Monday, August 19, 2019
Margaret Sanger’s Planned Parenthood Essay -- Exploratory Essays
Margaret Sanger’s Planned Parenthood During a time in which white supremacy was being challenged by an ever-increasing African population, a woman named Margaret Sanger â€Å"sought to purify America’s breeding stock and purge America’s bad stains†(Planned Parenthood). She set out to establish the American Birth Control League, which eventually became the Planned Parenthood Federation of America (PPFA). Sanger’s actions provoked much controversy because at the time not only was contraception illegal in the United States, but it was denounced by almost every major religious denomination (Contraception History). Margaret Sanger set out on a mission to overcome first the church and then the state in order to â€Å"stop bringing to birth children whose inheritance cannot be one of health or intelligence,†(Planned Parenthood) and to impact women’s sexual freedom. Margaret Sanger’s first order of business in her attempt to claim women’s rights to sexual freedom was to alter the church’s thoughts and ideals regarding the use of contraception. In 1916, when she began her revolutionary crusade, contraception was not only condemned by the Catholic Church, but by many sects of Christianity. After much effort, the year 1930 brought success to Margaret Sanger and her cohorts. It was at this point that the Church of England accepted the use of contraception in certain circumstances, and only between married couples (Contraception History). This victory by Sanger and her organization, Planned Parenthood, was followed by a wave of acceptance among many denominations for contraceptive use among married couples, and then among single adults. The aftermath of Sanger’s efforts influenced much of the world to changing i... ... links to other resources in English as well as Spanish. http://www.nyu.edu/projects/sanger/ipff.htm This site provides the specific history of Planned Parenthood and provides a timeline of when involvement began in different countries across the world. It also includes the names of those on the various boards and commissions within the organization, and for what each is responsible. http://www.conservativebeacon.com/essays/Other/planned_parenthood.html This site provides an interesting comparison between Margaret Sanger and Adolf Hitler, implying that each was a white supremacist in search of ensuring the continuance of white domination. http://dianedew.com/sanger.htm This site provides quotes from Margaret Sanger herself, on many various subjects such as: blacks, adultery, abortion, and her own personal goals.
Sunday, August 18, 2019
Information Highway Essay -- essays research papers
     What exactly is this â€Å"information highway†? â€Å"Think of the information highway as a library that's so new it doesn't have any shelves yet or a card catalogue to find what you need or a road you can take with information on all kinds of subjects†(The Information Highway). The †information highway†or â€Å"information superhighway†is a term that became popularized in 1990 and is now regarded as information and communication technologies (ICTs) as a basic human need. The official project behind the information highway was the National Information Infrastructure. This went beyond the â€Å"interconnectivity of just computers; the scope broadened to include all types of data transmissions between a plethora of places, people, and devices†(Wikipedia). This project was expected to provide for the â€Å"integration of hardware, software, and skills that make it easy and affordable to connect people with each other, each other, with computers, and with a vast array of services and information resources†(Information Infrastructure Executive Order, 1993.). It is also often associated with Al Gore, who â€Å"promoted funding for programmers that led to aspects of the development of the Internet†(Wikipedia). In 1969, he created the first working prototype for his Internet invention. During this time, the Department of Defense Advanced Research Project Association (ARPA) began work on ARPANET. The purpose of ARPANET was to â€Å"promote the sharing of supercomputers amongst researchers in the United States†(Bellis). Al Gore described his idea of the invention of the Internet to the ARPA researchers: â€Å"In the Industrial Age, steam locomotives didn’t do much good until the railroad tracks were laid down across the nation. Similarly, we now have supercomputers†¦ but we don’t have the interstate highways that we need to connect them†(Bellis). That was all the ARPA researchers needed to hear, and by 1969, the ARPANET was first demonstrated. The term â€Å"information superhighway†is a trad emark of Al Gore’s Internet.      The information highway is developing rapidly. â€Å"According to a report from the US Department of Commerce last year, it took 38 years for the radio to claim 50 million users in the US, 13 years for TV to gain the same numbers but only four years for the Internet†(Perry). â€Å"In 1994, there were 4 million users of the Internet w... ... though useful and apt, has perhaps served its purpose†(Wikipedia). â€Å"The information highway is exactly what its name saysâ€â€a road you can take filled with information on all kinds of subjects that includes community networks, thousands of interest groups, databases and on-line news services†(The Information Highway). As we move towards the future, this highway is growing so fast that experts are having a hard time keeping up. Users are coming online by the millions worldwide, and the information available is expanding at an incredibly rapid rate. â€Å"From this point, where you head on the highway is up to you. As you are cruising on the highway it is up to you to find out what is useful. There are no road guides or maps, just your own curiosity and ingenuity†(The Information Highway). Bellis, Mary. â€Å"Al Gore and the Information Superhighway.†About.com. 13 May 2005. http://inventors.about.com/library/weekly/aa040100a.htm Perry, Brian J. â€Å"Society on the Superhighway.†Kaken. 1995. â€Å"The Information Highway.†Canada Prospects. 1995. http://www.semainedelorientation.com/products/cp_95-96/work/info-high.html. Wikipedia. 11 May 2005. http://en.wikipedia.org/wiki/Information_highway.
