined to record lows in all groups under age 30. Among women ages 20 to 24, the decline was 4 percent. For women 25 to 29, the rate fell 2 percent. Driving the trend, the fertility and birth  rate among teenagers and 20-somethings fell by 9% from 2015 to 2016, continuing a long-term decline of 67% since 1991. While they are often used interchangeably, the term â€Å"fertility rate† refers to the number of births per 1,000 women between the ages of 15 and 44 occurring in a particular year, while â€Å"birth  rate† refers to the fertility rates within particular age groups or specific demographic groups. Does This Mean the Total Population is Falling? The fact that the all-time low fertility and birth  rate puts the United States population below the â€Å"replacement level† - the balance point between births and deaths at which the population exactly replaces itself from one generation to the next - does not mean that the total U.S. population is falling. The annual U.S. immigration rate of 13.5% in 2017 still more than compensates for the lower fertility rates. Indeed, while the birth  rate continued to fall consistently throughout the period from 1990 to 2017, the nation’s total population increased by over 74 million people, from 248,709,873 in 1990 to an estimated 323,148,586 in 2017. Potential Dangers of a Falling Birthrate  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Despite a growing total population, some demographers and social scientists worry that if the birth  rate continues to slide, the U.S. could face a â€Å"baby crisis† resulting in cultural and economic pathos. Far more than an indicator of societal trends, a nation’s birth  rate is one of the most significant gauges of its overall demographic health. If the fertility rate falls too far below the replacement level, there is a danger that the nation will lose the ability to replace its aging workforce, leaving it unable to generate the amount of tax revenue needed to keep the economy stable, maintain or grow the infrastructure, and become unable to provide essential government services. On the other side, if birth  rates get too high, overpopulation can strain the nation’s available resources such as housing, social services, and safe food and water.   Over the decades, countries like France and Japan, experiencing the negative effects of a low birth  rate have applied pro-family policies in attempts to encourage couples to have babies. However, in nations such as India, where fertility rates have fallen slightly over the last few decades, residual overpopulation still results in wide-spread starvation and abject poverty. US Birthrates Up Among Older Women The US birth  rate is not falling among all age groups. According to the CDC’s findings, the fertility rate for women ages 30 to 34 rose by 1% over the 2015 rate, and the rate for women ages 35 to 39 went up by 2%, the highest rate in that age group since 1962. The birth  rate among older women ages 40 to 44 also increased, up 4% over 2015. In addition, the fertility rate for women ages 45 to 49 increased to 0.9 births per thousand from 0.8 in 2015. Other Details of US Birthrates in 2016 Unmarried Women: Among unmarried women, the birth rate fell to 42.1 births per 1,000 women, down from 43.5 per 1,000 in 2015. Falling for the eighth consecutive year, the birthrate for unmarried women has now dropped by over 3% since reaching its peak in 2007 and 2008. By race, 28.4% of white babies, 52.5% of Hispanics, and 69.7% of black babies were born to unmarried parents in 2016. Preterm Birthrate: Describing babies born before 37 weeks of gestation, the preterm birth rate increased for the second consecutive year to 9.84% per 1,000 women from 9.63% per 1,000 women in 2015.  This slight increase in preterm births came after a decline of 8% from 2007 to 2014. The highest rate of preterm birth was among non-Hispanic blacks, at 13.75% per 1,000 women, while the lowest was among Asians, at 8.63% per 1,000 women. Use of Tobacco by Mother: For the first time, the CDC reported data on mothers’ use of tobacco during pregnancy. Of the women who gave birth in 2016, 7.2% reported smoking tobacco at some point while pregnant. Tobacco use was the most common earlier in pregnancy - 7.0% of women smoked in their first trimester, 6.0% in their second, and 5.7% in their third. Of the 9.4% of women who reported smoking in the 3 months prior to becoming pregnant, 25.0% quit smoking before pregnancy.

Managing a daily teaching schedule Essay Example | Topics and Well Written Essays - 500 words

Managing a daily teaching schedule - Essay Example By using different color files it will be easier to arrange the matter and also take out the matter whenever required. All things will be stored systematically in the relevant subject folder to refer to it whenever required. The worksheets for any one subject may not get mixed up with another. Also the notes for one may not mingle with the other ones. The memo, test, and quizzes all can have different color paper clips as well with the markings. This way to refer to quizzes or tests for any subject can be easy. 3. Use the computer database as the filing system. List out the entire subject and other things related to teaching subjects in the database of the computer such as marks, attendance of students and other such tasks. This would make it easy to record the data of the students and also make the changes easily wherever required. Also the lesson plan can be modified for future and notes can be made on the system of which tasks need to be done at a priority level. This paper free work will reduce the hassle of maintaining records on paper. Also at times some changes are required in the records of some students on requests and approved applications. These changes can be made easily on the computer

