The Southern Manifesto

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The Southern Manifesto

Chief Justice Earl Warren issued the Supreme Court’s unanimous ruling on May 17, 1954, in Brown v. Board of Education, asserting that racial segregation in public learning facilities violated the equality clause of the 14th Amendment. In his viewpoint, Chief Justice Warren affirmed public schooling was an important right that needed the same protection, affirming clearly that “segregated learning amenities are characteristically unequal.” The court of law emphasized that the badge of inferiority embossed on minority kids by separation slowed down their complete growth no matter exactly how equal the facilities. “We come to an agreement that in the sector of public learning the policy of ‘separate but equal’ has no place,” transcribed Chief Justice Earl Warren. That ruling began a massive movement of individuals in the south, proclaiming that segregation was a practice that both parties (races) got an advantage from, and it could result in an open negative effect to dismantle this scheme of life (Robert & Sigel). The court’s decision caused mixed reactions in the Deep South, so Congressmen made the “Southern Manifesto” in reaction to it. Southern congressmen wrote it to object to congress’ presiding on mixing public schools. They contended that Chief Justice Earl Warren violated states’ rights.

The Southern Manifesto, also referred to as the Declaration of Constitutional Principles, was written and signed. It was written during the 84th United States Congress in opposition to the Supreme Court Case, Brown v Board of Education, which asserted that it was unconstitutional to separate schools. The manifesto was signed by 82 Representatives from the South and 19 US Senators. The Manifesto was signed up to go against the breakthrough Supreme Court decision. The Southern Manifesto asserted that the Supreme Court is a threat to the constitutional regime for the reason that the original Constitution did not mention education, so that signified that education is a matter for states. Also, it was an attempt through “naked power” to evade established law. Segregated but equal learning schools for racial minorities. The Southern Manifesto blamed the Supreme Court for “open misuse of judicial power,” and they gave an assurance that they would use all legitimate ways to lead to a removal of this ruling which is opposing the Constitution, and to stop the usage of power in its execution.

The Southern Manifesto’s main objective was to urge southerners to use all lawful ways to fight back the confusion and chaos that would arise from school desegregation. Nowadays, many years after the signing of the Southern Manifesto, there are still some US history situations that link to the situation (Justin, 1053). There is some coalition pushing for freedom of choice. A current example is Louisiana’s statewide scholarship program that was created to permit most black, low-income learners to attend private schools if assigned to one of the state’s lowest-performing public schools.

In conclusion, the reason why the authors of the Southern Manifesto asserted the Chief Justice Earl Warren’s ruling was a threat to the United States constitutional order was for the reason that this document was written in the South in 1956 and endeavored to push back against Brown V. Board of Ed. Characteristically unequal, violating the Equal Protection Clause of the Fourteenth Amendment. The outcome was that learners of color in America would no longer be obligated by law to go to traditionally under-resourced black-only learning institutions. The legitimate triumph in Brown did not change the nation overnight, and considerable work remains. But striking down separation in the state’s public schools gave the main facilitation for the civil rights movement, making probable attempts to desegregate higher education institutions, public accommodations, and housing.

Works Cited

Driver, Justin. “Supremacies and the southern manifesto.” Tex. L. Rev. 92 (2013): 1053.

Post, Robert, and Reva Siegel. “Democratic constitutionalism.” The Constitution in 25 (2020).

A restaurant experience

A restaurant experience

There is always much to see in the expanses of Santa Monica, as it is extremely cosmopolitan. Culture is evident from various aspects, which one cannot miss to see as well as experience. It is always thriving with people all trying to enjoy their lives. Some of the interesting scenery, which can be found include; street performers, malls, among many other scenes. The various restaurants are centrally located whereby; patrons have a wide selection to choose from. One such restaurant is the ‘Sky lux’ which brings about a lot of attention. It is located in a huge building and has incorporated some of the latest designs in architecture. It has an angelic white color, which in a way, reflects that more is awaiting. Also, it has large windows, which are on almost all sides, except for the back area.

Upon entering, one is welcomed by a valet driver, whose friendliness is extremely over whelming. The valet drivers are dressed in blue well pressed uniforms, which are in contrast to the purple uniforms, of the waiting staff inside the restaurant. The valet drivers seemed well trained from how they relate with customers. They are polite and helpful and this is encouraging to new customers to the restaurant. The cars, which arrive at the restaurant, are expensive as they include models such as Rolls Royce, Lamborghinis and the list being endless. It seems that the powerful as well as rich are the main clientele at this restaurant. Once the cars have been driven away, the customers are politely and slowly ushered into the restaurant. It is extremely interesting to note that the reservations agent knows most customers by name. It is often pleasing for customers when they are easily remembered and make an impact to the restaurant. Confidence is displayed by the people entering the restaurant, but no one seems to notice. A young woman probably around twenty years is in charge of making reservations. She is smartly dressed; her nails French manicured, as well as her blond hair neatly tied. One could easily mistake her for being the restaurant’s manager. This is because of her poise as well as her good mannerisms.

The ambience is extremely warm, inviting, and one feels that they need to indulge in the food as soon as they order. Mellow jazz music flows freely. Most people in the restaurant often comment on the music, as it is one of the restaurants main attractions. The diners at the restaurant are mature and thus the reason why they appreciate the music. Meanwhile, the aroma that fills the restaurant is extremely tickling to the diners taste buds. The air is filled with an aroma, which is spicy, due to the continental and authentic dishes being prepared. The diners are engaged in discussion in low tones, so as not to affect the others. They seem to display dining etiquette, which is often acquired, due to their lifestyles. It is surprising that in a period of less than three hours, two Hollywood celebrities have arrived at the restaurant. An unruly guest is the only one disturbing the existing tranquility as he seems to have drunk a lot of Don Perignon champagne. A young brunette waiter effectively tries and solves the situation. The matter is handled professionally as the drunken patron is ushered out politely. One of the valet drivers is to take him home after they have confirmed his address. Everything in this restaurant is being done professionally, thus the reason why they have repeat customers.

Money was not an issue in coming up with the restaurants décor as most of the furnishings are modern. The tables and chairs are arranged all facing the large window’s .This is for the diner’s to have an excellent view of what is taking place outside. Often, celebrities request that they are seated at the corner where they can enjoy their meals without having the paparazzi stalking them. The waiting staffs are six and each has been allocated their own tables, so that they do not interfere with each other’s work. The waiters are young and passionate about their jobs and this is from the manner, which they work. Often they are tipped as much as 100 dollars and the excitement experienced by them, is extremely over whelming. There are different races of people who come to this restaurant in Santa Monica, which is famous. A diner seems to be from Africa as he is dressed in one of the national clothes of Nigeria. Also, his accent is not like that of an American. Cultural integration is important as the menu has national dishes from almost every country. Customers have a selection, which is wide, and the waiters are effective as they make it easy for the diners when ordering. They explain the various dishes in a unique manner, not witnessed in many restaurants.

As the food is being served, the aroma feels the entire restaurant and twice the chef came to see the customers experience. He was received with a lot of enthusiasm and the clapping from the happy diners, made him embarrassed. On that day, the special was couscous and Moroccan lamb served with rice. Most of the diners ordered the special and from their expressions were extremely delighted with their experience. Occasionally, one could hear comments, such as how the meal was sumptuous as well as finger licking. Everyone who left was extremely satisfied and was sure to come back soon. It seemed that the diners had worn the most elegant designer gowns. One of the most memorable designs was that of a young man who had pink Versace suit and blue Jimmy Choo shoes. Only a person who loves fashion would have known that what he had worn what was in current season. To other diners, he looked like a clown with no sense of fashion.

The talk among the diners is about their achievements and successes; it seems that everyone wants to outdo the other. No one is happy about the success of other and envy seems to be in almost everyone’s heart. The diners do not pay using cash, but instead prefer the use of credit cards. Occasionally you can notice how the waiters talk in low tones concerning the amount spent on drinks and food. It can be interpreted by their reactions that the diners are wasting money, which would have been used in other ways. Unfortunately nothing can be done concerning this issue. Food is not the main reason why people dine in this restaurants as from the different experiences witnessed. A lot can be observed in this restaurant and the experience is extremely memorable.

A review of Connecting Non Full-time Faculty to Institutional Mission article review

JOURNAL REVIEW CRITIQUE

Kane, K. (2008). A review of “Connecting Non Full-time Faculty to Institutional Mission: A Guidebook for College / University Administrators & Faculty Developers”. By Nixon, L.B, (2007): HYPERLINK “http://findarticles.com/p/articles/mi_qa3752/is_200803” http://findarticles.com/p/articles/mi_qa3752/is_200803 HYPERLINK “http://findarticles.com/p/articles/mi_qa3752” Journal of College Student Development. HYPERLINK “http://findarticles.com/p/articles/mi_qa3752/is_200803” http://findarticles.com/p/articles/mi_qa3752/is_200803

A majority of the faculty in many colleges and other institutions of learning are part-time instructors. The number of non full time instructors has been on the rise since the 1960s. According to Banachowski (2001), the heavy reliance especially of community colleges on such faculty is likely to keep the trend going. Institutions hire faculty as part time instructors for reasons such as financial resources, flexibility to fit into the varying enrollments, and to bring in the experience of such professionals into the institution. The part timers are faced with a variety of problems like role ambiguity for the instructors, overuse by the institution of the same, job insecurity and lack of benefits such as health insurance (Springborg, 2008). Leora Baron Nixon, in her book gives the reasons why such faculty is integrated into the campus culture, the advantage of this and the problems this brings about. She also gives recommendations on how to integrate this faculty into the mission of the institute. She gives five types of connections of the faculty to the institution and action plans that are well researched which she suggests as to effect this integration.

In his review, Kevin Kane further expounds on the recommendations cited in the book on connecting the non full time instructors into the mission of the institutions employing them. He starts off by acknowledging the importance of the part time faculty members to the institutions of higher learning and pointing out their vulnerability to exploitation by the institutional systems employing them. He sights lack of commitment of the institution to this faculty and budgetary constrains of the institutions as some of the problems faced by such.

Kane mentions the take of the American Association of University Professors on the subject matter showing their partial support and partial restriction on fully employing such.

