Cuba nation Report Essay Research Paper INTRODUCTION free essay sample

Cuba ( state Report ) Essay, Research Paper Presentation Cuba, biggest island of the West Indies, South of Florida of the United States and E of the Yucatan Peninsula of Mexico. It structures, with grouped next islands, the majority rules system of Cuba. Cuba orders the two entrywaies to the Gulf of Mexico # 8212 ; the Straits of Florida and the Yucatan Channel. On the E, Cuba is isolated from the island of Hispaniola by the Windward Passage, a moving way between the North Atlantic Ocean and the Caribbean Sea. The United States keeps up a maritime base at Guantanamo Bay in the sou-east. Havana is Cuba # 8217 ; s capital and biggest city. The island reaches out around 1225 kilometer ( around 760 myocardial areas of dead tissue ) from Cabo de San Antonio to Cabo Maisi, the western and eastern limbs, severally. The mean broadness is around 80 kilometers ( around 50 myocardial localized necrosis ) , with boundaries runing from 35 to 251 kilometers ( 22 to 160 myocardial dead tissue ) . The whole nation is 114,524 sq kilometer ( 44,218 myocardial dead tissue ) including the nation of the Isla de la Juventud, or Isle of Youth ( once called Isle of Pines ) and of different islands of the majority rules system. We will compose a custom exposition test on Cuba country Report Essay Research Paper INTRODUCTION or on the other hand any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Land AND RESOURCES Around one-fourth of the outside of Cuba is cragged or sloping, the parity comprising of level or turn overing territory. The cragged nations are dissipated all through the island and do non originate from a cardinal mass. The main extensions are the Sierra de los Organos, in the West ; the Sierra de Trinidad, in the cardinal part of the island ; and the Sierra Maestra, in the sou-east. The initial two extensions are under 914 m ( 3000 foot ) in stature ; the Sierra Maestra, which incorporates the Sierra del Cobre and Macaca scopes, is the best in tallness, mass, and degree, and contains Pico Turquino ( 2000 m/6561 foot ) , the most elevated point in Cuba. The greater part of the soil of Cuba is relatively fruitful. One of the exceptional common qualities of the island is the large figure of subsurface limestone caves, quite the caverns of Cotilla, arranged close to Havana. The greater part of the army streams of Cuba are short and unnavigable. The primary conduit is the Cauto, situated in the sou-east. The beach of Cuba is exceptionally sporadic and is indented by army bays and sounds ; the whole length is around 4025 kilometer ( around 2500 myocardial dead tissue ) . The island has a major figure of top of the line seaports, the main part of which are about completely landlocked. Critical seaports are those of Havana, Cardenas, Bahia Honda, Matanzas, and Neuvitas, on the northern beach, and Guantanamo, Santiago de Cuba, Cienfuegos, and Trinidad, on the southern coastline. Atmosphere The clime of Cuba is subtropical, the normal one-year temperature being 25? C ( 77? F ) . Limits of warmth and relative dampness, which normal 27.2? C ( 81? F ) and 80 for every centum, severally, throughout the late spring season, are tempered by the predominant northeasterly exchange air flows. The one-year precipitation standards around 1320 millimeter ( around 52 in ) . More than 60 for each centum of the downpour falls during the dampness season, which stretches out from May to October. The island lies in a section now and again crossed by vicious tropical storms during August, September, and October. Normal Resources The land and clime of Cuba favor agribusiness, and the state other than has significant mineral civilian armies. Nickel, chrome, Cu, Fe, and manganese sedimentations are the vast majority of import. Sulfur, Co, pyrites, gypsum, asbestos, unrefined petroleum, salt, sand, mud, and limestone local armies are other than misused. Every subsurface sedimentation are the assets of the specialists. Plants and Animals Cuba has an expansive grouping of tropical vegetation. Broad bit of grounds in the eastern piece of the island are, all things considered, forested. The most overarching types of trees are the thenars, of which Cuba has in excess of 30 sorts, including the regal thenars. Other autochthonal vegetations are mahogany, coal dark, lignum vitae, cottonwood, logwood, rosewood, cedar pine, mahoe, Passiflora quadrangularis, jaguery, baccy, and citrous organic product trees. Only two land warm blooded animals, the hutia, or stick rodent, and the solenodon, an uncommon insectivore, are known to be autochthonal. The island has army chiropterans and around 300 types of winged creatures, including the vulture, wild Meleagris gallopavo, quail, finch, blockhead, macaw, parrakeet, and hummingbird. Among the couple of reptilians are tortoises, the caiman, and a types of boa that can accomplish a length of 3.7 m ( 12 foot ) . In excess of 700 types of fish and scavangers are found in Cuban Waterss. Important among these are land pediculosis pubiss, sharks, garfish, robalo, ronco, eel, mangua, and fish. Various types of bugs exist, the most unsafe of which are the chigger, a kind of insect, and the Anopheless mosquito, bearer of the intestinal sickness parasite. Populace The Cuban populace is made up primarily of three gatherings. Roughly 66 for each centum of the populace is white and primarily of Spanish drop ; 22 for every centum is of arranged racial legacy and 12 for each centum is dark. Practically the entirety of the individuals are local conceived. More than 75 for every centum of the populace is delegated urban. The extreme specialists, introduced in 1959, has overall pulverized the solid cultural definition acquired from Spanish pioneer guideline. Populace Features, Religion, and Language The number of inhabitants in Cuba at the 1981 nose check was 9,723,605 ; the assessed populace in 1995 is 11,091,000, giving the express a populace thickness of around 97 people for every sq kilometer ( around 251 for each sq myocardial localized necrosis ) . Purported Roman Catholics have declined from more than 70 for every centum to around 33 for each centum of the populace since 1957. Among Protestants, around 1 for every centum of Cubans, Pentecostalism is the overall convention. Around 50 for each centum of Cubans view themselves as nonreligious. Spanish is the authority etymological correspondence of Cuba. Political Divisions and Principal Cities Cuba comprises of 14 states and the specific district of Isla de la Juventud ( Isle of Youth ) . The capital, biggest city, and principle port of Cuba is Havana ( populace, 1990 estimation 2,119,059 ) . Marianao ( 1981 more prominent city populace, 127,563 ) is a suburb of Havana and a sea shore resort. Other of import metropoliss and towns and their populaces incorporate Santiago de Cuba ( 418,721 ) , a significant safe house and modern focus ; Camaguey ( 286,404 ) , an inland travel intersection and business focus ; Holguin ( 232,770 ) , situated in a rich agrarian part ; Guantanamo ( 203,371 ) , a middle for the preparing of farming stocks ; Santa Clara ( 197,189 ) ; Cienfuegos ( 125,000 ) ; and Mantanzas ( 115,466 ) . Training School going to is compulsory and free for kids in Cuba between the ages of 6 and 12. During the late sixtiess around 10,000 new schoolrooms were given in provincial nations, going libraries were presented, and every single parochial school were nationalized. In the mid 1990s exactly 917,889 understudies went to grade schools, roughly 597,997 students were selected auxiliary schools, and around 314,168 students went to capable schools, teachers universities, and different schools. The state # 8217 ; s higher instructive foundations enlisted around 242,434 students ; the biggest college was the University of Havana ( 1728 ) . The state # 8217 ; s grown-up proficiency rate surpasses 95 for each centum. Culture Cuban development is a blend of Spanish and African customs. The mixing of the Spanish guitar and the African membranophone gives Cuban music its most run of the mill signifiers, the rhumba and the kid. A portion of its average folks music, all things considered, for example, the punto, the zapateo, and the guajira, has been enormously affected by European music. Noted Cuban creators incorporate the nineteenth century writers Gertrudis Gomez de Avellaneda y Arteaga and Julian del Casal and the advanced authors Alejo Carpentier and Jose Lezama Lima. The National Library in Havana is the biggest in Cuba and contains some 2.2 million volumes. Civil libraries work in Havana and the common capitals. The National Museum in Havana houses accumulations of both old style and current craftsmanship and relics of local developments. Other of import historical centers are the Colonial and Anthropological exhibition halls in Havana, the Emilio Bacardi Moreau Museum of regular history and craftsmanship in Santiago, and the Oscar M. de Rojas Museum in Cardenas. All libraries and exhibition halls are under the overseeing of the national specialists. In add-on, Cuban metropoliss bolster a collection of social exercises, for example, theater and show move. Economy The extreme specialists that picked up power in 1959 nationalized around 90 for every centum of the creation enterprises and nearly 70 for each centum of the cultivating region of Cuba. Once around 16 for every centum of the land was independently claimed, while the equalization was held in huge homes or by enormous sugar organizations. Creditss and appropriations from the Union of Soviet Socialist Republics ( USSR ) to Cuba totaled some $ 38 billion somewhere in the range of 1961 and 1984 and up to $ 5 billion yearly in the late eightiess. The surrender of the Soviet pivot, striping Cuba of its prima help suppliers and exchange life partners, managed a crippling hit to the state # 8217 ; s monetary framework as the 1990s started. In 1993 President Fidel Castro marked an order leting some free undertaking in excess of 100 exchanges and administrations. Agribusiness Cuba for the most part positions among the universe heads in sugar creation, and sugar stick is its biggest reap by volume and worth. In the mid 1990s the one-year sugar stick crop was around 58 million metric dozenss, and characteristic sugar final result was around 8 million met