Writing Essay Example | Topics and Well Written Essays - 750 words

Writing - Essay Example Not that she was interested, she always told herself, but it felt nice that even the chubby seventeen-year-old Roger was all calf-eyed around her. Brian was the tall, wiry sort with a passion for rock-climbing and biking. After a whole day spent rafting on the river, he was leading the pack on to what he called a little jaunt on the rocks. Lisa had always been afraid of heights, but never let on in front of Brian or the others. The group of reckless youngsters kept climbing, and she followed. Brian was way ahead of her, exhorting the group to keep going. "Come on, you all, we haven't got all day!" she heard him say. Lisa could hear the river gurgling below, and the hill seemed somehow empty of air. She kept going, until suddenly the root she had gripped with her left hand slithered out of the loose earth like a clumsy snake, with nothing else around to grasp, only sheer, smooth, rock. She was hanging on to the trunk of a sapling with her right hand. When Lisa glanced down, she realized that in climbing up a short incline of a few feet, she was actually hanging above a gorge a few hundred feet deep with her feet on loose rock. She choked, and the sound made Roger, w... Lisa could hear the river gurgling below, and the hill seemed somehow empty of air. She kept going, until suddenly the root she had gripped with her left hand slithered out of the loose earth like a clumsy snake, with nothing else around to grasp, only sheer, smooth, rock. She was hanging on to the trunk of a sapling with her right hand. When Lisa glanced down, she realized that in climbing up a short incline of a few feet, she was actually hanging above a gorge a few hundred feet deep with her feet on loose rock. She choked, and the sound made Roger, who was puffing ahead of her, look down. "Hold on', he said, "I will come fetch you". Lisa could barely breathe, her ears ringing, and she merely nodded her head. Her muscles screaming under the strain, she held on, not daring to move an inch. She wanted to cry out for Brian, but he was nowhere in sight. Roger was calm, all reassurance: "Give me your hand, don't worry, I won't let you go". Fear squeezing her heart, she put her left hand in his and with a wrench let go of the sapling and gave him her right hand as well. She felt a sharp, half decaying tang of mortality in her breath, and then Roger had pulled her up. "Are you alright" offered Roger, and she nodded, drawing in long shaking breaths, "Thanks, I'm alright now.. thanks to you." As she sat ona rock on that sun-dappled afternoon, she did not feel quite so invincible, and realized that this is perhaps why the human race is given fear, pain and death. She thought of that intense, spontaneous burst of prayer that issued from her soul as she let go of her grip on the hill, a prayer of surrender into hands more powerful than her own, than Roger's, more powerful even than those of even the strongest man on earth. It

A Personal Take on the Debate Between Rationalism and Empiricism.Doc Essay Example for Free

A Personal Take on the Debate Between Rationalism and Empiricism.Doc Essay The study of knowledge, or epistemology, contains theoretical methods by which information is learned. Of these methods, two are most widely accepted. These two methods, rationalism and empiricism, are also the most widely debated methods of knowledge acquisition. Rationalism claims that knowledge is gained by a priori processes and intuition. Rationalism claims that knowledge is innate; however the level of innate knowledge contained by humans varies amongst rationalists. At the other end of the spectrum, empiricism claims that knowledge is gained largely by experience, observation, and sensory perception. These views pose a striking contrast and controversy within the theory of knowledge. Which view is correct, or is there even a correct view? As rationalism and empiricism are studied and compared, it becomes evident that empiricism is the more correct theory of the acquisition of knowledge. However, in order to believe so, there must be a differentiation between knowledge and behavior. According to the empirical scientific process, bodily behavior and function is rationalist. That is, it occurs without humans first learning how to breathe and pump blood with their heart. Knowledge however, refers to The British philosopher John Locke is credited with formulating the complete modern doctrine of empiricism. Locke proposed that, upon entrance into the world, the mind is a white paper upon which experiences leave their marks. According to Locke in his Essay Concerning Human Understanding the predominant sources of ideas and knowledge are sensation and reflection. It seems that after receiving knowledge empirically, the human mind resorts to reflecting on the information. This reflection could ultimately lead to the internalization of knowledge, therefore making it seem innate upon recall of the information. Scottish philosopher David Humes thoughts and theories regarding empiricism are the basis of what is understood as empiricism today. Humes studies on empiricism took empiricist ideas to a whole new level. Hume divided all of knowledge into two categories: relations of ideas and matters of fact. Relations of ideas encompass logical propositions such as mathematics and geometry, while matters of fact are pieces of knowledge dependent on observation. Hume goes even further in saying that ideas, commonly understood as arising from human intuition (rationalism), are empiricist. According to Hume, ideas are merely remembrances of impressions or sensations gained by experience and observation. Humes ideas here are not unreasonable. While ideas can be new or innovative they generally do build upon the knowledge already possessed by experience. For example, the iPod was a new idea; however the idea itself was a remembrance of previous portable music devices such as the Walkman or Discman. In effect, Hume seems to be saying that new ideas are simply improvements made to existing ideas gained through impressions and sensations. While rationalism and empiricism are generally recognized as opposing views, it is important to remember that they are not mutually exclusive when understood in a general sense. However, when a philosopher is looking for the fundamental source of all knowledge, then one view must be discarded in favor of another. By separating human knowledge from human body function, it is reasonable to conclude that all human knowledge and ideas are gained empirically and through experience.