Gaining Insight in A Separate Peace :: Separate Peace Essays
Gaining Insight in A Separate Peace                                                                                    A person often gains new insight as a result of a specific incident that he or she experiences. This point is clearly demonstrated in the novel A Separate Peace by John Knowles. Gene learns the profound meaning of friendship when he pushes Phineas out of the tree. When he learns that Phineas has this unconditional love for him, he becomes very guilty for what he has done. The author foreshadows many events from the beginning of the book.  When Gene pushes Phineas out of the tree in a burst of jealous rage, he gains this profound meaning of friendship. Even after the incident, Phineas doesn’t blame Gene for pushing him out of the tree. Instead, Phineas chooses to believe that a gust of wind had jostled the branch causing his fall. This is the story that he tells people and he believes himself. When other students get suspicious of what really happened, they hold a mock trial in attempts to find the truth. Phineas continues to lie for his friend and conjures an elaborate story to clear Gene’s name. This evidently shows that Phineas would much rather lie to others and to himself, to protect the good name of Gene.  When Gene sees that Phineas would much rather lie for him, than to believe it himself, he becomes extremely guilty for his actions. A moment, which occurred during those few seconds, has now caused him to see the pain he has inflicted on Phineas and how much Phineas really cares for him. This guilt continues to come out during novel until Phineas’ foreshadowed death. Gene’s guilt is extremely evident when Phineas breaks his leg a second time. As he sits in the infirmary with Phineas, all he could say was sorry. There was nothing more that he could do. From the beginning of the novel, we learn of a death and not until the final chapters of the book do we learn that this death is Phineas’.
Saturday, August 17, 2019
Advocacy: Special Education Essay
In this article it speaks about how teachers within the Atlanta Public School System have become the greatest advocates for their students. The author says that one of the greatest blessings of his professional life is the opportunity that he has to speak with hundreds and hundreds of his Special Education colleagues. Before and after his seminars, Lavoie has had conversations and discussions with countless teachers from coast to coast and everywhere in between. These conversations have truly been a joy, and these on-the-fly exchanges has given him an updated perspective on the changes and challenges in America’s classrooms. These conversations are an ongoing source of information and inspiration for Lavoie. They have confirmed his long-held belief that some of the finest people on the planet are toiling daily in America’s classroom and particularly within Special Education programs. Most of the conversations amongst the teachers are reassuring and reinforcing, but occasionally there are conversations that are troubling and disheartening. The disturbing conversations remind Lavoie that the inclusion battles of the 1970s continue in many American school districts and that the rights of struggling kids continue to be violated and ignored. Lavoie worked as a school administrator for thirty years and has always felt that teachers’ willingness to defend and advocate for students should be encouraged and reinforced not discouraged and criticized. One of the most sacred responsibilities of a Special Education teacher is to advocate for his/ her students and their needs. We need to be voices for the voiceless. Regardless of grade level. For the past several years, Lavoie have delivered a seminar entitled â€Å"Other People’s Kids: The Ethics of Special Education. †In this workshop, he outlines a dozen basic ethical tenets that must be understood and followed by those of us who toil in the vineyards of Special Education. advocacy 2 These tenets involve confidentiality, collaboration and parental interactions. But the main emphasis of the workshop is the premise that â€Å"The professional’s PRIMARY loyalty and commitment is to the CHILD. †Be an advocate for your students. If you don’t who will. In a perfect world, no teacher should be criticized for defending, protecting, or advocating for a child. But, the world is imperfect and teachers often find that they are asked to compromise students’ services in order to maintain budgets and other real-world constraints. Teachers face this conundrum daily. But as we all know some things that are simple are not always easy. Teachers are encouraged to please be the number one advocate for your students. advocacy 3 References Lavoie, R. (2014). Fighting The Good Fight. How to Advocate for Your Students without losing your job.