The review explains how the book addresses the sensitive subject of connecting the part time faculty positively and without the political and cultural conflicts such an issue raises.

Baron Nixon has chosen the theme of connection in her book, and indeed the book is arranged into 5 chapters each of which focuses on areas where part time faculty should be more manifestly connected to give each party efficient and satisfactory result in achieving their goals. These connections are to institution, to the department, to teaching, to students and to scholarship. Each chapter gives the challenges associated with connecting a part time faculty member to the five aspects, followed by a recommendation as to how each connection can be made in an easy and common sense approach strategy. In the review, Kane explains that the connections cited in the book give a guide as to how the part time faculty can be included in achieving the institution’s mission. This was very critical since the book is to be used as a guide to achieve this connection in various institutes of higher education.

Kane in his review delves into the environment of the higher education system citing the challenges such an environment would pose to fostering the connection that Baron Nixon talks about in her book. The tension raised by comparison in role optimization between the full-time and part time faculty being among the reasons why these positions to the faculty are only offered as part time.

The review highlights the students’ take on this sensitive issue of part time instructor and their simulation into the mission of the institute. Students agree that the delivery of service should be the same, whether coming from the full time or non full time faculty. This however raises the question of student-teacher relationship which has an effect on material delivery to the students and overall performance. The time dedicated by the part time instructor to the institution is less in comparison to that of the full timer. This is partly because of the time the institution is willing to give them as well as the time they can be available for the institution. The time availability to the students has a major impact on service delivery and Kane states that it is important to foster good student- teacher interactions thus important for non full time faculty to be integrated into the institute make this relationship as faultless as possible for better learning.

Kane brings in the aspect of the non full time faculty adding a real world learning experience to an institution. The part time instructors who are professionals in their fields bring in the professional aspect of a particular course into the classroom and give the students a feel of what is expected of them once they go out into the real world. This is critical in producing students who can be easily integrated into the professional world, a positive outcome for any institution of higher learning.

By putting the problems faced by both the institution and the part time faculty in perspective, Kane shows how Baron Nixon has come up with practical solutions as that are straight forward action plans for assimilation of the part time faculty into the institution’s mission. He sight the solutions from the book that he feels will result into greater loyalty by the faculty to the institute and its vision and better performance.

The review is concluded in a very precise way, explaining the need to foster connection between the non full time faculty members to the mission of the institute, and the solutions provided on how to make this connection effectively.

The bibliography cited in the review is appropriate and very insightful for a better understanding of the review.

Although the review serves as a good overview of the book, some of the important aspects of the book were lost to readers of this journal. The review failed to mention precisely the beneficiaries of this book; the persons who should implement the directives given in the book. It is also unclear as to what role the non full time faculty ought to take up, were they to be integrated into the institute’s mission. Baron Nixon mentions that the part time faculty members can serve formally or informally as advisors, mentors, coordinators and in developing the institution’s curriculum. This should have been explored in the review to give the reader of the review a better take on the book’s ideals.

The vagueness of the subject matter which is how the non full time faculty can be integrated into the institution’s mission leaves the reader of the review wondering exactly how it can be done and more curious to read the book. The writer does not expound on the strategies of making the connection thus even the critics of such issues are open to reading the book without preformed judgments and biases. The review does a good job of enticing readers to take up the book and find out for themselves the content.

Overall, the review gives a good understanding of the general concept of the book and the topics of importance in the literature. I quite agree with the discussion of the book and appreciate the preciseness of the writing in the review.

 

REFERNCES

Avakian, N, (1995). The Conflicting Demands for Adjunct (part time) Faculty. HYPERLINK “http://www.aacc.nche.edu/commun/commun.htm” l “j” Community College Journal, 65(6), 34 – 36.

Grace Banachowski (2001). “Advantages and Disadvantages of Part-Time Faculty in Community Colleges”. ERIC Clearing house for Community College Digest, Retrieved July 20, 2008, from http://ericdigests.org/1997-4/part.htm

HYPERLINK “http://www.styluspub.com/Books/AuthorDetail.aspx?id=12091” Hecht W. D, (2007), (Foreword by). HYPERLINK “http://findarticles.com/p/articles/mi_qa3752/is_200803/ai_n25418467/pg_2” Connecting Non Full-time Faculty to Institutional Mission: A Guidebook for College / University Administrators & Faculty Developers, By Baron-Nixon. Retrieved on July 19, 2008, from www.styluspub.com/resources/highered.pdf

Martin Springborg, A Journal review of HYPERLINK “http://findarticles.com/p/articles/mi_qa3752/is_200803/ai_n25418467/pg_2” Connecting Non Full-time Faculty to Institutional Mission by Baron-Nixon. Retrieved on July 20, 2008 from www.ctl.mnscu.edu/programs/leaders/alareports05/inverhills0405alareport.doc

HYPERLINK “mailto:smithsr@pacificu.edu” Steve R. Smith, (2008). Book Reviews: (Electronic Version), NACADA Journal, 28(1)

The speaker the Ted Talk

Response of the Video talk: Speak like a Leader by Simon Lancaster in Verona

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The speaker the Ted Talk, talks about the six techniques that one must employ in their speech. He refers to them as the secret language of leadership. The techniques include thee breathless sentences, repetitive sentences, balancing statements, use of metaphors, exaggeration, and rhyme. These techniques make even the most absurd arguments sound plausible. Notably, the art of rhetoric is seen as a basic entry to society and it is taught in school. Breathless sentences mimic hyperventilating which helps speakers deal with distress and anxiety. It is the authentic sound of fear and has been employed by various such as Barack Obama. Tony Blair also employs the technique; he says, “Education. Education, Education.” The emphasis is on three because three the magic number in rhetoric. The technique has also been demonstrated in other phrases such as democracy which means a government for the people by the people. Three breathless sentences help to put things in freeze which makes the speech sound rather credible, convincing, and compelling.

Repetitive sentences are also helpful in speech delivery. For instance, Winston Churchill employs repetitive sentences while speaking to communicate emotion. Winston speaks repeatedly yet slowly. Repetition helps pass points across. When we are emotional regarding something, our perspectives often become distorted. Repetition sweeps people away and for this reason, it is used by sleek market traders and salespeople to convince people to pay for products and services. The technique of balancing statements is also highlighted. Our brains are tuned to like balanced things, more so if we imagine that the underlying thinking is balanced. We are drawn to balanced sentences even when the balance is an illusion. For instance ‘we are thinking about what we can do, not what we can’t’. Metaphors are the most powerful pieces of political communication. We use metaphors after every 16 words. Metaphors are rather political in that they are used to lead people towards things or to make them recoil. Metaphors describe people, things, images, love sunshine, disease, or even family. For instance ‘The colored Jungle’ is used to paint the idea that immigrants are like wild animals; they are to be afraid of, dangerous, and are threats. Such a language is dangerous because it is a language of hate. The metaphors are similar to those used Hitler used to refer to the Jews as snakes or by the Hutus in Rwanda genocide to refer to the Tutsi as cockroaches.

Exaggeration is also employed in speech. Whenever we are emotional, our perspectives distort the manifestation and when people are emotional they tend to go over the top. An example of a manifestation is “I have been waiting to do this talk my whole life; I did not sleep last night thinking about today”. Exaggeration forms a part of an ordinary conversation. Leaders replicate what we do naturally in their speeches only that they exaggerate them. Rhyme is also another important technique that must be employed in speech delivery. Recent research shows that people are more likely to believe something is true if rhymes than if it does not rhyme. Linguistics refers to this as the fluency of language. It shows how easy it is to swallow words. It is just like giving a person a steak to swallow and wine. If you give someone stake, they are unable to swallow because of the size. Similarly, if you speak using log words and sentences they may need an extra minute to understand. This is the kind of effect, rhyme has. Rhyme is a signifier of truth in society hence it can be used to conceal fallacies.

There is a strong connection between the discussions emerging in the video and the text. Although the two sources use different approaches to but their points into perspective, the conclusion is the same. For a speech to be captivating, it requires one to speak from their memory. This is referred to as memory speaking. Memory speaking refers to the art of reciting a message that has already been committed to the memory by the speaker (Marini, Ruffino, Sali, & Molteni, 2017). In speeches, memorizing can be helpful particularly if they aim to be precise but at the same time, they do not want to be confined to notes. There is a connection between memorizing and the points fronted in the video because both encourage the speaker to maintain eye contact throughout the speech. Another issue that shows a connection between the text and the video is the art of learning from experts. Various organizations including toastmasters are known for helping professionals overcome the phobia of public speaking. (Nordin, & Shaari, 2017). Although the video delves more on techniques of rhetoric, throughout, it emphasizes emulating the people that are more experienced than us. It does this by referencing world leaders such as Barack Obama.

Without a doubt, I have established a personal connection with the video because I can resonate with everything said by the speaker in the video. Just like the speaker, I feel that society can benefit much more if every person could master the ability to express themselves articulately. Without political, financial, and legal systems, society can never be fair. Additionally, I agree that the fact that the conversation has only been narrowed down to a small portion of the powerful elite should be an issue of concern. It is scandalous that we live at a time when the world is battling serious challenges including financial inequalities, the apocalyptic effect of climate change, and religious prosecution that has been unmatched since the 1940s that we should restrict debates to such a narrow minority of leaders. Every person should take charge and challenge themselves to learn to express and articulate issues in the best way they can. By employing the six techniques of rhetoric, we can achieve more milestones.

References

Marini, A., Ruffino, M., Sali, M. E., & Molteni, M. (2017). The role of phonological working memory and environmental factors in lexical development in Italian-speaking late talkers: a one-year follow-up study. Journal of Speech, Language, and Hearing Research, 60(12), 3462-3473.

Nordin, S. M., & Shaari, Z. H. (2017). Implementing the Toastmasters tradition in the l2 classroom. The English Teacher, 7.