Toyota Motor Manufacturing Usa – Seat Problem

1. As Doug Friesen, what might you do to address the seat issue? Where might you concentrate and arrangement endeavors? Why? The two significant reasons for seat abandons start with KFS, identifying with material defects and missing parts. The seat support issue is a far off third. As KFS is the party in question the circumstance should be tended to at their site. Utilizing the customary TMC first standard of ‘let’s go see it’ and afterward meet on the Five Why’s, Doug should visit KFS and review the assembling and QC process. By concentrating on revealing issues at the wellspring of the seats, it is likely there will be less issues at the TMM plant. The attention on QC at KFS might take out 113 of the 138 issues detailed between 14-30 April, 1992. For the time being, address the quick issue of the excess by accommodating requests with KFS to guarantee the build-up is cleared. This would require little asset and be a snappy success. 2. What alternatives exist? What might you suggest? Why? Disentangling the seats could diminish the issue since item multiplication seems to added intricacy to KFS producing process, however it’s far-fetched that the planners will accept this input as welcome given comparable issues are not looked at the Japanese plant. Overhauling the seat or supplanting effectively broken parts could diminish breakage and establishment issues, while preparing the staff to be increasingly cautious with establishment, or the KFS staff with get together, may likewise be an alternative. Supplanting the provider would be a high-hazard choice that would possibly be investigated if the issues at KFS were irreversible to such an extent that TMM had no other decision. While these alternatives may possibly address some portion of the issue, improving the QC procedure and afterward working in reverse from that point into the get together and fabricate at KFS will at last have the best single effect on creation productivity. 3. Where, if by any stretch of the imagination, does the ebb and flow routine for taking care of deficient seats go amiss from the standards of the Toyota Production System? One of the major fundamental standards of TPS was working in quality on the line. The revealing of imperfections at the seat get together point didn't have all the earmarks of being reliable and was just uncovered by talking group pioneers on the processing plant floor. Likewise, vehicles were accounted for as damaged at this point proceeded down the sequential construction system until fulfillment, where they were taken disconnected to hang tight for a substitution seat. No place else on the line were vehicles expelled because of imperfection: group pioneers or creation chiefs were answerable for settling issues while still in the mechanical production system. The explanations behind doing so seemed judicious, since the vehicle could be done with an inadequate seat, seats should have been requested from KFS and halting the line for such a protracted period would have diminished efficiency. One defect in the process was that there were blemishes that could be amended in the Code 1 facility. These blemishes could have been managed while on the sequential construction system and in this way decreased the weight in the center, while bringing issues to light of normal imperfections and their source prior all the while. The center didn't seem to have indistinguishable detailing duties from the sequential construction system since the board didn't know about the fundamental driver of the imperfections. 4. What is the genuine issue confronting Doug Friesen? Procedure and criticism the executives issues at TMM and quality control the board issues at KFS were the fundamental purposes behind the seat issues. In addition, the ‘jidoka’ procedure had been skirted in the seat establishment process, uncovering a potential shortcoming in the creation line. Doug should execute an in-line endeavor at fixing seat issues preceding the referral to the Code 1 Clinic. Normal criticism from the center just as the mechanical production system would improve data straightforwardness and recognize the wellspring of deformities for the executives at the most punctual point all the while. At long last, similar procedures ought to be received at KFS and QC fortified impressively to evade the conveyance of deficient seats however much as could be expected. Since this is a basic way to situate conveyance, no seats should go to TMM without a careful QC test at KFS.

Using Customer Service Essay Samples

Using Customer Service Essay SamplesCustomer service essay samples are valuable tools for any writing course. Most students will be asked to take them on a test before they pass. These essays will help them learn how to express their ideas clearly and correctly. The essay is a tool that can lead a student through the skills that will enable them to write well when they enter into a writing class.One of the best things about writing these papers is that the student can review the examples many times, before it is even written. These examples are generally done at the beginning of the paper. Many students will fail this type of exercise because they are not familiar with the skills required to properly do this. However, they will never understand the importance of the exercises until they do them. One way to practice what you will be writing is to write an essay yourself.Creating a good customer service essay means that you must be able to think clearly, as well as find a story line. T here are many options available to you. You should use different methods to show how you have come up with the story.The next step is to begin to choose a good customer service essay sample. This is an easy task to do if you study other examples. You should choose one that has a good quality level and a good flow.Your essay should contain questions that relate to the topic, such as a question to answer. Make sure you can support your facts. It is also important to include a conclusion. This should be an explanation of how the case will help the reader make a decision.Customer service essay samples are designed to teach students how to write well. You may be asking, 'Why are they good?' Thestudent will be able to use the sample, and build upon it to write the perfect essay.Customer service essay samples are a valuable resource. They are simple to use and very effective. You should learn more about using these techniques to get yourself prepared for the writing test. By taking these s amples, you will be on your way to success.