The Lovable Mrs. Bennet of Pride and Prejudice Essay -- Pride and Preju

The Lovable Mrs. Bennet of Pride and Prejudice      Ã‚  Ã‚   The general impression of Austen's novels, which critic D. W. Harding says relieved him of any desire to read them, is that they offer readers a humorous refuge from an uncertain world.   In his article "'Regulated Hatred': An Aspect in the Work of Jane Austen," Harding claims that this impression is misleading and that Jane Austen is actually very critical of her society, covertly expressing downright hatred for certain members of it by means of caricature.   Mrs. Bennet, from Austen's Pride and Prejudice, is one of these "comic monster[s]".   Harding claims that in order to view Mrs. Bennet as anything other than utterly detested by Austen one must ignore this Austen's summary of her at the end of Chapter One: "She was a woman of mean understanding, little information, and an uncertain temper."1   Actually, Austen's Mrs. Bennet is much more complex than Harding acknowledges.   Austen's initial summary notwithstanding, Pride and Prejudice even loo ks at Mrs. Bennet forgivingly.   Her behavior is often provoked by her environment: both her society and her family.   Because she helps, or tries to help, her family, Mrs. Bennet's ludicrous actions can even be seen as lovable.        Ã‚  Ã‚  Ã‚  Ã‚   Mrs. Bennet's society and family condemn her to a series of conventional roles.   Mrs. Bennet snags a husband by playing the role of the good-humored, pretty young woman.   Mr. Bennet also believes that good looks will make a good wife, and he marries her.   However, once she and Mr. Bennet take off their courting masks and Mr. Bennet discovers her "weak understanding and illiberal mind, [which] had very early in their marriage put an end to all real affection for her" (155),... ...Mrs. Bennet in a critical and funny, but understanding way, Austen becomes the satirist that Harding claims she is not.   As a satirist, Austen helps us to deal with the Mrs. Bennets in our world.   While exposing their weaknesses, we can forgive them and even try to help them.   We can also, by understanding how a Mrs. Bennet comes to act like Mrs. Bennet, keep our sisters and ourselves from becoming like her.                   Notes    1. D. W. Harding, "'Regulating Hatred': An Aspect in the Work of Jane Austen," in Jane Austen, Pride and Prejudice, ed. Donald Gray (New York and London: Norton, 2001), 297-298.    2. All references to Jane Austen's Pride and Prejudice are from the Norton Critical 3rd edition, ed. Donald Gray (New York and London: Norton, 2001).    3. Harding, 297.    4. Harding, 297.      

The Price of Indebtedness in May-Lee Chai’s Saving Sourdi

Whether stabbing a man with a paring knife or getting a friend to punch her sister's husband in the face, Nea always manages to start trouble for her and her sister, Sourdi. She doesn't do it on purpose, it's just that Nea will do anything to protect her older sister. The issue stems from when the family lived in their native Cambodia; Nea was only four and Sourdi carried her across a minefield on her back. Ever since that moment, Nea has felt indebted to her older sister and has been determined to protect her at all costs. However, the costs seem to be high as her identity has become tied to this notion of debt. In May-Lee Chai's â€Å"Saving Sourdi,† Nea's identity is shaped by her feeling of indebtedness to her sister Sourdi, which compromises her ability to grow and objectively see the world. The cause behind the story's central conflict lies in Nea's devotion to Sourdi, which in turn was caused by a distant memory. â€Å"Once upon a time†, Nea recalls, â€Å"Sourdi had walked across a minefield, carrying me on her back† (Chai 140). With the terrible war background on the Khmer Rouge-era in Cambodia as an exposition, Nea recalls her sister Sourdi carrying her across a field by stepping on countless dead bodies to avoid the mines. This is something that Nea views as secret between just her and her sister, one she will never reveal to another soul. It is because of this single incident that Nea vows to â€Å"walk on bones† and â€Å"rotting flesh† to â€Å"save Sourdi,† which itself foreshadows events to come (Chai 140). It is this event that defines Nea and motivates her actions throughout the story. It is because Nea's identity is derived from this debt to her older sister that causes Nea to respond in such a haphazard manner. Not only do her responses create tension in the story, but they further develop Nea as a character. I would walk on bones for my sister, I vowed. I would put my bare feet on rotting flesh. I would save Sourdi†(Chai 140). These words were spoken by Nea after Sourdi sacrificed herself to carry Nea through a treacherous mine field reeking with the stench of dead bodies. Only a few people in the story know about this incident it is a highly guarded secret of Nea's. This single incident defines Nea's identity through out the story, which clarifies Nea as a static character her identity never changes. From the time when these two young girls reached America Nea always has Sourdi's back, she is overly protective like that of an older sister which is ironic because she is the youngest daughter. Nea will always feel like her life was saved by Sourdi so she will do anything to repay her. Sourdi develops throughout the novel at first by being very brave, strong, and independent as she carriers her baby sister across of the mine field. It is almost as if that identity transferred from her to her younger sister Nea. Sourdi does not speak up for herself when she disagrees with her mother or Duke. She does not even try to put up a fight when her mother arranges her marriage. This classifies Sourdi as a very dyanmic character or round character. As a result of this, Nea has never really lived her life for herself. Everything that she has done and the decisions that she makes are based upon the events that occur in Sourdi's life. This in turn leads to Nea's inability to grow, because she is constantly caring and looking after her sister, instead of worrying about herself and moving on with her own life. Because of these events Sourdi can be labeled as the foil to Nea's charater in this story. Just like the examples that were given earlier, when Nea jumped up and stabbed the man that was hassling Sourdi at the restaurant, or when she and Duke went knocking on Sourdi's door because they thought she was in trouble, all of the actions that Nea took were always a reflection of the situation that Sourdi was in at that present moment. One of the major effects of Nea's identity being tied to her indebtedness to her sister is that it clouds her ability to be objective. This leads her to make spur-of-the-moment decisions that may not be in her or Sourdi's best intertest. One example took place in the family restaurant at the beginning of the story. Sourdi was serving some old drunk men when one decided to put his arms around her. This immediately sent Nea into a blind rage in which she â€Å"ran into the kitchen†, â€Å"grabbed the knife†, and â€Å"stabbed the man† (Chai 131). Luckily, the knife she had grabbed was only a paring knife and it got caught in the man's sleeve of his jacket. Obviously, the girls' mother became quite upset and apologized to the men while scolding Nea. Nea, overcome with anger, had not stopped to consider the consequences of her actions. Had she actually injured the man, he could have sued the restaurant and Nea could have faced criminal charges. Obviously, this was not the best way to handle the incident. This is again illustrated when Nea overhears a conversation between Sourdi and her mother. She becomes convinced that Sourdi's new husband is abusive and convinces their mutual friend Duke to drive her to Sourdi's house in Des Moines. Upon their arrival, Duke, having only heard Nea's interpretation of events, ran inside and â€Å"punched Sourdi's husband in the nose† (Chai 142). Sourdi's husband was surprisingly understanding about the matter and another disaster was narrowly avoided. However, the event still must have had a profound effect on Sourdi and her husband's home life. Again, it was Nea's impetuous attitude and blind calling to protect her sister that led to the encounter. Ever since Sourdi carried Nea through that minefield on her back, Nea has been trying to find a way to repay her sister's kindness. However, as the years have passed, the protection of Sourdi has become a compulsion. She is consumed with her desire to protect her sister from harm without regard for the consequences. This has clouded Nea's judgement and hindered her ability to objectively look at a situation. And, consequentially, her â€Å"solution† often causes more harm than the percieved threat she is fighting. Unless Nea can somehow overcome her need to protect her sister, she will never be able to live a normal and happy life. Maybe Sourdi is not the one who needs saving.