THE SPIRITUAL STATUS OF T. S. ELIOT’S HOLLOW MEN

THE SPIRITUAL STATUS OF T. S. ELIOT’S HOLLOW MEN Author(s): Everett A. Gillis Source: Texas Studies in Literature and Language, Vol. 2, No. 4 (Winter 1961), pp. 464-475 Published by: University of Texas Press Stable URL: https://www.jstor.org/stable/40753695 Accessed: 05-04-2019 19:57 UTC

THE SPIRITUAL STATUS OF T. S. ELIOT’S HOLLOW MEN By Everett A. Gillis

There is a noticeable tendency in recent expositions of T. S. Eliot’s The Hollow Men to read some affirmation into a poem traditionally associated with The Waste Land as a work of sterility and desolation, and thus to offer a degree of spiritual hope to Eliot’s famous effigies. Yet the orthodox view of the poem is still very tenable, and a thorough examination of the sources and probable origin of the poem suggests that it is in many respects closer to The Waste Land in theme, method, and mood than it is to Eliot’s later, more affirmative work.

The Hollow Men opens with the familiar picture of a desert landscape in which a chorus declares their spiritual status to be that of hollow men, straw effigies, caught in a stance of frozen immobility: “Shape without form, shade without color, / Paralyzed force, gesture without motion.” Except for certain details which will be taken up later, Eliot derives his picture almost entirely from Dante’s Divine Comedy. As a matter of fact, the first section of the poem is to all effects a direct transcription of the third canto of Dante’s Inferno – of the dark, desolate plain lying between Hell’s portal and the river Acheron, which flows as a formidable barrier between the plain and Hell’s abyss. Here Dante and Virgil perceive vast hordes of souls futilely pursuing a great whirling banner. Their cries fill the air, “reverberating in the starless air”; and when Dante asks why they lament so bitterly, Virgil replies that they are those souls who on earth were neither spiritually alive nor spiritually dead, that is, neither good nor evil; and who, consequently, are altogether void of any spiritual meaning. As a result, these creatures may never pass beyond the river into the true realm of death (referred to variously in The Hollow Men as “death’s other Kingdom,” “death’s dream kingdom,” and “death’s twilight kingdom”), where punishments or rewards are meted to the evil and the good, for they have known neither. Indeed, declares Virgil: “Mercy and justice scorn them, both alike.”

Dante’s souls, like the souls in Eliot’s poem, are thus hollow too – totally empty of any real spiritual validity. The notion of spiritual hollowness, seized upon by Eliot to bring a devastating castigation of his own age, is thus enormously reinforced by its reminiscence of the Commedia’s gloomy setting. The salient features of the middle sections of The Hollow Men likewise derive from this source. The opening lines of Section II again come straight from Dante, this time from Cantos XXX and XXXI of the Purgatório. In these cantos Dante and Virgil, having climbed the Mountain of Purgatory to the Garden of Eden situated on its summit, witness the triumphal progress of the Church in the form of a chariot drawn by a griffin, whose twofold nature represents simultaneously the human and the divine natures of Christ.

In the processional Dante perceives his beloved and fixes his eyes upon hers: A myriad desires, that burned like flames, Constrained my gaze upon those gleaming eyes; But they were looking over on the gryphon. And like the sun reflected in a glass, Within her eyes that twofold creature glowed, Now with one nature’s actions, now with the other’s.1 The group now moves to the Tree of the Knowledge of Good and Evil, which, long barren, at their approach breaks into foliage to the accompaniment of hymns : Even as our trees on earth begin to swell . . . Just so that tree, which had been stripped so bare, Broke into leaf, disclosing lovely things That ranged between the violet’s and the rose’s. I could not understand – nor mortals sing – The hymn which then was sung by that assembly. But in the hollow land, as one might expect, Dante’s supernal vision is distorted and empty. Here are the opening lines of Section II: Eyes I dare not meet in dreams In death’s dream kingdom These do not appear: There, the eyes are Sunlight on a broken column There, is a tree swinging There voices are In the wind’s singing More distant and more solemn Than a fading star. The hollow-man speaker does not dare to meet the eyes of Beatrice. As a matter of fact, here in the Limbo the eyes do not even appear. They are “there” – far beyond the river-barrier and Hell’s abyss, in the Garden of Eden.

And the details of Dante’s vision, so clearly perceived by him, exist as little more than a hallucinatory glimmer. The reality of Christ in Beatrice’s eyes is mere “Sunlight on a broken column” – 1This and subsequent quotations are from Pantheon Books Edition of The Divine Comedy, translated by Lawrence Grant White (New York, 1948). The word “broken” suggesting both an inadequate grasp on the speaker’s part and the shifting of Christ’s image in Beatrice’s eyes like the sun flashing in a mirror. The Tree of the Knowledge of Good and Evil (since the hollow men have never known either good or evil), rather than a significant phenomenon, is a “tree swinging” – that is, wavering like an illusion. The hymning hosts which so impressed Dante are to the hollow men as faint and incomprehensible as the voice of the wind: voices “In the wind’s singing.”

The concluding portion of Section IV of The Hollow Men is indebted to the Paradiso. In Canto XXXV Dante is carried by Beatrice into the heavens, where he observes the ranks of the redeemed “in the semblance of a snow-white rose,” and observes that they fix their attention eternally on God, the “Trinai Light, which in a single star / Gavest them all such rapture.” But in The Hollow Men the vision of the redeemed exists only as a remote, ironic possibility of hope to the dwellers of the Limbo, who remain, says the speaker – Sightless, unless The eyes reappear As the perpetual star Multifoliate rose Of death’s twilight kingdom.

Section III of The Hollow Men owes somewhat to the Commedia, since it contains a reference to the compulsive spiritual force of Beatrice’s eyes – to their absence in the hollow men’s world. But the concluding lines of the section depend more on Dante’s Vita Nuova, in which he offers an account of his first glimpse of the youthful Beatrice. The account records an experience of immediate, overwhelming love in which sexual desire and spiritual awareness awaken simultaneously and function as part of the total phenomenon of adolescent love. Leonard Unger2 has traced this experience as a persistent motif in Eliot’s poetry, the most typical manifestation of which is in the Rose Garden setting of Burnt Norton. It appears also, in distorted fashion, in the Hyacinth Girl passage of the first section of The Waste Land. In the latter passage, however, the experience is frustrated of its ultimate result and the narrator cries out: “I was neither / Living nor dead, and I knew nothing.” Although Unger does not note the occurrence of the experience in The Hollow Men, it also seems to be the source of the rather curious details of the opening lines of Section III, which reveal what seems to be a truncated worship service in which details of an 2″T. S. Eliot’s Rose Garden: A Persistent Theme,” The Southern Review, VII (Spring, 1942), 667-689. erotic nature occur.

Stone images, the hollow-man speaker declares, are raised, but only to receive the supplication of a dead man’s hand. Then he asks whether in death’s other kingdom the experience of worship is as it is here in the Limbo : Is it like this In death’s other kingdom Waking alone At the hour when we are Trembling with tenderness Lips that would kiss Form prayers to broken stone. Undoubtedly this is another instance, like that in The Waste Land, when the valid expectation from this experience fails to materialize.

Before leaving the subject of the direct influence of The Divine Comedy on Eliot’s poem we should note that the role played by the speaker in the poem is very like that of Dante himself in the earlier work. The “I” of The Hollow Men, the hollow men’s spokesman, is himself, in effect, a modern Dante. For like Dante he too presents a “dream kingdom” and is part of that kingdom in experiential terms. But unlike his medieval predecessor, who lived in a world in which religious efficacy was possible, the hollow-man spokesman does not. The author of the Commedia by means of his fervent vision of Beatrice’s eyes is able to traverse both Inferno and Purgatory and to arrive at last in Paradise; the hollow-man Dante is forever immured within his desolate Limbo, barred even from crossing the river immediately into death’s kingdom of Hell, into which “lost / Violent souls” may go; and whatever dream visions might conceivably be vouchsafed him must of necessity be meaningless or misleading because of his spiritual incapacity. “In this last of meeting places,” he suggests, speaking for himself and his fellows, “We grope together / And avoid speech / Gathered on this beach of the tumid river.” Such, Eliot suggests, is the modern Dante in the sterile landscape of contemporary civilization.

Intrinsic likenesses between The Hollow Men and The Waste Land are many, and readily apparent: the poems have the same desert landscape characterized by images of desiccation and ruin; their spiritual values are similarly distorted and perverted; even the inhabitants who dwell in these two desolate worlds are alike. For the crowds of white-collar workers enroute to their daily office routine in the “Unreal City” passage in the first section of The Waste Land are likewise hollow – wraiths going through their daily activities in a dream-like trance; this passage, too, according to Eliot’s notes to The Waste Land, being derived from Canto III of the Inferno. Equally important is the extrinsic evidence of the close link between these two famous poems.

From an exchange of letters3 between Eliot and Ezra Pound relative to Pound’s abridgment of the Waste Land manuscript to approximately half its length we learn two important facts: (1) from the rejected portions of the manuscript Eliot apparently salvaged certain lines that are closely associated with the little suite of lyrics called “Doris’s Dream Songs” – the first published version of The Hollow Men; (2) Eliot originally planned to use as an epigraph to The Waste Land a quotation from Conrad’s Heart of Darkness, but was dissuaded by Pound. It is from Conrad’s story that one of the epigraphs for The Hollow Men was ultimately drawn. The three untitled lyrics in “Doris’s Dream Songs,” published in 1924, begin respectively, “This is the dead land,” “Eyes that last I saw in tears,” and “The wind sprang up at four o’clock.” Only the first was retained for the final version of The Hollow Men, the other two being relegated to the “Minor Poems” section of Eliot’s Collected Poems, where they are readily available. But since they represent an important link with The Waste Land, we shall examine them in some detail. “Eyes that last I saw in tears” pictures a dream kingdom like that in The Hollow Men. There are eyes here also, but between them and the speaker is an abyss of division, and though a golden vision of the eyes reappears, the tears are now gone and they have become “Eyes of decision.” He shall not see them again, the speaker laments, unless “At the door of death’s other kingdom,” where they remain momentarily: “The eyes outlast a little while / A little while outlast the tears / And hold us in derision.”