Applying Ericksons Theory to Mary Shelley and Her Writing

Sherry Ginn’s â€Å"Science, Science Fiction, or Autobiography?† effectively uses Erik Erikson’s theory of psychosocial development and the story of Shelly’s life background, to explain how Marry Shelly’s absence of maternal and parental upbringing caused her to implement the philosophies in the novel Frankenstein. Erikson’s theory says that there are eight human steps one will face from infancy to adult hood. The steps will approach as one confronts a conflict. If he/she can overcome the conflict, it will lead the individual to a higher physic development and become turning points in the individual life. A closer look at the novel coupled with Marry Shelly’s history, leads one to believe that many of the major themes in the novel Frankenstein are adapted from Marys own life. Sherry Ginn, in her critic identifies and refers to many examples to help illustrate her idea and portray the connection between the story of the novel and the li fe of the author. There are many critics on the book Frankenstein that are relatively accessible. However, what separates one critic from another is the author and his/her credibility. By glancing at Sherry Ginn’s life, it is clear that she is a creditable author. Sherry Ginn, received an MA and PhD General-Experimental Psychology. Another one of her major accomplishments is that she completed post-doctoral training at the East Carolina University School of Medicine. During her stay at Carolina University, she took part in women’s study classes.

Technology And Its Effects On Technology - 982 Words

The displayed photos are suggesting the audiences to picture how human’s life becomes less and less difficult because of the help of the technology. Less work means less energy spent. That is why humans become fatter and fatter. Analyzing the photos brings us to the assumption that the current humans have little to do. The robots have provided and offered their services intended to make human’s life better. Nguyen further criticizes that the over reliance on technology, which is in a way has made humans’ life more convenient is inevitably leading them to a dystopian society. The critic made somehow highlights the tension between technology and humanity. As predicted by Albert Einstein that technology will surpass humanity, people nowadays, for example, are getting more and more isolated behind their gadgets. Such phenomenon is very common today. People are more used to having contact through online messaging or chat even though they live in the same city or even stay in the same room. Becoming efficient, effective, and fast are what people treasure on technology today. This is not to say that technology always brings a negative impact. But what WALL∙E wants to illustrate is that the over reliance to technology will affect humans severely because it takes their humanity, leaving them dehumanized and insensitive. Mattie describes humans in Axiom as â€Å"isolated from others , each passenger is both imperial and insecure, sovereign over individual choices but subject to the ship’sShow MoreRelatedTechnology And Its Effects On Technology1411 Words   |  6 PagesTechnology and its Effects The term technology originated from the Greek word ‘technologia’. Technology refers to the use of machines and various tools that make our daily work lives simpler, easier and organized. The word also refers to the different tools, gadgets, and resources used by humans so as to help them control and adapt to their environment appropriately (Bridgman, 5}. Technology also refers to the knowledge of techniques and processes and is embedded mostly in machines used as factorsRead MoreTechnology And Its Effect On Technology971 Words   |  4 Pagesme, the technology is just like a door which brings me to an absolutely new world. It is also like a wire that connects me and the outside world. The first thing that I do before getting up and the last thing that I do before going asleep is checking my cell phone. Every day, I do homework, write blogs, send and receive emails, take photos, know about the latest news, and chat with friends with the aid of technologies. My attitude toward technology is complex. I am obsessed with technology which makesRead MoreThe Effects Of Technology On Technology1220 Words   |  5 Pagesbecome more and more dependent on technology. I myself have watched it invade my home and become an essential part of my life. Almost every household in the United States in connected to social media in some way. Many of us have become so dependent on it that we feel like we’ve lost a part of ourselves when we lose out phones. Technology has given us the power to make major leaps in medicine, communication and entertainment. With all of this wonderful new technology it makes me wonder, is it affectingRead MoreEffects Of Technology On Technology1622 Words   |  7 Pagesmany countries have transformed into a modern society completely. Human beings invent many technologies to meet their own needs and for society. Technology has created a lot of comfort for humans, but because of this convenience, people are increasingly dependent on technology. The technology that influences humans today is computers, including smartphones. Computers are one of the most advanced technologies that people made. It has a variety of capabilities that can be used in various tasks, learningRead MoreTechnology And Its Effects On Technology Essay1098 Words   |  5 Pagesother hand, this total inclusion of and reliance on technology in the classroom has seemingly led students to become dependent on it. For example, when reviewing various writing assignments, Ms. I found that a vast majority of her students neglected to capitalize the word â€Å"I.† When asking her students about it, they stated that Microsoft Word often corrects their mistake so they grew accustomed to not having to worry about it since the technology they used always corrected it for them. However, GoogleRead MoreTechnology And Its Effect On Technology957 Words   |  4 PagesAre we becoming way too dependent on technology and allowing it to take over our li ves? The majority of people own at least one or more of these devices: a computer, laptop, tablet, or a cell phone. So many people seem unable to function through their daily routine without having access to some form of technology device. I’m willing to bet that you have at least two of these devices in your home, too. Now, stop and think about how often we use technology devices throughout the day. As a result ofRead MoreThe Effects Of Technology On Technology744 Words   |  3 PagesChildren are growing up with all this technology interfering with the childrens childhood and health. Parents should limit screen time for their children two hours a day. Technology is over powering our world today. Parents shouldnt introduce technology to their childrens life quite yet wait until the children are at least three or four years of age. The use of digital device during a young age can interfere with the childs health. If the children are exposed to digital devices when they areRe ad MoreTechnology : The Effects Of Technology And Society1283 Words   |  6 Pages The effects of technology with society has beneficial impacted the way we live. With technology is providing many advantages, but also it has some disadvantages it has on children and adults. There is little room for people that wish to live without technology, moreover than living the way they did in the old days. Technology has its advantages, it’s has changed the way people have communicated by email, social media, the way traveling has improved. Have you ever heard the saying ‘Children are bornRead MoreTechnology Effects On Society : Technology Essay1986 Words   |  8 PagesTechnologies Effects on Society We are all guilty of constantly looking down at our phones looking to fill the void of an awkward silence or just to make the time go by faster. We become oblivious to the notifications. We find ourselves scrolling through an endless list of emails, reminders, and checking the likes we get on our latest Instagram post. We become wrapped up and lose track of valuable time because we are so engrossed in things that should be of little importance to us. It is no secretRead MoreEffects of Technology925 Words   |  4 PagesApril 20, 2011 Effects of Technology Miguel Angel Rodriguez Effects of Technology Technology has been a great impact in our lives. It has quickly developed and continues to expand in our lives. As new generations develop, new technological devices continue to develop as well. Some believe that technology has had a good impact in our lives like Richard Woods. Others like me believe that technology brings a lot of negative effects to our personal and social lives as Sarah Kershaw mentions. We