High School Credits and Graduation Requirements

Noemi Robles English 101 Arguing a Position Rough Draft High School Credits and Graduation Requirements â€Å"In 1997, Chicago raised its graduation standards to well above what Illinois then requires, asking all students to complete all of the courses necessary for entry to competitive state universities†(1). Many people believed that this may cause many students to drop out, but in reality, the graduation rates improved. Now, we are currently facing a nationwide dilemma. Many high schools are cutting graduation requirements and taking away classes that are important to both the students and teachers.I propose that every high school nationwide should have at least seven courses to take and that every student will graduate with a minimum of twenty-six credits. The most credits a student can obtain is twenty-eight which will be applied in the system. Some schools such as a high school in Santa Ana, California have their students graduate with at least two-hundred and forty cred its essay writer reviews. In 2009, the district wanted to reduce the credits to two-hundred and twenty so more students will graduate. â€Å"By lowering them its just like saying we don't want to put our students to their full potential†(2).Although two-hundred and forty seems like a lot, a course is worth a lot of credits as well which averages out neatly. It would be easier to have every school change the number to twenty-eight and twenty-six so there isn't any confusion. The state of Texas already has this standard and in the past, the graduation requirements have changed many times. Reducing graduation credits will not make things easier for students, but it will affect their performance when they are preparing for college.This issue should be addressed to everyone so every generation can prepare for their futures and be successful. Many schools want to lower their graduation requirements so more students will finish school and so others won't have the urge to dropout. An other reason why lowering these requirements could benefit us is because it will cost less money if some courses are taken out which means fewer teachers as well. â€Å"Twenty-five percent of all students, nearly forty-percent of Black and Hispanic kids fail to graduate†(3).This could also help schools raise their attendance and raise the graduation rates. Since many believe that lowering the graduation requirements is a good thing, they don't realize how much it could actually affect the students who are taking fewer courses. The reason we have schools is to prepare us for college and to prepare for adulthood. Schools benefit us mentally, physically, and emotionally. We learn to interact with others, we learn about ourselves, and we learn different materials to help us understand the way things work and why we do them.Lowering the amount of credits needed to graduate isn't going to make us smarter or help us prepare for our futures. There are many hardworking students who wa nt to learn and taking away a few courses can affect many especially if it was a course students wanted to take. One disadvantage of lowering the graduation requirements is not being prepared for college and it could be harder to be accepted into a good college or university. â€Å"According to a recent national survey, an overwhelming eighty-one percent of high school students expect to attend college†(4).Now a high school diploma isn't enough to find a good job and live on your own. A college graduate will have a better chance of obtaining that job which will make finding a job a lot more difficult, which is the second disadvantage. Students need those extra classes that are being taken away to prepare them for college. â€Å"Because too many students are not learning the basic skills needed to succeed in college or work while they are in high school, the nation loses more than $3. 7 billion a year†(4). A higher education can help lead to a rewarding career and a hap pier life.Students attending any high school should have many opportunities to succeed therefore we shouldn't even consider taking away any courses or lowering the amount of credits needed to graduation. Another reason why we shouldn't lower the credits, is because many classes that students want to take as an elective may not be in the curriculum therefore, they won't have the opportunity to learn something they were looking forward to. Although there should be a number of required courses students should take, electives help students feel more excited to attend school and that elective could be something that they want to study in the future.Some AP courses may also be taken away if they were to lower the graduation requirements. Lastly, lowering the requirements will cause students to slack off in school because they will find it easier to graduate especially incoming freshmen who don't fully understand the importance the first year of high school, and can influence colleges and universities to decline their admission. â€Å"Another high school in Scott County in Kentucky realized that they needed to make reforms after analyzing statistics that showed that forty-five percent of their incoming freshmen were likely to fail at least one ninth-grade class†(5).Students should be inspired to achieve and if we lower their credits they won't have the opportunity to go as far as they are willing to go. Most public high schools in California get their money to pay for teachers and programs through the state. The state pays for schools through revenue, funds, and grants. The money comes directly from 21. 8% state revenue, 38. 4% state general purpose revenue, 1. 6% state lottery revenue, 9. 2% federal, 21. 4% local property taxes and fees, and 7. 6% from other local revenue.The funds that are used are unrestricted funds which can be used for any purposes and earmarked funds which can be used for specific purposes. The grants that are given to schools consist of the base grant (funding for ordinary classroom operations), special education grant (additional flexibility in the use of special education funds), opportunity to learn grant (funding for compensatory instructional services for disadvantage students), instructional improvement grant (funding for staff development and instructional services such as arts and technology programs), and charities (6).Money shouldn't be a big issue because schools can receive money in many ways. â€Å"Morton High School District 201 officials have cut the number of credits students need to graduate and lengthened class periods in what the board president calls ‘the most effective and practical way to save the district money'†(7). Even though they are lengthening the school day, the graduation requirements have dropped which means students will be taking less classes then before.Since money seems to be the biggest issue, schools should encourage students to improve their attendance and get be tter grades because the school can receive more money from that. This obstacle can be solved with just a little hard work and dedication. â€Å"Most children who attend public and private schools in the U. S. Spend between 175 to 185 days in the classroom a year and enjoy a summer break between the months of June and September. The average length of the school day is six hours. U. S.Students spend approximately 30% less time in school than students in other industrialized nations, putting them at a disadvantage as they compete in the global arena†(8). This is extremely important because we as a nation constantly want to become the best but yet the next generation is having a hard time competing in ‘the global arena' because America isn't providing longer school days and more classes for our students. High school shouldn't be as long as six hours because many students work and others are in extra-curricular activities.Students need that gap in order to complete any assig nments and to get enough sleep for the next day. Summer vacation is also a benefit to students because students can relax, be with family, and do many other activities that they wouldn't be able to do if they were attending school. We believe that schools should not be lengthened but in order to prevent students from forgetting what they learned before school ends, they should complete some summer work, especially for math. AP courses give summer work to prepare students, but the work they receive will not be as much, so students won't become stressed.Students will still be able to enjoy their long break from school but have the opportunity to learn as well. If we lowered our graduation rates, there would be less high school dropouts, less classes being failed, more high school graduates, and school districts will be able to save more money if they cut classes that they thought weren't important. If the requirements were made easier for students, they may be inspired to try more cha llenging courses as well. Although there are several key points to the opposing argument, students can still be challenged by having more courses to choose from.If the requirements are higher to graduate, they will try harder to achieve and students who enjoy participating in sports will be motivated to achieve because they have to be passing a certain amount of classes to be eligible. Overall, keeping the credits to at least twenty-six can benefit students in many ways. We should support students to try their best and to achieve their goals. Bibliography 1. Will Raising High School Graduation Requirements Cause More Students To Drop Out?. 25 March 2013. ;http://www. achieve. org/files/ImproveGradRates. pdf;. 2.Barboza, Tony. â€Å"Santa Ana seeks to ease high school graduation requirement. † Los Angeles Times. 08 Feb. 2009:1-2. 27 March 2013. ;http://articles. latimes. com/2009/feb/08/local;. 3. Downey, Maureen. 26 March 2013. ;http://blogs. ajc. com/get-schooled-blog/2010/0 6/02;. 4. Paying Double: Inadequate High Schools and Community College Remediation. 27 March 2013. ;http://www. allyed. org/files/archive;. 5. McCallumore, Kyle M. , and Ervin F. Sparapani. â€Å"The importance of the ninth grade on high school graduation rates and student success in high school. Gale Student Resources in Context. Web. 29 March 2013. 6. How California Schools Get Their Money. 29 March 2013. ;http://www. cbp. org/pdfs;. 7. Ruzich, Joseph. â€Å"Morton High Schools Cut Graduation Requirements to Save Money. † Chicago Tribune. 10 June 2010. Web. 28 March 2013. ;http://articles. chicagotribune. com/2010-06- 10/news/ct-met-0611-morton-bells-20100610_1_president-jeffry-pesek-number-of-credits;. 8. ProQuest Staff. â€Å"At Issue: School Schedule. † ProQuest LLC. 2012: n. pag. SIRS Issues Researcher. Web. 29 March 2013.