These, in the light of what we already know about The Hollow Men, are the eyes of Beatrice, and they are derisive here, presumably, because the speaker cannot comprehend their significance. They are in effect thus turned from symbols of hope into symbols of ridicule and recall Virgil’s descriptive line that justice (“Eyes of decision”) and mercy (“Eyes that last I saw in tears”) both alike scorn hollow men. “The wind sprang up at four o’clock” is closely connected with its companion lyric by the key image of tears, the latter portion of the poem being concerned with “a face that sweats with tears.” It opens as if marking the beginning of a dream vision comparable to Dante’s: the wind springs up at four o’clock in the morning, breaking into the sleeper’s repose with its bell-like sound: 3 The Letters of Ezra Pound 1907-1941, ed. D. D. Paige (New York, 1 Everett Gillis The wind sprang up at four o’clock The wind sprang up and broke the bells Swinging between life and death Here, in death’s dream kingdom The waking echo of confusing strife. The startled moment of half-waking, half -dreaming, suggested by the lines is vividly evoked by the word “swinging,” which intimates the wavering fantasy associated with dreams; but at the same time the moment retains a “waking echo” of reality. The poem thus opens from the standpoint of an individual in the realm of life – e.g., of a Dante, but one faced by a nightmare rather than an authentic vision – but the prevalent point of view is that of a dweller in Limbo.

For as the poem proceeds, we are facing, as in the final version of The Hollow Men, a blackened river, suffused with miasmic mists, from the other side of which comes the clamor of vigorous vandal hordes of Tartar horsemen: Is it a dream or something else When the surface of the blackened river Is a face that sweats with tears? I saw across the blackened river The campfire shake with alien spears. Here, across death’s other river The Tartar horsemen shake their spears. The Tartar horsemen are rather evident prototypes of the lost, violent souls in The Hollow Men. The lines containing the nightmarish vision of a river sweating tears seem to be the lines which Eliot had in mind when he wrote Pound concerning the excisions in the Waste Land manuscript : “Would advise working sweats with tears etc. into nerves monologue; only place where it can go?” (The “nerves monologue” occurs in the first part of Section II of The Waste Land.) Pound’s reply was: “I dare say the sweats with tears will wait.” The lines consequently never appeared in The Waste Land in its final draft, but do form part of the first version of The Hollow Men. The curious title “Doris’s Dream Songs” also throws some light on the meaning of the final draft of the poem. The use of “dream” as a designation for Doris’s songs implies that Eliot already has the Com- media in mind as background for his poem; and Doris becomes in effect the Beatrice of the speaker in the three lyrics, to whom she sends her dream visions. The visions are, however, mere distortions. Furthermore, Beatrice’s symbolism as Dante’s beloved on earth and spiritual guide beyond is totally lost; for the Beatrice of the Dream Songs has efficacy in neither, being lacking on both counts. For when speaking to Doris of life’s meaning in Sweeney Agonistes Sweeney declares that life on a cannibal island consists of birth, copulation, and death, she replies: “Id be bored” ; and, as just shown, the spiritual dreams that she sends the speaker are dreams of blackened rivers like faces sweating tears, hallucinations rather than valid insights. The speaker of “Doris’s Dream Songs” is no better off spiritually after the dreams than before.

Although Eliot rejected Joseph Conrad’s Heart of Darkness as a source for an epigraph for The Waste Land, as a consequence of Pound’s persuasion, he returned to the story for one of the epigraphs of The Hollow Men. The phrase “Mistah Kurtz – he dead” recalls for any reader of Conrad’s short novel the virulently evil ivory trader Kurtz. Kurtz had come to Africa to Christianize and civilize the natives, but instead had early fallen under the jungle’s sway which awakened in him “forgotten and brutal instincts,” and had remained to “snatch their ivory” and to line the poles of his stockade with their shrunken heads. The “impenetrable darkness” that possessed him was revealed even to himself in his last hour and he died breathing the desolate words, “The horror! The horror!” A moment later his death is announced by a native boy in the words of the epigraph. Kurtz exists as a vivid contrast to the degenerate world of British imperialism depicted in the tale. The sordid picture of company servants sweating their lives away in grimy jungle stations, their hearts eaten up with greed and frustrated ambitions, is reminiscent both of the deadened crowds of white-collar workers flowing across London Bridge in The Waste Land and the huddled figures on the beach of the tumid river in The Hollow Men. They too live in a sort of Dantesque dream. The environs of the company headquarters remind Captain Marlow, the narrator, of “the gloomy circle of some Inferno” in which the black shapes of Negroes ruined by slave labor “crouched, lay, sat between, the trees leaning against the trunks, clinging to the earth, half coming out, half effaced within the dim light, in all the attitudes of pain, abandonment, and despair.” The mood of this passage closely approximates that of The Hollow Men, as does also the following. Describing life in one of the up-river stations, Marlow remarks: They wandered here and there with their absurd long staves in their hands, like a lot of faithless pilgrims bewitched inside a rotten fence. The word “ivory” rang in the air, was whispered, was sighed. You would think they were praying to it. A taint of imbecile rapacity blew through it all, like a whiff from some corpse. By Jove! I’ve never seen anything so unreal in my life.

In contrast to this world Kurtz is, of course, one of the violent evil souls who have crossed beyond the river. So likewise is Guy Fawkes, whose presence in The Hollow Men is evoked by the second epigraph, “A penny for the Old Guy.” The virility of the evil of the historical Fawkes, Eliot suggests, has disappeared on the decadent modern scene, which represents him by trivial ceremonies – the cry of English street urchins begging for pennies for fireworks, the burning of straw effigies of the real Guy Fawkes, the selling of firecrackers – themselves, ironically, pale symbols of the explosive violence implicit in the barrels of gunpowder stacked beneath Parliament. Further details which Eliot owes to Heart of Darkness and Guy Fawkes5 Day activities are too numerous to list here, but we may mention one or two of the most important. The effigy of the “Old Guy” obviously furnished him with his picture of the hollow men as “stuffed men / Leaning together / Headpieces filled with straw”; and the firecrackers with an appropriate reference in the closing lines of the poem, in which the world ends not with a “bang” but a “whimper.” Direct influences of Heart of Darkness possibly include the epithet “hollow.” Kurtz is on one occasion said to be “hollow to the core,” and speaking of one of the agents of an up-river trading post, Captain Marlow remarks: “I let him run on, this papier-mâché mephistopheles, and it seemed to me that if I tried I could poke my fore-finger through him, and would find nothing inside.” For the lines “Shape without form, shade without color / Paralyzed force, gesture without emotion,” Eliot may be indebted to a sentence in which Marlow, describing an ivory- hungry trading expedition, remarks (italics mine) : “This devoted band called itself the Eldorado Exploring Expedition, and I believe they were sworn to secrecy. Their talk, however, was the talk of sordid buccaneers: it was reckless without hardihood, greedy without audacity, and cruel without courage”

One further likeness between The Waste Land and The Hollow Men should be noted. This is the fact that both poems follow a musical organization. But whereas the former is based on the familiar sonata arrangement of the later Four Quartets, The Hollow Men is a musical suite, consisting of choruses and recitatives. It opens with a chorus chanted in unison by the hollow men, then continues in its three middle sections with recitative passages by the hollow-man spokesman, and ends in the last section with a combination of the two modes. Section V opens and closes with a chorus in unison by the hollow men (indicated by italics) enclosing an antiphony in which the spokesman participates as leader and the hollow-man chorus responds. The fact of the analogy n of music is further emphasized by the poem’s essentially thematic development. The basic theme of spiritual deadness is developed in its larger aspects throughout the poem, each section making its special contribution : the first picturing the nebulous hordes of souls dwelling in a spiritual desert and caught in the grip of a spiritual paralysis; the second, the state of the religious leader in such a Limbo; the third, the ineffectual nature of worship; the fourth, the decadent state of religious vision; and the fifth, the necessarily inchoate form of any worship service in which the hollow men might engage. The general effect of the thematic development is an almost unrelieved concentration on the effects of spiritual unreality. The poem likewise contains elements which are analogous to counterpoint in music: the lost violent souls of Section I who contrast with the spiritual paralysis of the hollow men; the eyes of Beatrice with their spiritual reality in the three middle sections; the vision of the perpetual star and multifoliate rose of Section IV. These faint possibilities of hope – “The hope only /Of empty men” – are shown to be merely ironic, however, by the dismal picture of worship detailed in the last section, which follows them.

Our discussion of The Hollow Men may appropriately conclude with a reading of its five movements against the background provided by the preceding pages. Section I, as already suggested, is concerned chiefly with setting the Limbo scene – the desert terrain of wind in dry grass and rats’ feet over broken glass – and with establishing the spiritual status of the principals. Souls who have known neither good nor evil on earth are appropriately characterized as hollow, as straw effigies leaning upon one another, fit only to be burned in a trivial holiday celebration on Guy Fawkes’ Day. They are shape, yet without shape; shade, without shade; force, without energy; gesture halted in mid-air. In the concluding lines of the section they are sharply contrasted with those who in life did show spiritual energy – “lost / Violent souls” – whose intransigent evil has carried them over the river into death’s true kingdom of punishment and reward. Such souls as Kurtz and Fawkes – if they did deign to recognize the hollow men at all, would recognize them, suggests the chorus, for what they truly are: hollow men, stuffed men. Section II expresses the state of the modern religious leader, or religious poet, like Dante, in the Limbo of contemporary civilization. This Dante, however, is incapable of arriving at any spiritual validity. Indeed, he does not even “dare” to meet in his Commedia the eyes that for the earlier poet symbolized spiritual efficacy. As a matter of fact, the eyes do not appear here in the Limbo at all; but only “there” – over beyond in the Garden of Eden, far beyond the speaker’s power to achieve. The eyes of Beatrice that mirror the spiritual reality of Christ, the Tree of the Knowledge of Good and Evil, the hymns of praise – are in the hollow land of necessity “more distant and more solemn / Than a fading star.”

Thus, unable to bear even the reality of an abortive vision, the modern Dante begs in the second portion of the section to be no nearer to it than he is now, and hastens to take upon himself the trappings of his fellow hollow men : “Let me also wear / Such deliberate disguises / Rat’s coat, crowskin, crossed staves.” Not for him, he suggests, is “that final meeting / In the twilight kingdom” with the commanding symbol of spiritual truth, the eyes of Beatrice.