Friday, August 16, 2019
Is Worship Buddhist
Alexander Johnson Is Worship Buddhist? The most important thing about spirituality is that everyone has a unique experience with it. That being said, nobody has the right to say what is and what is not someone else’s belief system. Then we come to the case of Buddhism, where the initial teachings have evolved over the course of its history, and the question of being Buddhist becomes even more muddied.There are several works, claiming words directly from the mouth of Buddha, which describe methods of worship that will grant a worshipper great amounts of spiritual merit, such as presenting gifts or creating extravagant places of worship, which promise a better reincarnation or other good fortune. When one examines who stands to gain from such actions, however, it is fairly evident that whowever controls the fate of such sacrifices and work has much to gain indeed. This may be necessary for the survival of the religion and better for the entire community, but is not in of itself Buddhist.Then there are other Buddhist works which seem to directly contradict aspects of such worship. One central theme in the teachings is to avoid attachment to physical things; a ritual such as bathing a stone image daily or building a jewel encrusted shrine clearly opposes that idea. For one to attach oneself to even the attribute of being Buddhist is unbecoming of the purest practitioner. For nearly all things, and especially with spiritual practice, there is no black and white, merely shades of grey. Worship, along with all things, is subject to interpretation.
Thursday, August 15, 2019
American and Mexican Culture
Introduction to Ovulation * Many women learn how to calculate their ovulation when they first talk to a doctor about birth control. But some may still question whether they can get pregnant if they aren't ovulating. The answer to that question is not as straightforward as it seems. One would think that if a woman isn't ovulating, she can't get pregnant. This is only partially true. Generally, a woman isn't fertile if she isn't ovulating.If she isn't ovulating, she has no egg present to be fertilized outside the ovulation period. The confusion comes when trying to decipher when the ovulation period really is. Sometimes a woman can ovulate beyond what she considers her normal ovulating period, and she can become pregnant outside of her calculated fertility window. How to Calculate Ovulation * A woman generally ovulates between 11 and 21 days after her last menstrual cycle. Women with a 28-day cycle generally, on average, ovulate on day 14.But every woman is different and other factors can come into play to alter when and whether she ovulates. For some women, calculating ovulating periods can be tricky. Using methods such as evaluating cervical mucus, reading basal body temperature and keeping track of menstrual cycles can help with the calculations. A woman should get to know her body; this will be the most telling sign in knowing when ovulation occurs. If in doubt, an ovulation kit can help clarify when ovulation occurs.Ovulation Misconceptions * Many misconceptions surround ovulation. First, not all women ovulate on day 14 of their cycle. Another myth is that keeping up with ovulation is an effective birth control method. Although an egg can live for only 24 hours, sperm can live inside a woman for five to seven days. So even if a woman thinks it is safe to have unprotected sex a couple of days before she ovulates, the sperm can still fertilize the egg days after intercourse.For women who have irregular periods, it is not accurate to count from the last day of the menstrual cycle to determine the ovulating time frame. Can a Woman Get Pregnant If She Is Not Ovulating? * Technically, a woman cannot get pregnant if she isn't ovulating. Determining whether and when a woman is ovulating can be miscalculated, however. A woman can actually get pregnant when she believes that she is safe because she thinks she isn't ovulating. Sperm can live long enough to fertilize the egg days after intercourse.