Free Essays on Parking

Have you ever got to work, only to find out that you can’t punch in for another half hour? That’s exactly what hundreds of employees at Beaumont Hospital in Royal Oak go through each day. Trying to fit the cars of 7,000 employees into one parking lot sounds pretty tough on its own, but if you add any patients or visitors that decide to park there, it is nothing short of impossible. I work at Beaumont hospital, which is one of the busiest hospitals in the Metro Detroit area. There are thousands of employees that work there, but only one lot on campus for them to park their cars in. There are three off-site lots where employees can park and take a shuttle in to work. This, however, is extremely inconvenient and time consuming. You have to drive about five or ten minutes away from the hospital, wait until the bus arrives, and another 10 minutes is wasted on the bus ride there. Once you finally get there, you have to walk from the shuttle drop off point to your area of the hospital. By the time you finally punch in, it is about a half hour later than the time you would have gotten there had you been able to park in the parking lot at the hospital. Many employees come in to work and find that the on-campus parking lot is full. A number of them proceed to the visitor parking lot and try to sneak in. They are then greeted by a parking employee, whose job it is to tell them to hit the road. This frustrates them because if a patient or visitor decides to park in the closer employee lot, they are not given a hassle about it. In a place that doesn’t even have room for its own employees, how can they justify taking even more spots away for those who have a lot designated for them. If they have an area to park in, they should use it. Luckily I start work at 6:00 am and the lot is virtually empty when I get there, so I am not effected by this problem, but I used to come in a few hours later, so I know what it is like. ... Free Essays on Parking Free Essays on Parking Have you ever got to work, only to find out that you can’t punch in for another half hour? That’s exactly what hundreds of employees at Beaumont Hospital in Royal Oak go through each day. Trying to fit the cars of 7,000 employees into one parking lot sounds pretty tough on its own, but if you add any patients or visitors that decide to park there, it is nothing short of impossible. I work at Beaumont hospital, which is one of the busiest hospitals in the Metro Detroit area. There are thousands of employees that work there, but only one lot on campus for them to park their cars in. There are three off-site lots where employees can park and take a shuttle in to work. This, however, is extremely inconvenient and time consuming. You have to drive about five or ten minutes away from the hospital, wait until the bus arrives, and another 10 minutes is wasted on the bus ride there. Once you finally get there, you have to walk from the shuttle drop off point to your area of the hospital. By the time you finally punch in, it is about a half hour later than the time you would have gotten there had you been able to park in the parking lot at the hospital. Many employees come in to work and find that the on-campus parking lot is full. A number of them proceed to the visitor parking lot and try to sneak in. They are then greeted by a parking employee, whose job it is to tell them to hit the road. This frustrates them because if a patient or visitor decides to park in the closer employee lot, they are not given a hassle about it. In a place that doesn’t even have room for its own employees, how can they justify taking even more spots away for those who have a lot designated for them. If they have an area to park in, they should use it. Luckily I start work at 6:00 am and the lot is virtually empty when I get there, so I am not effected by this problem, but I used to come in a few hours later, so I know what it is like. ...