Section III explores the probable nature of worship in the hollow land. Here we find it to be an abortive phenomenon which can achieve no vestige of the spiritual power one might ordinarily expect of the worship experience. For, complains the spokesman in the opening lines, this is a dead land, a cactus land, and although stone images of worship are raised, they receive only the supplication of a dead man’s hand. And though similar stone images might in some primitive religion conceivably be invested with magic or mystery, here they are broken and impotent. The spokesman then asks if worship is like this in death’s other kingdom – perhaps in the Garden of Eden where Beatrice may be found. He provides his own answer: in the cactus land the phenomenon of the spiritual ecstasy associated with the awakening of love fails utterly to be realized. At the moment when lips are ready, trembling with tenderness, to kiss, they form prayers only to broken stone, and the hollow men can receive no actual spiritual benefit. It is no wonder, then, that they do not even “dare” to meet Beatrice’s eyes, which for Dante were symbols both of transcendent love and transcendent spiritual reality.

The fourth section of The Hollow Men presents an example of the failure of spiritual vision in the hollow land. This failure has already been implied in the opening portion of Section II, which presents the modern »Dante’s illusory vision of the ceremony in the Garden of Eden. The spokesman now repeats his statement that there are no eyes here in Limbo – “In this hollow valley / This broken jaw of our lost kingdoms.” The prayers to broken stones have brought no influx of spiritual vision comparable to Beatrice’s eyes. The total lack of spiritual reality thus implied is further stressed in the lines that follow by imagery of almost complete lack of energy : images of groping and avoidance of speech on the beach of the swollen, miasmic river: In this last of meeting places We grope together And avoid speech Gathered on the beach of the tumid river. The sense of blind groping here described introduces in turn the idea of sightlessness that is developed in the concluding lines of the passage, which state that the hollow men must remain spiritually “sightless” unless by some utterly unforeseen circumstances the eyes should “reappear.” That they should reappear – as those which drew Dante into the empyrean where dwell the saints as a “Multifoliate rose” engaged in perpetual worship of God the Trinai Star – is of such transcendent hope that it can only be taken, in a hollow land, as ironic : as, as already suggested, an element of musical counterpoint used for rhetorical purposes only. For as Virgil has observed, not only justice, but mercy also, has rejected the hollow men. Considering the absolute impotence of any form of worship in the Limbo, then, the grotesque parody of religious rituals presented in the last section of the poem comes as no surprise. Section V opens with a mordant parody of the child’s rhyme: “Here we go round the mulberry bush / So early in the morning.” If the hollow men should engage in a formal worship service, it is implied, a childish chant would be the most logical choice for their ritual since they have no more apprehension of the meaning of spiritual reality than do young children, who likewise have no experiential knowledge of good or evil. The distortion of the mulberry bush into a prickly pear is both in keeping with the desert landscape and with the prevalent warping of religious values in the poem as a whole: it represents an appropriate altar for hollow men. The ritual of going round the prickly pear likewise recalls the fruitless pursuit of the whirling banner by the souls described by Dante in Canto III of the Inferno. The central portion of this section constitutes an antiphonal passage between the hollow-man spokesman and the hollow-men chorus. The leader’s chant consists wholly of statements descriptive of incomplete realization. Its beginning – Between the idea And the reality Between the motion And the act Falls the Shadow- is followed by two other segments expressing similar examples of frustration: between the inception and the completion of any effort falls the shadow of impotence. The hollow men are indeed form without shape, shade without color, paralyzed force, gesture without motion. The response of the hollow men consists of broken fragments of the worship litany: “For Thine is the Kingdom,” “Life is very long.” The spokesman echoes them in a similar fashion: “For thine is / Life is / For thine is the.” The worship service of the hollow men ends with an ironic benediction, which picks up again the rhetoric of the nursery rhyme opening; but instead of repeating the opening it substitutes a perverse doxology: This L· the way the world ends This is the way the world ends This is the way the world ends Not with a bang but a whimper. This ending suggests that as the conventional worship service at its climax looks toward union with its source of spiritual strength at the Day of Judgment when God gathers His children to Him, the hollow-men worshipers also grope toward a similar realization. But to no avail. For the Judgment Day trump of the hollow men does not have the power even of a firecracker on Guy Fawkes’ Day. It is merely a whimper – the word “whimper” further strengthening the association with children initiated by the opening nursery-rhyme parody, and suggesting – ambivalently – both the moaning cry of young children, and hence less force even than the explosion of a firecracker, and the possible response of street children denied their pennies for fireworks and thus incapable of engaging even in the superficial activities of Guy Fawke’s Day. The conclusion of Section V thus fittingly underscores the spiritual unreality permeating both the section and the poem as a whole. And we should conclude, perhaps, that The Hollow Men, rather than embodying any affirmative note, however meager, is to be considered merely as an extension of Eliot’s earlier poem – that it is, as it were, a Waste Land in little.

Texas Technological College Lubbock, Texas

A review of First-year college performance research article

Article Reviews

Institution

Name

A review of ‘First-year college performance’ research article

Background

When students join colleges and universities, various issues affect their performance. Their performance may either improve or deteriorate. Parents are faced with a problem of choosing between home education and public school education. This research article talks about the various issues that contribute to each decision made by various parents and guardians. It begins with the recent past, within the past thirty years, whereby there has been a significant growth of parents opting to educate their children at home than enrolling them to public schools (Gloeckner, 2007). The research points out an estimated number of these students were 1.6 million and estimated to grow by seven percent by the end of the year. it means that by 2010, the number had grown to about three million. It is possible to review the truth behind this research including any failures and accomplishments involved. The research method used, the research beneficiaries to education as well as its role to educational psychology would be analyzed as well.

The research background talks of the past difficulties in education that are related to the current trends in education such as the legal issues in education and the pressure behind parents’ choice to train their children at home. It also talks of the statistics on facts such as the initial state and the associated growth in the number of children enrolled in public schools versus those educated at home (Gloeckner, 2007). There is also a discussion on legal issue associated with such trends in education throughout the United States. There is a subject of home advocates challenging the existing regulations by both the school board officials and the state policy officials. The irony in it is that the same advocates had passed through public colleges and universities but are centrally advocating or something they have no experience in (Gloeckner, 2007). There is no any religious point of view about the subject.

The research further goes on to point some other researches that proves home school students and graduates to be better than their public school counterparts. Such evidence argues that home schoolchildren do better in several exams that are nationally standardized than their peers in public schools. Such generalized exams include Iowa basic skills test and Stanford Achievement Tests. This happens at almost all grade levels. These are late use the basic variable of the research (Bartle, 2012).

The first year performance in academic exams was a major subject in the research. Conducting three empirical studies, it focused on correcting the fact that policy makers in education and the higher education board had little knowledge about the home education positive side. An instance is the outperformance of the public school college students by their peers in home schooling colleges in an ACT English subject. In another aspect of the empirical studies, home college students performed better than Fulltime College students did in both mathematics and reading. This was done in an Academic Skill Program in Texas. The third empirical test was based on insignificant differences between home college students and their peers in traditional schools, both in public and private colleges. A test done on an English test showed all poor and excellent performance extremes in both categories (Gloeckner, 2007).

Purpose

The study was mainly purposed to determine the differences that existed in traditional high school graduates and home schools graduates (Gloeckner, 2007). The major tools used were measures in grades, point averages credits, ACT test Scores and point averaging.

Research Method

It was basically as descriptive qualitative type of research that would describe the strengths and weaknesses of each side of argument. It generated various null hypotheses that would determine the existence of differences between the home school graduates and the high school graduates. The null hypotheses were based on grade point averages, college retention for the first year students, credit hours earned and ACT Tests scores in English, mathematics, reading science and reasoning as well as first year grade average points. It consisted a random sample of 53 students from Colorado and 53 students randomly chosen from homes schooling students. This means that it incorporated a bit of quantitative research methods (Bartle, 2012).

Data collection

In data collection, test scores were used. This included tests in English, Mathematics, reading, Science and reasoning, as well as basic skills test. This was done in phases with the first phase consisting of first year students and their academic performance. This was done by measuring their point averages first, seconded by cases of retention and then the credits earned. The ACT test score was found to be the most effective (Bartle, 2012). This was as well evident in past researches.

The Analysis

In analyzing the research finding, a thorough comparison was made from the performance shown by the home schooling students and students in the traditional high colleges sampled from Colorado College. The four dependent variable used to measure the findings were grade point averages, ACT test scores, retention and credits earned. This was done on the sampled students within their first college education year. The variables were used to give any statistical evidence of the existence of difference between the two groups of students (Bartle, 2012). Secondary variable established in the study were people diversities such as gender, religion, race and ethnicity and the type of college, university or middle level college.

Results of the research

In the research, it was found that there were no significant differences between home school students and college students with respect to the basic variable, which included point averages, retention rates, and credit scores. It was also found that race never affected the performance of students whether in the traditional collages or schooling at home. At some point, the home students showed some statistical significance in performance in the science and reasoning tests. It means that despite the location of study, a student may not be affected very much by the environment although socializing with other students of various diversities is important.

The findings stand as an encouragement to students who do their schooling at home. Parents to these students should as well gain courage that their children are not absorbing inferior form of education. The results of the research were found to show higher scores by home schooling students in almost all categories (Tynjälä, 2012). There could be reasons behind these especially moral issues such as peer influence and involvement in bad moral practices. The home school graduates were proven equally ready for collage as high school graduates. It is therefore necessary for a support on home schooling, both religiously and politically (Tynjälä, 2012).

The research plays a major role in educational psychology. The mind that people have concerning education quality and student performance is doomed in the research. Most researchers had no clue of the possibilities that home schooling students could be at any aspect better than it is the case with those in the traditional schools and colleges. Their perspective of thinking forget about other disadvantages associated with the traditional schooling system such as poor moral practices such as drug abuse and sexual immorality among others that could result to their poor academic performance. The research shows that education requires a settled mind, a mind that is fully set for acquiring knowledge and innovations (Tynjälä, 2012). A student can get educational knowledge from any environment provided they are willing to absorb such kind of knowledge. This is the major reason behind the existence of no significant difference between traditional high school graduates in the United States and the home school graduates of the same category in the same country.