Wednesday, August 14, 2019
The Personal Development, Health and Physical Education
The necessity for the furtherance of vigorous, hale and hearty lifestyles among the children and youth is immense. More and more children and youth are subjected to ample social evils and actions that expose their health and lifestyles at peril. This is substantiated by mounting reports of low self-esteem, insufficient nutrition, family troubles, strain, increased drop-out rates, aggression among youths, sexual activity from a young age, rise in smoking habits, reduced physical work, growing incidence of portliness and rise in health risks caused due to more and more desk work among the youth of our nation. The personal development, health and physical education or PD/H/PE is very important to every feature of the standard growth and development of children and youth- not just bodily but social and emotional development also. (A Global Vision for School Physical Education, 1995) Better education, enhanced attentiveness, refined self-control and poise as also promotion of healthy, encouraging and lasting attitudes towards personal development, health and Physical education are well preserved advantages of excellent personal development and physical education in educational institutions. Moreover, personal development, health and Physical education begins the foundation of expertise of skills for involvement throughout the life while concurrently developing an automatic shielding effect against a lot of ailments due to lifestyle associated habits like desk work. With families and social institutions undergoing a revolutionary change, a lot of people more and more turn to educational institutions for an answer. The school is the organization possessing the capability to definitely influence mindsets and behaviors of every child and addresses youngsters as a cohesive group irrespective of sex, age, potential, racial or socio-economic position. (A Global Vision for School Physical Education, 1995) In this paper, we shall deal with a literature review to understand the teacher's perceptions towards the value of personal development, health and Physical education. The sentimental temperament of the teacher might put a deep influence on the mindset of the student to PD/H/PE and thereafter put a major impact on the student's personal development, health and physical education that he faces. S. Smith during 1993 stated that the approach of the teacher was one of the most important factors in the achievement of primary PD/H/PE programs. While elucidating the reason behind non-adherence of physical education in the manner as planned in the curriculum, a lot of clarifications in the writings frequently allude to the teacher, generally specifying the primary teacher as lacking in knowledge, eagerness and making age and gender responsible for it. The duty for planning, teaching and reviewing PD/H/PE is the responsibility of the generalist classroom in a NSW primary school. But, the generalist teachers in this study do not constitute a cohesive class in their mind-set to or engages themselves in imparting personal development, health and Physical education. Age was continuously recognized as an important factor of alarm for the teacher's views towards the importance of PD/H/PE. In a research on â€Å"Teachers' Perceptions of Physical Education in NSW Primary Schools†it was comprehended that a clear gender imbalance is present among the teachers in primary schools the ratio being three female teacher for every male teacher. This automatically does not prove the teacher's apparent potential to teach physical education. Nearly all the teachers in this age group state possess a positive experience of personal development, health and Physical education and sporting activity. Therefore a lot of teachers within the 20-30 year age bracket offer an encouraging viewpoint to the teaching and learning scopes meant for students. Their pre-service courses assumed presented increased resilience, with a several teachers falling under this group having passed an important course of study in personal development, health and Physical education. These teachers point out that PD/H/P/E is accorded major precedence in their schools. They place more weight to personal development, health and Physical education and have increased confidence to tutor a wider array of physical activities. Teachers' Perceptions of Physical Education in NSW primary schools) The researches in this study make out that the majority of the teachers within the 20-30 age brackets have the same level of keenness on the theme of personal development, health and Physical education irrespective of gender. Certainly the lady teachers in this class frequently show an eagerness to instruct throughout a wide array of PD/H/PE activities compared to their male fellow workers. But, in case of those whose age is more than 30 years, male teachers normally enjoy increased satisfaction with their capability to impart personal development, health and physical education, save a lot who are not content with their capability to teach dance. The teachers in the higher age group especially the 41-50 and more than 51 years of age have decreased chances to be content with their capability to instruct about the vastness of PD/H/PE. They regard personal development, health and physical education to be of lower importance and give lesser scope in case of students to attain the results of the curriculum. Several teachers in the above age bracket were worried with legal liability matters, their dearth of training and potential to be idols and the potential to exhibit proficiencies to their classes. (Teachers' Perceptions of Physical Education in NSW