How to Say And in Mandarin

How to Say And in Mandarin Some English words have several possible Mandarin Chinese translations. Knowing when to use the correct word is one of the main challenges for both beginner-level Mandarin students and professional translators alike. For example, the English word for can has at least three possible Mandarin translations: èÆ' ½ (nà ©ng), Ã¥  ¯Ã¤ » ¥ (kÄ› yÇ ), and ä ¼Å¡ (huà ¬). Another English word with multiple translations is â€Å"and.† You may think that there can be no possible variations for and, but there are many different meanings for this word. It depends on the subtle nuances of the speaker or writers meaning or the context in which this conjunction is used. Joining Nouns In sentences that combine nouns or noun phrases, there are three ways to say and. All three of these connectors are interchangeable and commonly used. They are: Hà ©Ã¢    : å’Å'Hn⠁   : å’Å'GÄ“n⠁   : è ·Å¸ Note that hà © and hn use the same character. The hn pronunciation is most commonly heard in Taiwan. The example sentences are given first in English, followed by a transliteration in Chinese called  pinyin,  a Romanization system used to help beginners learn Mandarin. Pinyan  transcribes the sounds of Mandarin using the Roman  alphabet. Pinyin is most commonly used in Mainland China for teaching school children to read and it is also widely used in teaching materials designed for Westerners who wish to learn Mandarin.  The sentences are then listed in Chinese characters in traditional and simplified forms where appropriate. He and I are colleagues.WÇ’ hn tÄ  shà ¬ tà ³ngshà ¬.我å’Å'ä »â€"æ˜ ¯Ã¥ Å'ä ºâ€¹ Both pineapple and mango are good to eat.Fà ¨nglà ­ hà © mngguÇ’ dÃ… u hÄ›n hÇŽo chÄ «.(traditional form) é ³ ³Ã¦ ¢ ¨Ã¥â€™Å'芒æžÅ"éÆ' ½Ã¥ ¾Ë†Ã¥ ¥ ½Ã¥ Æ'(simplified form) å‡ ¤Ã¦ ¢ ¨Ã¥â€™Å'芒æžÅ"éÆ' ½Ã¥ ¾Ë†Ã¥ ¥ ½Ã¥ Æ' She and mom went for a walk.TÄ  gÄ“n mÄ ma qà ¹ gung jiÄ“.Ã¥ ¥ ¹Ã¨ ·Å¸Ã¥ ª ½Ã¥ ª ½Ã¥Å½ »Ã©â‚¬â€ºÃ¨ ¡â€"Ã¥ ¥ ¹Ã¨ ·Å¸Ã¥ ¦Ë†Ã¥ ¦Ë†Ã¥Å½ »Ã©â‚¬â€ºÃ¨ ¡â€" This pair of shoes and that pair of shoes are the same price.Zhà ¨ shuÄ ng xià © gÄ“n n shuÄ ng xià © jiqian yà ­yng.這雙鞋è ·Å¸Ã©â€š £Ã©â€ºâ„¢Ã©Å¾â€¹Ã¥Æ' ¹Ã©Å' ¢Ã¤ ¸â‚¬Ã¦ ¨ £Ã¨ ¿â„¢Ã¥ Å'éž‹è ·Å¸Ã©â€š £Ã¥ Å'éž‹ä » ·Ã©â€™ ±Ã¤ ¸â‚¬Ã¦   · Joining Verbs The Mandarin Chinese character ä ¹Å¸ (yÄ›) is used to join verbs or verb phrases. It translates as either â€Å"and† or â€Å"also.† I like to watch movies and listen to music.WÇ’ xÇ huan kn dinyÇ ng yÄ› xÇ huan tÄ «ng yÄ «nyuà ¨.我åâ€"Å"æ ­ ¡Ã§Å"‹é› »Ã¥ ½ ±Ã¤ ¹Å¸Ã¥â€"Å"æ ­ ¡Ã¨  ½Ã©Å¸ ³Ã¦ ¨â€šÃ¦Ë†â€˜Ã¥â€"Å"æ ¬ ¢Ã§Å"‹ç” µÃ¥ ½ ±Ã¤ ¹Å¸Ã¥â€"Å"æ ¬ ¢Ã¥  ¬Ã©Å¸ ³Ã¤ ¹  He doesn’t like to go for walks and he doesn’t like to exercise.TÄ  bà ¹ xÇ huan gung jiÄ“ yÄ› bà ¹ xÇ huan yà ¹ndà ²ng.