References

Bartle, P. (2012, July 13). RESEARCH METHODS:Various Kinds. Retrieved October 25, 2012, from Kinds of Research Methods: http://cec.vcn.bc.ca/cmp/modules/rsh-krm.htm

Gloeckner, P. J. (2007). Sample Article from the Mensa research Journal. Retrieved October 25, 2012, from MRJ Sample Article: http://www.mensafoundation.org/what-we-do/mensa-research-journal/mrj-sample-article/

Tynjälä, P. (2012). Educational Research Review. The Journal of the European Association for Research on Learning and Instruction (EARLI) Volume 7, Issue 2 , 79-164.

A Research Paper to Determine the Relationship between Education and Employment

RUNNING HEAD: EDUCATION AND EMPLOYMENT

A Research Paper to Determine the Relationship between Education and Employment

Name:

Course:

Tutor:

20th March, 2011.

The Relationship between Education And Employment

INRODUCTION

Education has a crucial role in improving one’s life after schooling. There has existed a relationship between one’s educational level of achievement and his career advancements and therefore well economic well being.

The purpose of this research paper is to find the correlation that exists between educated individuals in their later life and those have little or no education. This will involve data collection using secondary sources. Then the data will be presented using various methods of data presentation. Using descriptive statistics, the data will be presented using appropriate means, for example using pictograms among any other forms of data presentation.

The data will be analysed using the various data analysis strategies of inferential statistic, to calculate the correlation that exists between the two variables.

The study emphasizes the importance of education; to finish high school and attend postsecondary education. It also analyses the benefits of education to students. It also determines the likelihood of employment based on education. Therefore, my main aim is to see if there exists a strong correlation between high level of education and securing employment opportunities employment.

LITERATURE REVIEW

In some commonwealth countries the number of female enrolment in schools exceeds the number of male enrolment, besides the deference between female and male is decreasing and this has been in the last thirty years (Elsa Leo-Rhynie, 1999).

Literacy is a tool that can be used by an individual for upward mobility, especially for economic prosperity. One who is highly educated has a high chance of getting a job and therefore securing a better economic stats than one who is not educated who might find it difficult securing a well paying job. In addition, education is important in improving somebody’s standard of living. An educated person is batter placed in terms of knowledge acquisition as well as participating in the processes of decision making at family, community and even at the whole society at large (Elsa Leo-Rhynie, 1999).

Literacy for both male and female has improved for the last 20 years for some commonwealth countries; there are some countries whose women’s literacy is considered lower than that one of male. This is partly due to some social responsibilities that are bestrode on female which make them face some challenges in accessing education as opposed to male’s responsibilities which put them in a better position to acquire more knowledge.

From human’s right perspective there is a strong argument to achieving gender parity in education. This is a venture that is economical and a course worth taking; bearing in mind the gains that are associated with literacy. Educated girls, just like boy, achieve better livelihoods. Besides, they earn their place as responsible citizenry (UNESCO, 2011).Through various efforts either by various governments, UNESCO, NGOS, INGOs, and communities of getting all girls to learn in school by advocacy, legal means, curricula, teacher training and in servicing, among many others ,there are some countries or nation-state that are yet to achieve gender parity n educational provision. This has seen the existence of the economic inequalities that majorly exist between males and female.

THESIS

What is the relationship between the level of education achieved by individuals, versus their employment and economic well being?

GENERAL HYPOTHESIS

The level of education a person achieves will most likely affect his employment status. The higher the level of education achieved, the higher the chances that the individual is employed and better placed economically.

HYPOTHESIS ONE VARIABLE PREDICTION

Mean, represent the average Australian while mode; represents the educational level completed by the average person. Median is a good representation of the educational level completed by the average person

SEMI-INTERQUARTILE TO INTERQUARTILE RANGE

Display results to support the fact that the average citizenry has the educational level equivalent to the one found through the mean, median and mode.

THE SECOND HYPOTHESIS IS VARIABLE PREDICTION

LINEAR REGRESSION

The relationship between unemployment rate and level of education should be a strong one a negative whereas the relationship between education level and level of employment should be a strong positive correlation.

DATA COLLECTION STAGE

Data that is related to the rates of employment and unemployment and those certifications in Certification of Education considered highest, need to be collected. Australian Bureau of statistic conducted a nationwide census. The census figures include both females and males, in the labor force. The Census figures gave accurate picture of the employment situation in Australian as shown below.

DATA COLLECTED

EDUCATIONAL LEVEL PERCENTAGE EMPLOYMENT RATE PERCENTAGE UNEMPLOYMENT RATE WEIGHTING

Earned Doctorate 75.3 % 3.6 % 10

Master’s degree 76.2 % 4.5 % 9

Degree in medicine, dentistry, veterinary medicine or optometry 78.9 % 2.6 % 8

University certificate or diploma above bachelor level 73.6 % 4.2 % 7

Bachelor’s degree 77.2 % 4.7 % 6

University certificate or diploma below bachelor

Level 67.1 % 5.2 % 5

College, CEGEP or other non-university certificate or diploma 74.2 % 5.0 % 4

Apprenticeship or trades certificate or diploma 68.1 % 6.2 % 3

High school certificate or equivalent 63.8 % 7.3 % 2

No certificate, diploma or degree 38.1 % 11.1 % 1

Employment rate unemployment rate and various educational levels

(adapted from Australian Bureau of statistics.)

DATA ANALYSIS

Levels of degrees were weighted. A weighting of ten; the highest and hardest degree that one could achieve, and less common. A weighting of one; would indicate that the level of education completed was low, for example, situations where the individuals had no certificate, diploma or degree. The rate of unemployment and employment is calculated as a percentage.

ONE VARIABLE ANALYSIS

INDEPENDENT VARIABLE LEVEL OF EDUCATION ACHIEVED DATA ANALYSIS

USING MEASURES OF CENTRAL TENDENCIES

Ranking from 1-10 based on level of education First Quartile, Q 1 is 1.5, the Inter Quartile range (IQR) = -4.5 Outliers < -4.5 Q 3 + 1.5 (IQR) = 15.5 Outliers > 15.5 There are no Outliers

outlier calculations 2.5 % , semi inter quartile range; SIQR 5 %, IQR 8 %, third quartile q 3 3 % , q 1 0.54, z– scores 8.25, variance 2.872, standard deviation 10 % , maximum 1 %, minimum 9 %, range is not applicable, mode 5.5 %, and median 5.5 % which is also equals to the mean.

ANALYSIS

Mean and median = 5.5; indicates that the average level of education achieved and the normal person in a population would achieve an education level of 5.5, which is between a University certificate or diploma below bachelor’s degree and a bachelor’s degree.

DEPENDENT VARIABLE ANALYSIS

That is the analysis of unemployment. Unemployment mean = 5.44%. This means that the average unemployment in Australian is 5.44%. However, the average unemployment rate in Australian is 6.0% in 2008. But in 2009, the unemployment rate rose to 9.50%, possibly due to the oncoming recession at that time. Therefore, the mean rate that is calculated from the set of data is actually lower than the statistical unemployment rate and is not actually that high.

q 1 – 1.5(IQR) = 2.7 % outliers < 2.7 q 3 + 1.5 (IQR) = 7.7 % outliers > 7.7 % 2.6 % and 11.1 % are outliers outlier calculations 1% SIQR 2 % IQR 6.2 % q 3 4.2 % q 1 0.898 Z – scores 5074 variance 2.25 standard deviation 11.1 % maximum 2.6 % minimum 8.5 % range not applicable mode 5.1 % median 5.44 % which is equal to the mean.

ANALYSIS

As the Level of Education achieved increases, the levels of unemployment decrease. Logically, as people with certain skill come up and are identified to poses appropriate skill, most employers tend to employ them. In other words, specialists in certain areas are more likely to be hired than non-specialists who have not met the educational qualification.

DEPENDENT VARIABLE ANALYSIS

Employment Australian’s statistical employment rate is 63.6% as of 2008. The calculated mean in this case study is 69.25%, which indicates that the theoretical employment rate is higher than it actually is. Q 1 – 1.5(IQR) = 53.45 % Outliers < 53.45 % Q 3 + 1.5 (IQR) = 89.95 % Outliers > 89.95 % 38.1 % is an outlier.

calculations 1% SIQR 2 % IQR 6.2 % q 3 4.2 % q 1 -0.459 Z – scores 129.05 % variance 11.36 % standard deviation 78.9 % maximum 38.1 % minimum 40.8 % range n/a mode 74.75 % median 69.25 % mean

SECOND VARIABLE ANALYSIS UNEMPLOYMENT

The correlation for the Rate of Unemployment and levels of education is 0.8346 which is strong and negatively sloped as the r value was near 1 and the linear regression sloped downwards.

y = 9.3596e -0.1121x 0.7364 Exponential y = – 0.0231x 3 + 0.517x 2 – 3.9053x + 14.007 0.9204 Cubic y = 0.1356x 2 – 2.1462x + 12.023 0.8879 Quadratic y = – 0.6545x + 9.04 0.6965 Linear Equation r 2 REGRESSION TYPE

TWO VARIABLE ANALYSIS EMPLOYMENT AND LEVEL OF EDUCATION

The correlation for the Rate of Employment and level of education attained is 0.7415 which was strong and positive because the value was close to 1 and the linear regression sloped upwards.

y = 51.706e 0.0499x 0.4938 Exponential y = 0.1764x 3 – 3.6957x 2 + 24.991x + 20.717 0.8763 Cubic y = – 0.7848x 2 + 11.566x + 35.853 0.8018 Quadratic y = 2.9327x + 53.12 0.5498 Linear Equation r 2 regression type

There is a correlation that exists, that is as the level of education increases, there is a significant increase in the rate of employment while on the other hand, there is a decrease in the unemployment rate.

There exists a discrepancy at ‘level 8’ Degree in Medicine, Dentistry, Veterinary Medicine or Optometry, Unemployment Rate is 2.6% and Employment peaks at 78.9%. This is caused by the fact that these are the caliber of professionals who are rare to come by in the society thus most of them have got opportunity in terms of employment.

LIMITATIONS

Employment and Unemployment rates do not add up to 100%. This is due to hidden unemployment, untruth about employment status, businesses which are not registered, as well as those people who are out of work due to sicknesses, injuries among many other reasons.