The family free essay sample

The ‘family’ is generally regarded as a major social institution social unit created by blood, marriage or adoption giving us a sense of belonging (The Vanier Institute of the Family, 1994 pg. 6). The family is an institution that has evolved and changed over time from a social unit that was formed for mainly economic reasons to one that mainly provides for emotional needs of its members. This can be seen after observing the past and present of survival, children, and marriage of families throughout history. The earliest families were known as the hunter-gatherers. The invention of the family ensured survival and emotional needs of the members were not an issue. With the family came a division of labor, food-sharing, long term relationships of reciprocity and obligation (Conway, 1997 pg. 11). A recent case study has shown that hunter gatherer families still exist today. The Urueu-Wau-Wau community in Brazil has become a living museum of the hunter gatherer family lifestyle (Holloway, 2003 pg. We will write a custom essay sample on The family or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 12). The members of the tribe do not wear clothes, they live in small villages, and the roles of men, women and children are clearly defined and are taught by the community elders, who are of higher status. This is very similar to the past hunter gatherer families. Apart from the scant amount of hunter gatherer families that still exist, â€Å"family† has changed from a unit formed to ensure survival to a unit where emotional needs are fulfilled. Children were viewed as an economic investment because they were able to work the lands there parents owned. Agriculture enabled our ancestors to provide much more food, but it also required a great deal of labor. These two factors resulted in larger families, because more people were needed to work the land and tend to the animals. A family could also acquire more land and become wealthier as a result. Pre industrial families, children were an economic necessity during a time when less than 50% of them reached adulthood (Holloway, 2003 pg. 15). Childhood as a period of innocence did not exist and by the age of 7 or 8, they began to assist in the economic activities of the family. Young adults would work in other families, boys would work on a farm or become an apprentice in a trade or craft, and girls would do household work. In the past, marriage was a big economic step for a family. For the agricultural families, arranged marriages with young women ensured that the family would produce more children. These children were now viewed as an economic asset because they could work on the land. For the pre-industrial families, marriage was also an economic necessity rather than an expression of a couple’s love for each other. This is because in the 1600s and 1700s there was no work available for single women and no housekeepers for single men (Holloway, 2003 pg. 15). Nowadays, it is no longer essential to marry to obtain social standing, or for mutual economic support, or even to have intercourse and children. Relationships based on love are becoming the new ideal and according to many reports, the norm (Bibbly, 2001 pg. 22). In today’s society, basic needs are fulfilled independently and family has become a tool to quench and balance emotional needs of support, trust, friendship etc.  unlike the past where families were built solely to survive and prosper economically. Nowadays children are viewed as an expense. As society advanced, parents now have to pay for their children’s education, food, shelter, clothing etc. and there are strict laws against child labor which result in having children more of an expense rather than an economic investment like the past. Marriage is now based on the love a couple has for each other and the family has become more of a psychological unit that people chose to form in order to meet their social and emotional needs (Conway, 1997 pg. 22).