ä »â€"ä ¸ Ã¥â€"Å"æ ­ ¡Ã©â‚¬â€ºÃ¨ ¡â€"ä ¹Å¸Ã¤ ¸ Ã¥â€"Å"æ ­ ¡Ã© â€¹Ã¥â€¹â€¢Ã¤ »â€"ä ¸ Ã¥â€"Å"æ ¬ ¢Ã©â‚¬â€ºÃ¨ ¡â€"ä ¹Å¸Ã¤ ¸ Ã¥â€"Å"æ ¬ ¢Ã¨ ¿ Ã¥Å  ¨ Other Transition Words There are a few Mandarin Chinese words that can be translated as â€Å"and,† but which more accurately mean â€Å"furthermore, â€Å"moreover,† or other such transition words. These words are sometimes used to show a cause-and-effect relationship between the two phrases. Chinese transition words include: Ér qiÄ› - è€Å'ä ¸â€: additionally  Bà ¬ng qiÄ› - ä ¸ ¦Ã¤ ¸â€ (traditional) / Ã¥ ¹ ¶Ã¤ ¸â€ (simplified): and; moreoverRn hà ²u - ç„ ¶Ã¥ ¾Å' / ç„ ¶Ã¥ Å½: and thenYÇ  hà ²u - ä » ¥Ã¥ ¾Å' / ä » ¥Ã¥ Å½: and afterHi yÇ’u -  Ã©â€šâ€žÃ¦Å"‰ / è ¿ËœÃ¦Å"‰: even more; on top of thatCÇ  wi -  Ã¦ ­ ¤Ã¥ ¤â€": furthermore Ér qiÄ› è€Å'ä ¸â€ additionally Bà ¬ng qiÄ› ä ¸ ¦Ã¤ ¸â€ (traditional)Ã¥ ¹ ¶Ã¤ ¸â€ (simplified) andmoreover Rn hà ²u ç„ ¶Ã¥ ¾Å'ç„ ¶Ã¥ Å½ and then YÇ  hà ²u ä » ¥Ã¥ ¾Å'ä » ¥Ã¥ Å½ and after Hi yÇ’u é‚„æÅ"‰è ¿ËœÃ¦Å"‰ even moreon top of that CÇ  wi æ ­ ¤Ã¥ ¤â€" furthermore Sentence Examples of Transition Words As noted, the particular form of and that you use in Mandarin Chinese depends heavily on the context and meaning of the word. It can be helpful, therefore, to peruse some example sentences to see how the different forms of and are used in various contexts. This is a very good movie and (moreover) the music is very nice.Zhà ¨ bà ¹ dinyÇ ng hÄ›nhÇŽokn à ©rqiÄ› yÄ «nyuà ¨ hÄ›nhÇŽo tÄ «ng.這éÆ' ¨Ã©â€º »Ã¥ ½ ±Ã¥ ¾Ë†Ã¥ ¥ ½Ã§Å"‹è€Å'ä ¸â€Ã©Å¸ ³Ã¦ ¨â€šÃ¥ ¾Ë†Ã¥ ¥ ½Ã¨  ½Ã¨ ¿â„¢Ã©Æ' ¨Ã§â€ µÃ¥ ½ ±Ã¥ ¾Ë†Ã¥ ¥ ½Ã§Å"‹è€Å'ä ¸â€Ã©Å¸ ³Ã¤ ¹ Ã¥ ¾Ë†Ã¥ ¥ ½Ã¥  ¬ This knapsack is very practical and (furthermore) the price is reasonable.Zhà ¨gà ¨ fngshuÇ  bÄ“ibÄ o hÄ›n shà ­yà ²ng bà ¬ngqiÄ› jigà © hà ©lÇ .這個é˜ ²Ã¦ ° ´Ã¨Æ'Å'Ã¥Å'…å ¾Ë†Ã¥ ¯ ¦Ã§â€ ¨Ã¤ ¸ ¦Ã¤ ¸â€Ã¥Æ' ¹Ã¦   ¼Ã¥ Ë†Ã§ â€ Ã¨ ¿â„¢Ã¤ ¸ ªÃ©Ëœ ²Ã¦ ° ´Ã¨Æ'Å'Ã¥Å'…å ¾Ë†Ã¥ ®Å¾Ã§â€ ¨Ã¥ ¹ ¶Ã¤ ¸â€Ã¤ » ·Ã¦   ¼Ã¥ Ë†Ã§ â€  We can first go have dinner and then see a movie.WÇ’men xiÄ n qà ¹ chÄ « wÇŽncÄ n rnhà ²u zi qà ¹ kn dinyÇ ng.我們先åŽ »Ã¥ Æ'晚é ¤ Ã§â€ž ¶Ã¥ ¾Å'å† Ã¥Å½ »Ã§Å"‹é› »Ã¥ ½ ±Ã¦Ë†â€˜Ã¤ » ¬Ã¥â€¦Ë†Ã¥Å½ »Ã¥ Æ'晚é ¤ Ã§â€ž ¶Ã¥ Å½Ã¥â€  Ã¥Å½ »Ã§Å"‹ç” µÃ¥ ½ ± Eat dinner, and then you can eat dessert.ChÄ « wn wÇŽncÄ n yÇ hà ²u jià ¹ nà ©ng chÄ « tin diÇŽn.Ã¥ Æ'Ã¥ ®Å'晚é ¤ Ã¤ » ¥Ã¥ ¾Å'Ã¥ ° ±Ã¨Æ' ½Ã¥ Æ'ç”Å"é »Å¾Ã£â‚¬â€šÃ¥ Æ'Ã¥ ®Å'晚é ¤ Ã¤ » ¥Ã¥ Å½Ã¥ ° ±Ã¨Æ' ½Ã¥ Æ'ç”Å"ç‚ ¹Ã£â‚¬â€š Im cold because I didnt wear enough clothes, and on top of that its snowing now.WÇ’ lÄ›ng yÄ «nwà ¨i wÇ’ chuÄ n bà ¹gà ²u yÄ «fà º, hi yÇ’u xinzi xi xuÄ›le.我å† ·Ã¥â€º  Ã§â€š ºÃ¦Ë†â€˜Ã§ © ¿Ã¤ ¸ Ã¥ ¤  Ã¨ ¡ £Ã¦Å" Ã©â€šâ€žÃ¦Å"‰ç  ¾Ã¥Å" ¨Ã¤ ¸â€¹Ã©â€º ªÃ¤ ºâ€ Ã£â‚¬â€šÃ¦Ë†â€˜Ã¥â€  ·Ã¥â€º  Ã¤ ¸ ºÃ¦Ë†â€˜Ã§ © ¿Ã¤ ¸ Ã¥ ¤Å¸Ã¨ ¡ £Ã¦Å" Ã¨ ¿ËœÃ¦Å"‰çŽ °Ã¥Å" ¨Ã¤ ¸â€¹Ã©â€º ªÃ¤ ºâ€ Ã£â‚¬â€š Lets quickly go see the cherry blossoms. The weather is nice today, furthermore it will rain tomorrow.WÇ’men kui qà ¹ kn yÄ «nghuÄ . TiÄ nqà ¬ hÄ›n hÇŽo, cÇ wi mà ­ngtiÄ n huà ¬ xi yÇ”.我們å ¿ «Ã¥Å½ »Ã§Å"‹æ « »Ã¨Å  ±Ã£â‚¬â€šÃ¥ ¤ ©Ã¦ ° £Ã¥ ¾Ë†Ã¥ ¥ ½Ã¦ ­ ¤Ã¥ ¤â€"明å ¤ ©Ã¦Å"Æ'ä ¸â€¹Ã©â€º ¨Ã£â‚¬â€šÃ¦Ë†â€˜Ã¤ » ¬Ã¥ ¿ «Ã¥Å½ »Ã§Å"‹æ ¨ ±Ã¨Å  ±Ã£â‚¬â€š Ã¥ ¤ ©Ã¦ °â€Ã¥ ¾Ë†Ã¥ ¥ ½Ã¦ ­ ¤Ã¥ ¤â€"明å ¤ ©Ã¤ ¼Å¡Ã¤ ¸â€¹Ã©â€º ¨Ã£â‚¬â€š