Interpolating and extrapolating does not make sense. No level of education that is ‘in between’ another. For example, a Bachelor and half a degree does not exist. Census includes figures that have got various discrepancies for example, it give statistical data that do not take into consideration the various inequalities that exists in the society. Thus, we can end up with politically manipulated figures so as to create some political mileage of the leaders. An example may be inflated rates of employment. This is because some leaders rise on the platform of leadership on the promises of creating more employment, which they hardly realize, so to cover up for their under achievement, they may instigate these figures.

Immigrants issue may also pose some challenges in the data collected and therefore the inferences that are made may not reflect the actual picture on the ground. Besides, respondents may not be completely honest, or not available for example the may be away during census

CONCLUSION

There exists a strong correlation between the level of education one achieves and his chances of securing employment. As the level of education increases, so does the rate of employment increases as well. This is backed by evidence of linear regression of a cubic relation.

Results are similar to hypothesis. However, in the hypothesis, it was predicted that the relationship would be linear, but instead, is a cubic function. Relationship between Unemployment rate and Employment rate; regression are opposite of each other. That is as one tends to increase, the other tends to decrease.

References

Elsa Leo-Rhynie, C. S. (1999). Gender mainstreaming in education: a reference manual for

governments and other stakeholders. London: Commonwealth Secretariat.

Statistics, A. B. (2011). Census data. Retrieved March 20th, 2011, from Australian Bureau of

Statistics HYPERLINK “http://www.abs.gov.au/websitedbs/D3310114.nsf/home/census+data?opendocument#from-” http://www.abs.gov.au/websitedbs/D3310114.nsf/home/census+data?opendocument#from-banner=LN

UNESCO. (2011). Education: Gender equality in education. Retrieved March 20, 2011, from:

HYPERLINK “http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/gender-and-education/” http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/gender-and-education/

The slogan, ‘Blue Lives Matter’ is criticized for hiding the high rates of violence committed by the police against black peo

Ala S Atshan

Professor Klopfenstein

Composition II

April 22, 2021

Blue Lives Matter

The slogan, ‘Blue Lives Matter’ is criticized for hiding the high rates of violence committed by the police against black people. Being a movement, Blue Lives Matter is a distraction from the almost daily violent acts committed by the police against black people. Their call for the protection of ‘blue lives,’ together with their defense of the violence they commit by framing black men as the true attackers, make the police more fearful of any encounter with black people. Blue Lives Matter is racist, and the Blue Lives Matter was just created as a supremacist response to Black Lives Matter.

The blue lives matter, founded in 2014, is a movement that aims at protecting the police officers of the United States from the hazards which they might face. This is especially with the ever-increasing issues between the police officers and the Black Lives Matter movement, whereby this movement blames the police officers for hate towards the black population. Therefore, the Blue Lives Matter movement is a countering force and action against the Black Lives Matter movement and especially for the police officers in an aim to protect them.

Even though it is true that some people within the Black Lives Matter movement go overboard and even kill police officers, the discrimination against black people remains unacceptable in the United States. This movement, which came up, is seen most of the time by the black population to make them silent and make them unable to give out their views about society and how they should be treated since most of the time, they are disrespected. Blue lives matter movement is a media company focused solely on making sure that the general public realizes and knows how important the role of the police officers is in the lives of Americans. Therefore, in as much as it is a countering force against Black Lives Matter, it still has relevance, and it promotes what is good for the society, which is generally a good view of the police officers. However, this does not justify the fact that the movement is racists. Through its efforts to make the police officers viewed positively, it does not outdo the fact that some police officers maliciously hate the blacks and victimize them on so many occasions (Blue Lives Matter). As a result, the blue lives matter is a biased movement. 

Therefore, the blue lives matter movement is a racist organization whose main focus does not seem much concerned with the pains and hurt of the blacks mistreated and hurt by the police officers. The movement does not recognize most of the acts of its members as illegal and racist but as a form of self-defense, which makes the movement even more unappealing to the public. Even though it is wrong to target police officers, this movement goes ahead to promote the police officers and even in some states like Louisiana. It is a law that a person should not target police officers as this is referred to as hate crime. Hate crimes can be punished to a great extent. Therefore, blue lives matter is indeed a racist response towards the Black Lives Matter movement (What Is Blue Lives Matter and Why Do Some People Consider It Racist?”)

The movement advocates for a society that makes it difficult for a person to question things done by the police. This paralyzes the police force and paralyzes the justice system, and makes it very difficult for a person to obtain justice. According to the Blue Lives Movement, a person refusing to be arrested for a crime should be punished. However, it does not consider that a person has constitutional rights to be protected, and these are some like a person being told the reason they are being arrested. Therefore, this movement tries to make people obey the police blindly, and thus this can be seen as one of the ways through which the police can make the black people suffer since, in obedience, the police officers will be able to do anything they want with them (Vaughn-Hall, 3). 

Blue Lives Matter is a racist movement. It is evident that blue lives already matter. Black lives in this nation are the less protected, most vulnerable, and it is the police who are killing them. We need to eliminate the “blue lives matter” argument since it is just racist. Police officers willingly choose their profession; they clock out when they finish their shift, go home, and take their badge off. It is a job, not a race. On the other hand, Black Lives Matter is all about race. The black individuals cannot go back home and not be Black anymore; they did not willingly choose to be Black individuals in the world. The Blue Lives matter is only ridicule as a valuable and actual movement. Due to racism, black people are more likely to be murdered by police officers than white individuals (Copper & Rudy, 621). They are also three times more likely to be unarmed and get murdered than white individuals. The Blue Lives Matter shows how the Black community has been going through injustices for their whole lives.

Individuals who support Blue Lives Matter either do not care or do not understand that it was created clearly as a counter to Black Lives Matter. Blue Lives Matter is perceived as a racist movement against the Black Lives Matter movement, or at least as willful blindness to racist policing. Many Black people are going through events while remembering the childhood stories they heard from their grandparents or parents due to harassment and oppression. The movement of Blue Lives Matter is a hypocrisy that stems from the attack that came down on the attack of Black Lives Matter Movement as many were termed as looters and rioters, although the demonstrations were peaceful. The Black Lives Matter movement fights for Black women, men, and nonbinary individuals who were murdered by police. On the other hand, Blue Lives Matter is driven by racism and fight against the Black Lives Matter movement.

The Blue Lives Matter is the prototypical Trump-era movement, powered by hatred and inciting anxiety among the African Americans. It is what exactly makes Blue Lives Matter so bad. Not only is this movement a conservative counterpoint to Black Lives Matter but also a facilitator for the racial uncertainties that make the police officers kill defenseless men. The complete aim of Blue Lives Matter is to provide a picture of police across the country as being the ones truly under attack (Mason, 15). It is the standard excuse for the police to murder with impunity asserting that they fear their lives as an ideology. Blue Lives Matter focuses on more than just police, but most of the time comes back to the main theme of racism, fear-mongering, and xenophobia. It is not calling for peace and respect but fear. It is in the setting of fear that the rate of police shootings has remained unhindered. In conclusion, Blue Lives Matter is an undesirable force within American society. Its efforts have hidden agendas of making sure that the Blacks Live Matter movement ends and that they can do whatever they want with the blacks whom they come across. 

Works cited

Cooper, Frank Rudy. “Cop Fragility and Blue Lives Matter.” U. Ill. L. Rev. (2020): 621.

Mason, Gail. “Blue Lives Matter and Hate Crime Law.” Race and Justice (2020): 2153368720933665.

Vaughn-Hall, Jasmine. “From a Cop’s Daughter: Saying ‘Blue Lives Matter’ Doesn’t Honor Police. It Divides All of Us.” York Daily Record, 21 Sept. 2020,

www.ydr.com/story/news/2020/09/21/blue-lives-matter-defensive-response-black-lives-matter/5802555002/

‌What Is Blue Lives Matter and Why Do Some People Consider It Racist?” The US Sun, 19 Aug. 2020,

www.the-sun.com/news/992088/blue-lives-matter-racist-flag-blm-protests/

The society has a great role and control over a pregnant woman to protect the fetus, who is considered as the next generation

Discussion 1

The society has a great role and control over a pregnant woman to protect the fetus, who is considered as the next generation of the society. In different countries and cultures, there are different views in relation to pregnant woman’s physical, mental and psychological well-being. Some countries’ policies restrict pregnant women’s rights while other policies advocate more freedom for them. There are two questions that need to be answered: Is pregnancy a disease? And if so, how can we protect the fetus when the mother and her environment is not healthy? Pregnancy becomes a “disease” when there is an actual illness such as high blood pressure or gestational diabetes which prevents the fetus from developing properly due to its upbringing in an environment with such illness (Bordo, 2020). Once it comes out, it will become a normal human being. Therefore, the society ought to control the people’s culture to ensure that the fetus is offered the right to live.

Family courts outlines the rights and responsibilities of the mother. A mother has the right to:

– Receive and expect support for the child from the father of the child

– Consent to or refuse medical care for her child

– Make decisions about the health, education, and general care of her child

– Make decisions on behalf of her minor children in emergency situations when those children aren’t capable of making personal decisions.

Parents also have an obligation to:

– Share in raising their children

– Provide financial support for their children according to their abilities and circumstances.

There are various rights that a fetus should have. these rights are essential for the protection of the fetus. The law should recognize these rights. They include the right to life, to not be subjected to torture or cruel, inhuman or degrading treatment or punishment, and not to be arbitrarily deprived of his or her life. The right to live is an important one for a fetus. Fetuses are living beings that deserve legal protections just like everyone else does in society today. Hence, the fetus has the right to be born alive (Simkulet, 2019).

References

Bordo, S. (2020). Are mothers persons?. In Unbearable Weight (pp. 71-98). University of California Press.

Simkulet, W. (2019). Substance, rights, value, and abortion. Bioethics, 33(9), 1002-1011.

Discussion 2

Immunization plays a critical role in safeguarding public health. It assists in eliminating the spread of infections and hence tends to protect the most vulnerable who include individuals fighting serious illnesses like cancer, the elderly, and newborns. It also offers protection against the diseases that have been eradicated by immunization, thus preventing resumption of these diseases.