Undocumented Childhood in the United States

Introduction Each year, over 65.000 students graduate from American high schools. However, these students, regardless of their grades, cannot join colleges or work in the military just because they are first grade immigrants. Culturally, these students are Americans because there is very little they share with the country of birth of their parents (Immigration Policy Center, 2011). These students are bi-cultured and are quite often very fluent in English. Most of these children only get to know that they are undocumented immigrants at the time when they apply for the driver’s license. This is the time when it dawns on them that they lack social security numbers and other requisite documents that are needed during application for either driving license or a college entry. Many of the undocumented children are discouraged from applying to college and only 5-10% of them apply to join colleges. This research paper seeks to discuss policies regarding undocumented children in the United States focusing on education. The research paper will describe and analyze policies that touch on undocumented children including the policies’ social and political history. The research will bring into focus how the policies impact undocumented children and their individual families. Description and analysis of the policy on undocumented children In 1994, Proposition 187 was initiated in California to limit immigrants from accessing public services including education, health care services, and welfare benefits. This was specifically targeted on undocumented children. This proposition was passed by a large margin of the electorate (Petronicolos and New, 1999). The courts however immediately blocked enforcement of the statutes. It was until 1997 that the Federal District Court found the provisions of Proposition 187 unconstitutional. Proposition 187 negatively affected Latino children who got embroiled in culture wars (Lopez, 2005). These children had to remain hostages of immigration crisis. Proposition 209, which was a voter initiative sought to exclude undocumented children from taking part in certain activities like public education. At this point in time, complex issues that touched on the youths legal and human rights became subject of cost-benefit analysis. During these debates, issues related to tax burden and crime was raised to the consternation of everyone. Conservatives were bent on excluding undocumented children from public schools, a move that liberals opposed. However, the explanations from both sides seemed to be based on mental state of emergency where reflection and sustained reasoning were never given chance to flourish. Therefore, cultural prejudice and legitimacy of economic self-interest carried the day. It therefore became a presumption that undocumented children should have no right at all or plainly put, had no right, leave alone the right to attend public schools. The court ruling declared Proposition 187 unconstitutional. Gallegly Amendment (H.R. 1377) that would have made Proposition 187 a federal law was dropped under presidential veto. The congress in 1996 passed Immigration in the National Interest Act. It was the House of Representatives that passed the Amendment sponsored by Elton Gallegly on March 20th 1996. The Amendment later became popular as Gallegly Amendment. However, all these developments have to date not guaranteed undocumented children their civil and constitutional rights. Legislations that have been initiated in the recent past that emphasize self-sufficiency, limits immigrants access to welfare benefits. In fact, they are discouraged from seeking social benefits even if they stand to qualify. Supreme Court has not helped the course of immigrants and undocumented children because they remain ambivalent about status of education. Other than California, Texas also had laws that touched on undocumented school-aged children access to free public education. Texas allowed United States citizens and legally admitted aliens to access free public education. This can be confirmed in Plyler v. Doe (1982) when Justice Brennan held that illegal aliens also enjoy the benefits of equal protection clause. The judge of the Supreme Court also held that if Texas were to deny certain group of children access to free public education that other children residing within the borders of Texas were enjoying, then this had to be justified by the state by showing that it furthered some substantial state interest. The pretext of saving that was alluded to by Texas state officials as the reason for denying undocumented children access to education was dismissed by Justice Brennan who held that they were so insubstantial in light of the costs involved to these children, the state and the nation. The 14th Amendment held that denying some persons educational opportunities on racial basis is an invidious and irrational bias that amount to suspicious classification (Hogan and Hartson, 2009). In the ruling, the court adduced that denying one education subjects them to inestimable toll on social, economic, intellectual, and psychological well being. The court further reiterated that by denying these children access to education, a lifetime hardship was being imposed on them. The court declared the discrimination irrational because it did not further substantial goal of the state (Petronicolos and New, 1999). Marshall maintained that an individual interest in education is fundamental and denial of public education based on class goes against the grains of Equal Protection Clause as set out in the Fourteenth Amendment. Justice Brennan in Plyler opined that aliens of undocumented or illegal immigration status do not belong to ‘suspect class’ hence do not deserve extraordinary protection from majoritarian political process. This was far from the truth because aliens with undocumented status have over time been repeatedly abused, physically and psychologically, by the members of the majoritarian political process. Brennan is sympathetic about the plight of undocumented children with regard to education but fails to understand why the state has to protect them. Brennan in his dissenting ruling tries to address issues that touch on efficient means of achieving specific societal and political goals like fiscal health and public order. He, however, fails to address issues that touch on person’s interest in educational opportunity or the classification employed to limit these opportunities. This becomes apparent when Brennan states that exercise of congressional power stands to affect the prerogatives of the state to afford differential treatment to particulate class of aliens. He is categorical that with regard to special constitutional sensitivity that the Plyler case presented and in absence of contrary indication fairly discernible in the present legislative record, there is no national policy that supports the state in denying undocumented children their elementary education (Petronicolos and New, 1999). In 2002, No Child Left Behind (NCLB) Act was implemented. With the Act, the schools had to be accountable for the academic performance of limited English speaking children and the immigrant children. The Act literally changed the profile of the nation’s elementary and secondary student population. With the Act, the schools had to report assessment results for immigrant and undocumented children. Schools were moreover accountable for the betterment of the performance of these children. Schools that after some long period of time did not sufficiently improve the performance of these protected groups of students were subject to interventions. If the conditions fail to improve, the government is under obligation to close such schools. The Act also obligated schools where immigrant students and undocumented children learned to measure and improve their English proficiency. In fact, there is a provision in law that supports states and school districts creation of new assessment of English proficiency (Capps et al., n.d). How existing policies affect undocumented children access to education Statistics indicate that unauthorized immigrants make up almost 25% of all immigrants in the United States. However, this reasonable percentage has never ceased to be at the heart of policy impasse. Their children have become subject of unrecognized development consequences because the parents are perceived to exist in the shadow of law. Despite the fact that these youths consider themselves Americans in spirits and voice, they are nonetheless illegal in the eyes of the law. Undocumented children status is at times derogatively called ‘illegal’ without regard to the fact that they had no hand in determining where they were to be born. This was purely, their parent’s decision. The term undocumented is at times blanketly applied even if some immigrants have some form of documentation but quite often find themselves in a long wait for pending formal legal outcome. The September 11th terrorist attack in the U.S. compounded the problems faced by the legal and illegal immigrants and their children (Suarez-Orozco et al., 2011). The Visa application process has become so protracted. Children of legal immigrants who lose their jobs, consequently lose their visas and the right to stay in the United States. Regularization process that is followed for one to become a legal immigrant is long and torturous. This sometimes discourages some parents from taking their children for documentation. The process entails too much bureaucracy and higher rates of denial. Children born after their parents have stayed in the U.S. for more than two years have to wait up to when they are adults to undergo regularization process. The parents of these children meanwhile remain under threat of deportation. Undocumented status normally subject children to labyrinth of liminality that interferes with their stages of development in myriad ways. These children grow up without shared bundles of rights and obligations that structure a person’s social behavior. Another problem that undocumented children have to contend with is getting enrolled in under-resourced schools that are highly segregated. There are limited engaging opportunities in these institutions. Because of the long regularization process, parents normally attempt to regularize themselves before bringing their children. These children have to stay away from their parents. Latino children, regardless of the Plyler v. Doe ruling, face a lot of challenges with regard to their educational prospects (Suarez-Orozco et al., 2011). The education that the Latino children receive only helps in their personal growth and not for the betterment of overall conditions of the Latinos in the United States since they are banished from participating in democratic processes (Lopez, 2005). Conclusion The Californian Proposition 187 and Gallegly Amendment could have sealed the fate of Undocumented children access to free public schools had it not been for the intervention of President Bill Clinton who vetoed it. The majority ruling in Plyler v. Doe that invoked provisions of the Fourteenth Amendment also brought some glimmer of hope to the undocumented children with regard to their education. However, the Plyler majority ruling has not been very significant as undocumented children across the United States, including the Latino’s in California still suffer the consequences of Proposition 187. The future of undocumented children however, seems bright in the perspective of the inception of Dream Act. Reference List Capps, R., Fix, M., Murray J., Ost, J., and Passel, J.S. (n.d). The New Demography of  America’s Schools: Immigration and the No Child Left Behind Act. Washington: The Urban Institute. Hogan and Hartson, (2009). Legal Issues for School Districts Related to the Education  of Undocumented Children. Washington: National School Boards Association. Immigration Policy Center. (2011). The Dream Act: Creating Opportunities for immigrant  students and Supporting the U.S. Economy. Washington: Immigration Policy Center. Lopez, M.P. (2005). Reflections on Educating Latino and Latina Undocumented Children: Beyond Plyler v. Doe. Seton Hall Law Review, 35(1373). Petronicolos, L., and New, W.S. (1999). Anti-Immigrant Legislation, Social Justice, and the Right to Equal Educational Opportunity. American Educational Research  Journal, 36(3), 373-408. Suarez-Orozco, C., Yoshikawa, H., Teranishi, R.T., and Suarez-Orozco, M.M. (2011). Growing up in the Shadows: The development implications of Unauthorized Status. Harvard Educational Review, 81(3). This research paper on Undocumented Childhood in the United States was written and submitted by user Taraji Michael to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Michigan essays

Michigan essays During the industrial revolution in the United States, tremendous economic prosperity resulted in social and political unrest. It seemed the rich were getting richer while the poor remained poor. The middle class was forged out of the industrial revolution but would be challenged at this time. Large influxes of immigrants would also create tensions among the social classes. Furthermore, textile, steel, railroad, and automobile industries were growing exponentially, employing thousands. The class struggles was a direct result of the division between labor and capital. Peoples social lives are a reflection of their work lives. The success of ones career is directly correlated with their social welfare. The industrial revolution created conflicts between labor and capital in the work process, differing socially constructed views between the classes in regards to family and community life, and governments role in the capitalist economy.. During the 1800s, the United States was engrossed in the first half of the industrial revolution. The textile factories, such as those discussed in Rockdale, were booming in northern states due to both technological improvements, such as water and steam powered machinery, and the success of agriculture in southern states. The railroad industry, one of Americas first interstate big businesses, was speeded up with the introduction of the Bessemer process of forging steel. Fueled by technological improvements in the steel industry, the transcontinental railroad was completed, joining Union Pacific and Central Pacific lines at Promontory Point, Utah. Railroads and factories started to dominated the American landscape. Railroads were connecting cities allowing commerce to flow more freely. Furthermore, railroads linked remote regions of the country, such as the Idaho mines mentioned in Big Trouble. Factories were growing in numbers while also growing in size. Economi...