Why Youth Unemployment Is a Particularly Serious Issue for Many Essay

Why Youth Unemployment Is a Particularly Serious Issue for Many Countries of the World - Essay Example The paper tells that youth in different countries in the world experience acute problems because of the experiences of unemployment with many of them lacking opportunities regardless of the fact that they have the capacity to work. This issue continues to trouble many countries regardless of the efforts they have put in place to alleviate the problems and establish youths in productive states that ensure they are productive in the economy. One of the countries that have experienced this kind of problem is Brazil in which many youths are jobless regardless of the steps they have taken towards ending the problem. The problem has perpetuated increase in the rate of poverty in the country with those people who have no jobs staying inactive and depending on the other people who are working. This has increased poverty levels because people have not been productive in the economy and have depended on the productivity of a few people in the society. In the economy, youth unemployment has con tributed to future constraints that come from the issues of little earning of the youths who never get jobs in their youthful age. This means that people in the economy have ended up producing little amounts of money that may not be able to facilitate capacity building in other people who rely on them. For example, when people get little income in the advanced age, they end up not offering quality education to their dependents who need the support to advance their lives. This means that unemployment becomes a series of complications that lead to low-quality chances of building capacity in other people. At the end of everything, the economy will have very many people who cannot exploit their potential fully for the benefit of their country or for their own. This means that the rate of growth of the economy will reduce and will be low for the country whose youth do not participate in productive activities in their country. The problem of the unemployment in the youth do not face peopl e in one generation only but it extends to the following generations that cause them to affect the economy negatively. Unemployed youth have resulted in violent ways to get the things they need for their economic sustainability in different places. Some youths have involved themselves in different illegal activities that have led to the destabilization of their countries because, in their idleness and unproductiveness in the economy, they engage in activity to acquire forcibly the things that belong to other people. The lack of jobs causes the youth to get involved in different illegal activities, which may risk their lives and those of others in their environment. Those people who do not get formal opportunities get some others in informal sectors, which require them to work for long hours at very low wages, and in the hazardous environment where they do fit. This pushes some of them to get involved in illegal activities like robbery, drug trafficking and other forms of crimes that assure them fast and high returns for the effort they put in an activity. This implies that these youths do not only turn to be a risk to the other people but also are a threat to the stability the of systems of the economy that promote development and therefore, become causes of underdevelopment in the country of their residence.