primary schools) Some researchers such as Faucette & Patterson, Lawson & Stevens and Portman have discovered that several non-specialist teachers reserve downbeat thoughts on personal development, health and physical education and doubt its value for children. Several more new researches have tried to examine these realms by Xiang et al and Faulkner & Reeves, but added research is required to examine the attitudinal temperament of non-experts and experts and to contrast outcomes for various categories of pre-service and in-service teachers. Xiang et al investigated the attitudinal temperament and thinking of pre-service classroom teachers prior to and following a fields-based course applying two open-ended questions. Upon finishing the course, 50% of the pre-service classroom teachers mentioned that they were reluctant to teach PD/H/PE. It was revealed by Xiang et al. that a lot of classroom teachers that they are not trained to teach personal development, health and physical education after examining the intricate type of PD/H/PE teaching. In the opinion of Portman, it is vital that the attitudinal temperament of teachers is approved in the growth of suitable personal development, health and physical education teacher education courses, as pre-service opinions of the teachers regarding the PD/H/PE might require confrontation or harmonized. Several researchers have mentioned that initial experiences in school in PD/H/PE give potential teachers with a huge spectrum of information regarding physical education, which is likely to influence approaches, idea, and teaching practices. (Morgan; Bourke; Thompson, 2002) Taking a cue from a life history research of 11 women, Emma Rich discovered the manner in which a team of freshly skilled female. PD/H/PE teachers built the ‘dilemma' of girls' comparatively decreased involvement in personal development, health and physical education. It is recommended that, whereas these women willingly articulated a wish to alter the gendered characteristics of PD/H/PE at the time of teaching their stature were most vehemently directed to a discussion of liberal individualism billing ‘girls' as a dilemma in personal development, health and physical education. However, there are also methods wherein teachers might initiate to take steps witnessing girls as ‘problems' within personal development, health and physical Education by depicting on a knowledge of physical culture and developing automatic habits in teacher education. In the opinion of Jinhee Kim and Andrews Taggart, three reasons surfaced which represented the negative discernment of personal development, health and physical education: the low condition of physical education program, teacher's detachment with the subject matter, and their absence of pedagogical knowledge. It was finally arrived that teachers at the primary school level possess a very narrow perception of their duties for executing PD/H/PE programs and appear to a part of the sustainable stillness attributed to physical education classes in primary schools. Gold holds the opinion that several of the researches evaluated in literature on the views of teachers towards the importance of personal development, health and physical education point out that the maximum difficulties faced by teachers were irresistible experiences of disenchantment and thinking that they were not capable to adjust with the plethora of strain faced daily, and that to fight out that difficulty thought must be applied to find out the type of facilities required for initiating teachers and to devising efficient back-up programs. Unluckily the likely dearth or shortage of supportive programs in the early years of teaching might just enhance the rate of teachers to quit for greener pastures. Woods proposed that similar mounting stress on the teacher often totally aggravate the educational objectives and raise an advanced concern to the completeness of the encounter, which is of existence. With this special apprehension, the opinion of Wood is that teachers build endurance policies and that they are inclined to be employed in acts like domination, socialization, brotherhood, for students. (Hardy, 1999) Substantiation can be found that teachers who comprehend the importance of, and are capable of working by undertaking a strategy, the interactive factors impacting their independent workplace circumstances are starting to relocate their programs as more fundamental to their whole school's educational culture and objectives. These growths indicate ardently at methods of qualified regeneration in case of a lot of teachers with whom we have worked on sport education projects. (Alexander; Taggart; Thorpe, 1997) Teachers contributed an important part in furtherance of the value of personal development, health and Physical education in America. The literature evaluation allowed revealing that the approach of the teacher was one of the most important factors in the accomplishment of primary personal development, health and physical education programs. One of the causes for the lack of success of these programs is ascribed to the teacher as being poorly prepared, dearth of interest, unenthusiastic attitudes towards personal development, health and physical education, doubting its importance for children and even making age and gender responsible. The disparity in age and gender facilitated to understand the disparities in the discernment of the teachers in connection to personal development, health and physical education. Nevertheless, the literature showed no countrywide qualitative researches of teachers' belief of directives about personal development, health and physical education.
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