Albert Einstein Essays - Physics, Science And Technology

Albert Einstein Of all the scientists to emerge from the nineteenth and twentieth centuries there is one whose name is known by almost all living people. While most of these do not understand this man's work, everyone knows that its impact on the world of science is astonishing. Yes,many have heard of Albert Einstein's General Theory of relativity, but few know about the intriguing life that led this scientist to discover what some have called, "The greatest single achievement of human thought." Einstein was born in Ulm, Germany on March 14, 1874. Before his first birthday, his family had moved to Munich where young Albert's father, Hermann Einstein, and uncle set up a small electro-chemical business. He was fortunate to have an excellent family with which he held a strong relationship. Albert's mother, Pauline Einstein, had an intense passion for music and literature, and it was she that first introduced her son to the violin in which he found much joy and relaxation. Also, he was very close with his younger sister, Maja, and they could often be found in the lakes that were scattered about the countryside near Munich. As a child, Einstein's sense of curiosity had already begun to stir. A favorite toy of his was his father's compass, and he often marveled at his uncle's explanations of algebra. Although young Albert was intrigued by certain mysteries of science, he was considered a slow learner. His failure to become fluent in German until the age of nine even led some teachers to believe he was disabled. Einstein's post-basic education began at the Luitpold Gymnasium when he was ten. It was here that he first encountered the German spirit through the school's strict disciplinary policy. His disapproval of this method of teaching led to his reputation as a rebel. It was probably these differences that caused Einstein to search for knowledge at home. He began not with science, but with religion. He avidly studied the Bible seeking truth, but this religious fervor soon died down when he discovered the intrigue of science and math. To him, these seemed much more realistic than ancient stories. With this new knowledge he disliked class even more, and was eventually expelled from Luitpold Gymnasium being considered a disruptive influence. Feeling that he could no longer deal with the German mentality, Einstein moved to Switzerland where he continued his education. At sixteen he attempted to enroll at the Federal Institute of Technology but failed the entrance exam. This forced him to study locally for one year until he finally passed the school's evaluation. The Institute allowed Einstein to meet many other students that shared his curiosity, and It was here that his studies turned mainly to Physics. He quickly learned that while physicists had generally agreed on major principals in the past, there were modern scientists who were attempting to disprove outdated theories. Since most of Einstein's teachers ignored these new ideas, he was again forced to explore on his own. In 1900 he graduated from the Institute and then achieved citizenship to Switzerland. Einstein became a clerk at the Swiss Patent Office in 1902. This job had little to do with physics, but he was able to satiate his curiosity by figuring out how new inventions worked. The most important part of Einstein's occupation was that it allowed him enough time to pursue his own line of research. As his ideas began to develop, he published them in specialist journals. Though he was still unknown to the scientific world, he began to attract a large circle of friends and admirers. A group of students that he tutored quickly transformed into a social club that shared a love of nature, music, and of course, science. In 1903 he married Mileva Meric, a mathematician friend. In 1905, Einstein published five separate papers in a journal, the Annals of Physics. The first was immediately acknowledged, and the University of Zurich awarded Einstein an additional degree. The other papers helped to develop modern physics and earned him the reputation of an artist. Many scientists have said that Einstein's work contained an imaginative spirit that was seen in most poetry. His work at this time dealt with molecules, and how their motion affected temperature, but he is most well known for his Special Theory of Relativity which tackled motion and the speed of light. Perhaps the most important part of his discoveries was the equation: E= mc2. After publishing these theories Einstein was promoted at his office. He remained at the Patents Office for another two years, but his name was becoming too big among the scientific community. In 1908, Einstein began teaching party time at

Macroeconomics of Botswana Research Paper Example | Topics and Well Written Essays - 1250 words

Macroeconomics of Botswana - Research Paper Example ional firm of diamond contracted a ten-year agreement with Botswana to shift Botswana’s sorting of rough stone and division of trading by 2013, from London to Gaborone. This transformation will help support the decline of industry of diamond in Botswana, (Norda?s, Gilbert and Gloria 52). The economic freedom of Botswana ranges to about 70.6, achieving the 30th position of the freest economy in the index of 2013. It has an average score of 1.0 point grater that 2012 mainly because of progressive improvements in liberty from economic corruption and government expenditure management. The country is the second in forty-six nations in the region of Sub-Saharan Africa and has average score greater than the global and regional averages. The economy of Botswana is expanding mainly due to foreign investment fueled by reduced taxes, stability in political structure and climate and an extensively educated labor force. Botswana is a better example in extensive natural resources endowments , (Phirinyane 23). Corruption level is low in Botswana and an independent judiciary enacts agreements efficiently and safeguards property rights. A relatively efficient regulatory environment and open trade policies have underpinned competitiveness, whereas exports of diamond have reinforced effective foreign exchange flows. The department of finance is effectively developed, with a reliable central bank as well as minimal interventions by the government. Even though, the public debts are still low, the administration has attempted consolidation of fiscal to lower increased deficits of the global meltdown. The outstanding external level of debts of Botswana remains low and sustainable based of surpluses of perennial budget and extensive external policies of debts, irrespective of its current... This paper explores the economy of Botswana with specific emphasis on market labor, economic growth, taxes, debts and key factors, that impact economic growth of the nation. Botswana has been among the top popular world’s economic rate of growth starting independence. Nevertheless, the growth of economy was slow in 2009, with thirty percent decline of industrial sector, after the worldwide crisis minimized the Botswana’s diamonds demand. Even though, the Botswana witnessed economic recovery in 2010, the growth of GDP has similarly reduced. Via fiscal discipline as well as proper management, the country regenerated itself from the slowest economically growing nation and attained a middle-income nation with about sixteen thousand and eight hundred dollar GDP per capita by 2012. The economic freedom of Botswana ranges to about 70.6, achieving the 30th position of the freest economy in the index of 2013. It has an average score of 1.0 point grater that 2012 mainly because of progressive improvements in liberty from economic corruption and government expenditure management. The country is the second in forty-six nations in the region of Sub-Saharan Africa and has average score greater than the global and regional averages. The economy of Botswana is expanding mainly due to foreign investment fueled by reduced taxes, stability in political structure and climate and extensively educated labor force. The labor market of Botswana experiences constraints like increased unemployment levels and mismatch among supply and demand of labor.