The global polio eradication initiative is an example of immunization. In April 2014, the World Health Organization (WHO) announced that they had successfully eradicated the wild poliovirus from all countries where it still exists. Eradication is a technical measure to eliminate a pathogen and decreases the threat of disease transmission either through deliberate or accidental introduction. The two major types of vaccines are Oral Polio Vaccine (OPV) and Inactivated Polio Vaccine (IPV). OPV requires several doses to acquire immunity, while IPV must be injected into the muscle tissue. Both cause immunity, just in different ways.

Immunization is a science-based process carried out through which the immune system becomes able to recognize an antigen and subsequently produce an effective immune response. The introduction of vaccines has greatly benefited from the application of basic science to enhance vaccine development and delivery systems (Wilsdon et al., 2020). In addition, it has boosted on-going efforts in microbiological research which targets understanding and manipulation of infection-fighting cells called ‘T lymphocytes’. This research is significant in predicting trends in infectious diseases and designating appropriate vaccines for prevention.

According to research, when children are not immunized, the risk for illness increases. This is due to the fact that the diseases causing illness are more likely to affect immunized children since they have not yet developed an immune response; therefore, the chances of them developing an infection are higher than those of immunized children. Immunization or lack thereof is a very controversial subject. There is no correct approach in regard to how and when to immunize your child, but it’s always best to remain informed and consult with your doctor on a regular basis. When a child is not immunized there also chances of facing travel restrictions and school enrollment challenges. There is also the risk of decreasing life expectancy and the quality of life (Wodi et al., 2021). In fact, not immunizing children could be more dangerous in the long run. It takes just a minute of your time to protect every child against the risk of deadly diseases!

References

Wilsdon, T., Lawlor, R., Li, L., Rafila, A., & García Rojas, A. (2020). The impact of vaccine procurement methods on public health in selected European countries. Expert review of vaccines, 19(2), 123-132.

Wodi, A. P., Ault, K., Hunter, P., McNally, V., Szilagyi, P. G., & Bernstein, H. (2021). Advisory Committee on Immunization Practices Recommended Immunization Schedule for Children and Adolescents Aged 18 Years or Younger—United States, 2021. Morbidity and Mortality Weekly Report, 70(6), 189.

Discussion 3

There are various issues involved with new trend of the father staying at home with the baby and the wife working full-time. First, they might be questioned by family members. In the past, the mother would be seen as the provider while the father worked outside of the home. This is no longer true. Women are no longer just nurses, teachers, or secretaries. They can also be CEOs or doctors. The new trend of stay-at-home fathers can cause difficulties with family members and coworkers when they do not know how to address questions or comments due to a lack of knowledge about stay-at-home fathers (SADF). Second, family members may not understand that staying at home with a baby is not just a choice for new parents but also “something parents choose in situations without jobs and without daycare (Evertsson et al., 2018).

The men in the society would view the father as a ‘wimp’ and not as a man in their eyes. Due to the fact that most men in the society are the ones who provide for his family while the mother takes care of her child, having a father at home taking care of his child may be odd to some people. In addition, if this father is not doing anything productive, it would be seen as unproductive time for him due to the fact that he cannot contribute money for household expenses. On the other hand, women in the society would view the mother (Rebecca) as a ‘slacker’ and not as a woman in the eyes of the other women. Most women in the society are the ones who stay at home while their husbands work and provide for their family. Having a woman stay at home with her child may be odd to some people. In addition, if this mother is not doing anything productive, it would be seen as unproductive time for her due to the fact that she cannot contribute money for household expenses.

In conclusion, the society ought to take into consideration, the rapid changes that are occurring in various aspects of life and accept the changing gender roles in society today, as well as the fathers’ roles in those changes. The new trend of stay-at-home fathers to be with their family is a good way to teach children important life skills (Fanelli & Profeta, 2021). It does not mean that all dads should stay at home with their children. However, it does mean that if a dad is at this time taking care of his baby or toddler and does not have a job or has no choice to go out to work for the time being, he should do so for the benefit of both his child and his partner and spouse.

References

Evertsson, M., Boye, K., & Erman, J. (2018). Fathers on call? A study on the sharing of care work between parents in Sweden. Demographic Research, 39, 33-60.

Fanelli, E., & Profeta, P. (2021). Fathers’ Involvement in the Family, Fertility, and Maternal Employment: Evidence From Central and Eastern Europe. Demography, 58(5), 1931-1954.

Discussion 4

In order to improve preschool education, the federal government ought to implement various policies. These policies include supporting the early education and care workforce. The federal government ought to increase the accessibility and affordability of preschools in all communities. The federal government should also provide oversight to local governments in order to ensure that they offer high-quality early education and care. Finally, the federal government ought to support early education and care providers in their job of meeting the needs of children from diverse backgrounds by providing professional development opportunities.

Preschool education should be open to all children of any racial and ethnic background. Circumstances, such as poverty and disability, can impact a child’s readiness for the preschool experience. The typical development of preschool-age children may be sensitive to these circumstances; however, all children are affected by what they see at home, with friends or in their communities. Educators must continue to provide quality education for all children regardless of race or socioeconomic status at an early age. Preschool education is a form of government service that should be accessible by all who are willing to make financial sacrifices if their tax dollars go towards public education (Gershon & Pellitteri, 2018).

The government must be greatly involved in initiating and implementing preschool education programs. These programs benefit all members of society, the children included. However, these preschools are often set in low-income areas and have many children from these areas. In order to obtain the best possible outcome for these children it is necessary for government involvement to be high. The government must provide funding for such programs and seek out ways of starting them up in communities that would otherwise fail without this assistance. Government involvement can only help make preschool education superior throughout society. Government involvement in preschool education programs is greatly needed to provide young children with a safe place to grow and develop into their fullest potentials. The government should also bear most if not all of these program costs.

References

Friedman-Krauss, A. H., Barnett, W. S., Garver, K. A., Hodges, K. S., Weisenfeld, G. G., & Gardiner, B. A. (2021). The State of Preschool 2020: State Preschool Yearbook. National Institute for Early Education Research.

Gershon, P., & Pellitteri, J. (2018). Promoting Emotional Intelligence in Preschool Education: A Review of Programs. International Journal of Emotional Education, 10(2), 26-41.

The smart phone is one of the greatest inventions of the 21st century

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The smart phone is one of the greatest inventions of the 21st century

Smartphones are one of the greatest inventions of the twenty-first century. It has completely revolutionized our lives. Almost every person owns a smartphone today. From communication, education, entertainment, travel, shopping, among many others, it is virtually impossible to imagine life without our smartphones. Anywhere one turns, people are engrossed in their phones. There have been concerns that phones have affected human communication, but it has promoted interaction in many other ways. Smartphones have changed our lives for the better.

The first benefit of smartphones is that it allows people to keep in touch with each other no matter where they might be. Through texts, phone calls and social media, people can keep in touch in real-time even when they are far from each other. This makes communication much faster and easier. Easy communication also promotes a sense of togetherness among people. For example, when someone travels to a far off country, they can keep in touch with their friends and family through their smartphones. They don’t have to feel as lonely as they would be without accessible forms of communication such as the smartphone. Aside from communication, mobile phones also allow people to immortalize important memories. These phones are fitted with camera and video applications used to capture photos and videos of important events. These can then be stored in the phone or on cloud storage to be accessed later. With smartphones, we can look back at some of our favourite moments in time.

Another benefit of smartphones is that it keeps us entertained. Through social and mainstream platforms, people can watch various items of entertainment on their smartphones. A perfect example of this is YouTube, a prominent example of video streaming sites that provide entertainment. Watching videos can be both informative and entertaining. People can choose which forms of entertainment they want on their smartphones, such as different types of games. I personally enjoy watching videos and reading blog posts as entertainment while I am on my smartphone. People who enjoy music and movies also find these easily accessible on their smartphones. One has only to download the relevant applications such as Netflix and watch their favourite programs wherever they are.

Smartphones are also a crucial tool for getting information on what is happening around the world. Because people always have smartphones in their hands, phones are the most accessible source of news. Individuals choose which sites to get their news from. Most print media outlets also have websites that they use to report on current affairs. Because phones are easily portable and accessible, most people rely on them to get news and information rather than buying paper copies of newspapers. Popular magazines also offer readers subscription services they can easily access from their smartphones. This ease of access allows people to keep abreast of current events as they happen in different places across the world.

Smartphones have become an integral part of travel. They have replaced paper maps that were used in the past to locate places. For example, when going on a trip to a new city or country, one only needs a smartphone to find accurate directions. Applications such as google maps have become an important part of a traveller’s tools. Global Positioning Systems guide people on directions to where they want to go. Smartphones detect the person’s location and then give directions to specific places as desired. Smartphones also allow users to find locations of various products and services they need. An example of this is when one is trying to find restaurants or schools in their areas. Their smartphones give all this information with one click of a finger.

Online shopping and deliveries is another important luxury that comes with smartphones. In today’s busy world, people may not always have time to visit physical stores to get the various items they need. Online shopping makes shopping very convenient for those pressed for time, and also when someone just wants to stay at home. Most stores have online shopping options for their customers’ convenience. Shoppers can place items they need in their carts, pay for them and have them delivered to their homes. People can also order food from restaurants when they want to relax at home. All this can be done from the comfort of a smartphone. This revolutionary benefit of smartphones has made life much easier and saved people the hassle of going out to shop when it is not convenient for them.

Smartphones also keep people organized, another reason why it is a great invention. People who lead hectic lives need to make sure that they do everything they need to within a set period. Forgetting some activities or tasks would be quite common, but smartphones prevent this from happening. Mobile phones have different applications that work together to keep a person’s schedule in order. Examples of this are notes that allow a person to create lists of things that they need to do so that they do not forget some. Calendars also allow people to mark important dates and tasks and give reminders on what a person needs to be doing at a particular time. This ranges from important events such as a doctor’s appointment, when to leave for the airport, a loved one’s birthday to simple everyday tasks such as what time to wake up or go to the gym.

In summary, smartphones have changed our lives in many positive ways. From the time we wake up till we go to bed, these phones play a critical role. They keep us informed, educated, entertained, organized and connected. Most people would feel lost without their phones close to them as they have become such as integral part of our lives.