Meanings of Concepts Essay Example | Topics and Well Written Essays - 500 words

Meanings of Concepts - Essay Example In other words these are dependent on the independent variable and the values are considerably influenced by it. 8. Validity: It refers to the extent to which a study precisely represents the definite concept that the researcher is trying to measure. Validity is concerned with the studys success at measuring a particular aspect that the researcher is trying study. 11. Data collection: Researchers collect information regarding various aspects related to the study and the data that is collected contributes to the finding or the final outcome. In other words it is the activity of accumulating primary data records for a given set of observations. 12. Unit of analysis: A statistical unit is the unit of study or size for which data are collected or derived. The selection of units of analysis accurately captures the characteristics of the larger population (uchicago.edu). 13. Population: A population refers to a set of variables collected or data collected for the complete set of objects of analysis. For example, the students in a class, the collection of votes (uchicago.edu). 15. Representativeness: â€Å"It is the desirable properties of a sample which refers to the selection of units of analysis that precisely detain the characteristics of the larger population† (uchicago.edu). 16. Random sample: â€Å"A random sample is one selected by a method connecting a random component. Random sampling can also consign to taking numerous independent observations from the same probability distribution, without involving any real population†. 17. Discrete variable: â€Å"A discrete variable is one that will not take on all values within the limits of the variable†. For instance, responses to a three point rating scale can only take on the values 1, 2 and 3 and not the value 1.5 or 1.2. 19. Continuous variable: â€Å"A continuous variable is one for which, within the limits

Violence In Leda and the Swan by W.B.Yeats Essay -- essays research pa

Violence In Leda and the swan by W.B.Yeats â€Å"Leda and the Swan† is one of the most well known poems by Yeats, although it’s controversy as to what really happens during the lines of this sonnet. There are many different ways as to how one can approach the interpretation of the poem, is it influenced by Yeats’ own life, in which case he puts all his frustration towards Maud Gonne into words, or is it a poem about power, or about politics? I have deliberately chosen not to take into consideration the political and social background of Ireland at that time. This, because I prefer to restrain my analysis to the poem itself, and how one could interpret its proper meaning. As a consequence, it is interesting and important to remember that one of Yeats’ many interests was Greek mythology, more precisely issues linked to Helen of Troy. In this poem, Yeats shows his vision of how Leda got pregnant by Zeus who was disguised as a swan when he raped her. This act gave birth to two eggs, and one of them was to become Helen of Troy. It is her birth that was the real cause of the Trojan War and Agamemnon’s death. To write this poem Yeats was inspired by a carving, a Hellenistic bas-relief reproduced in Elie Faure's History of Art (1921) , which he owned. His description of what happens in the poem concurs with this carving. This is a strong poem, where the image of a woman can be seen as dirtied, dehumanised, and shameful, the girl was not only raped in a ‘normal way’, but it was an animal that carried out the act. Still, Yeats describes what happened in such a way that one wonders if at some point, Leda’s body actually is led by lust, and puts back her fear, or if she is really trying to fight back, as we will see further on, in... ...me, he does play on provocation, as when the poem was written Gaelic tradition included a strong involvement of the catholic church both in law making, and in morality. There were censorship everywhere, in books, films, and to show how far it went, we can add that even contraception and divorce was made illegal! Yeats was against all this, and it can be felt in his poem, as it touches pornography, and female purity. Bibliography: Cullingford Elizabeth, Gender and history in Yeats’ love poetry, New York: Syracuse Hargrove, Nancy D., â€Å"Aesthetic Distance in Yeast’s ‘Leda and the Swan,’† in Arizona Quarterly, Vol. 39, 1983 Scott C. Holstad, California State University, Long Beach, Yeast’s 'Leda and the Swan': Psycho-Sexual Therapy in Action Univ.Press W.B.Yeats, Selected poems, Penguin Modern Classics www.sparknotes.com

Unfair Public School Funding

Eryka English 102 Research Paper Public School Funding: Closing the Education Gap In America we have spent billions of dollars on public school funding in hopes of educating the youth that will one day run the country. Without a solid foundation for the next generation to succeed, America will not be able to continue to improve and move forward. But if the education of our children is such an importance; why are we not giving every public school the right amount of funding to succeed? Just as there is an unequal opportunity in the work force; it also happens in the public school system.Schools that perform better are given more funding than schools that are not. Public school funding in America should not be determined by the academic achievement of a school, but should all receive the same amount of funding. Although many Americans would agree that the education of their children is a top priority, not many of them would know how funding is distributed throughout the country. It is the general idea that students do better in a well-funded school and that the public schools should all provide the same opportunity for every student to succeed.But if the belief is all public schools are the same then why are there private schools? And why do many parents decided to move and live in an area that as a great school system. There is no secret that some schools are better than others; it’s the point in which how the schools are able to become â€Å"better† than other public schools that’s the problem. Nearly half of the funding for public schools is provided from local taxes in the community the school is located in. Which means that funding for public schools varies across the country between the wealthy and poorer communities in America.At both the state and federal level there have been efforts to change the deficit the schools lack compared to others, but the idea has been taken negatively by the wealthy and powerful to choose how their school community functions. Others would argue that more money given to the schools will not improve the education of students; that individual success depends on the student and not the resources that are available to them. Such as Eric Hanushek, an academic reviewer wrote: â€Å"Detailed research spanning two decades and performance in many different educational settings provides strong onsistent evidence that expenditures are not systematically related to student achievement† (Hanushek 49) This claim has been a factor to the driving force that money can only go so far in a student’s educational life. But it has also been contradicted by academic researchers of public school funding by Rob Greenwald, Larry Hedges, and Richard Laine wrote: â€Å"school resources are systematically related to student achievement and that those relations are large [and] educationally important. (Greenwald et al. 384) With such a controversial topic, which one should we believe?How can we pos sible know for sure more money given to schools is the best option to improve the education our students receive from the government? And why should we change the way wealthy community schools are run when they are already successful in their academic achievements? How large is the difference in the amount of funding that each public school receives? Public school funding comes from federal state, and local sources, which nearly half of those funds are from local property taxes(National Center for Education Statistics).Because of the local property taxes from the community this is where the uneven funding for public schools start that makes a difference from the wealthy and impoverished communities. For example in 1998, New Jersey had an annual funding rate per student of $8,801, while Utah had a yearly rate of $3,804 per student(National Center for Education Statistics). Just from these numbers it shows that students from New Jersey where given twice the level of education than tho se students in Utah. While America funds its schools by the local wealth of the communities, we are the only country that does that.This type of funding system makes a huge difference in the quality of school building, faculty, equipment, class sizes, and technology resources for a student’s education. In other countries public schools are funded through state taxes and the communities. But what makes other countries educational system different than our own is each school gets the same amount of funding needed to run the school. As Robert Slavin a psychologist focusing on community and education said: â€Å"the U. S. is the only nation to fund elementary and secondary education based on local wealth.Other developed countries either equalize funding or provide extra funding for individuals or groups felt to need it. In the Netherlands, for example, national funding is provided to all schools based on the number of pupils enrolled, but for every guilder allocated to a middle- class Dutch child, 1. 25 guilders are allocated for a lower-class child and 1. 9 guilders for a minority child, exactly the opposite of the situation in the U. S. where lower-class and minority children typically receive less than middle-class white children. Slavin 520)† Poorer and minority students face more difficulties in their life as they are more prone to experience more difficulties in the family. But also these students are also forced to go to school at poorly funded schools. There is often commonly a language boundary that keeps many of the children from having a proper education in a school system. Teachers that are starting out in their educational career are sent to schools that are having a hard time developing their students into academic achievers.Schools in poorer communities are in need of more experienced teachers, but there is not enough money to recruit a quality teacher that has not already been recruited to teach at a higher paying and more academically achieving job and environment. Teachers are a learning tool that helps the students get to where they can be successful in life. The quality of materials that students have available to them impact the way they learn and also the pace they learn. With little funding students are left to work without dated technology and second hand books.The effect of outdated technology can be an intimidation for a student to not continue onto college. Many students feel as though schools did not prepare them for an institution that has technology far beyond than what they know how to use. On the other side of the argument, students are given their own choice to either achieve or fail in their education. In other words, success and failure results from individual effort and not a group interaction of the student by the community the student lives in. Even if less funded schools are given more money; more than half of adults say that poverty is a personal problem (Smith).The community that the scho ol was built into has already set the standard of the school. Depending on the community influences the child is more likely to follow into the footsteps of their parents. If the parents are mechanics and the child follows in their footsteps, does that make them a failure if the student does not go on to be a doctor or an over achiever? The effects of the community on a child can change the way education is viewed in the family and home. Daniel Patrick Moynihan, politician and sociologist, argues that minorities are disadvantaged because of the â€Å"social traditions† of the minority communities().Which means that students have the ability to learn but the social culture in their communities hinder them to take their education seriously unless their family does. This belief that students come from impoverished homes lack the support system to benefit from a quality education drives the idea that there is no need for more funding. Even though there are outrageous numbers that can be easily equaled out for all students. America has focused on the idea to invest in the students that have a more promising future in the long run. Why would we waste money that will become a gamble, and we will not know if the outcome will be positive or not.The wealthy communities have been able to produce those students that have continued to succeed. The states believe that if they reward those schools that are producing results then it will give the other schools incentive to achieve to retrieve more money for the state. But how can a school be able to climb its way to the top if it’s stuck in the bottom, working with the resources that it already has. The biggest survey done on the relationship of the amount of funding and the impact of students’ education was called The Coleman Report.The report was a study that randomly selected thousands of students from all over the nation and tried to connect the issue of money and education. From the report it was lin ked that students’ home background and peer groups were a major part of achievement, but the quality of the school had little to no impact on their education. Which researchers wrote: â€Å"Schools bring little influence to near on a child’s achievement that is independent of his background and general social context† (Cain 325). Schools that are also well funded are able to get familiarized with the current technology that is popular in today’s life.From the advantage of having the practice with technology has already put themselves ahead of others who have not gotten the chance to learn that kind of technology. Students who are not able to access technology are behind to those who have and will lack in their technology skills in college. Being updated with the latest technology helps students want to continue in into college to learn more new things. The quality of materials that students have available to them impact the way they learn and also the pac e they learn. With little funding students are left to work without dated technology and second hand books.The effect of outdated technology can be an intimidation for a student to not continue onto college. Many students feel as though schools did not prepare them for an institution that has technology far beyond than what they know how to use. Without confidence in the education that they have received, students are hesitant to ask for help and get the help that they need to succeed into a higher education level. If the materials the schools are using are outdated and not taken care of, then the students will also return the same respect to the books in the condition that they are in.Schools no longer become a place for opportunity, but a place where students are required to attend with old material, that will not get any better as the years go on. The quality of the materials the students are given the more respect and effort they will give to the course material. If American is able to provide the entire students with the equal opportunity to succeed then there would be more achievements in the nation, but also a higher achievement in the country. There needs to be more awareness of the effect that funding in public schools has on the students.Statistics in the nation vary from state to state, but with the same amount of material for each student. Most Americans say they support equal funding for public schools, but they are not willing to take the necessary steps to improve and provide equal funding for all the schools across the country. Some reasons why wealthy people and communities do not to anything about unequal funding is because of: not even admitting that there is a funding difference, to keep personal taxes low, and the thought that poverty is brought onto the person instead of trying to better themselves through their education.It is better to keep the money going to the schools that continue to have academic success with their students. Studie s indicate that the level of student advantage within the home or community matters a lot to the outcome of the student’s education. But also that funding will help the student be more educated and motivated to go onto college. Greater one on one time with a teacher will help the student learn more material. Two main aspects that have been tied to higher levels of student achievement: stronger teacher qualifications, and smaller class sizes in the early grades.Getting the bases of an early education but also a quality education helps the student in the long run to adapt to the education system in a positive environment. The achievements of disadvantaged students in poorer communities are more likely to suffer America’s public school system because of two main reasons: those students are more likely to attend poorly funded schools, and they are more likely to be hurt by lack of academic resources when there is not enough funding that the school needs.Legal and political efforts to improve funding have not been very successful at the federal level, but a lot of activity has been present in the state courts and there is a realization to increase school funding. The future effects have increased in state funds for poorly-funded districts while leaving funding for rich, suburban districts up to the communities to continue with their educational support. We have concluded that well-funded schools are able to obtain higher educated teachers that continue to increase the school progression.In addition to better funded schools, schools are able to reduce the class sizes which will improve the students learning to be more focused and engaged in the classroom. Which is a huge advantage because a main problem in low funded schools, is that there is so many students in one room that a single teacher is not able to guarantee that that material is being understood from every student. Resources Cain, G. G. & Watts, H. W. (1970). Problems in making policy inferen ces from the Coleman Report. American Sociological Review, 35(2), 228-242.Hanushek, E. A. (1989). The impact of differential expenditures on school performance. Educational Researcher, 18(4), 45-65. Kluegel, J. R. & Smith, E. R. (1986). Beliefs about inequality: Americans' view of what is and what ought to be. New York: Aldine de Gruyter. Greenwald, R. , Hedges, L. V. , ; Laine, R. D. (1996). The effect of school resources on school achievement. Review of Educational Research, 66(3), 361-396. Moynihan, D. P. (Ed. ). (1969). On understanding poverty: Perspectives from the social sciences.New York: Basic Books. National Center for Education Statistics (2000a). Common core of data for school years 1993/94 through 1997/98 (a compact disk). Washington, DC: Office of Educational Research and Improvement, U. S. Department of Education. National Center for Education Statistics (2000b). The condition of education 2000. Washington, DC: Office of Educational Research and Improvement, U. S. Dep artment of Education. Slavin, R. E. (1999). How can funding equity ensure enhanced achievement? Journal of Education

General Philip Kearny in the Civil War

Major General Philip Kearny, Jr. was a renowned soldier who saw service with US and French Armies. A native of New Jersey, he distinguished himself in the Mexican-American War where he lost his left arm and later served in Emperor Napoleon IIIs forces during the Second War of Italian Independence. Returning to the United States after the outbreak of the Civil War, Kearny quickly gained a position of prominence in the Army of the Potomac. A tenacious fighter who relentlessly trained his men, he earned the nickname One-Armed Devil from the Confederates. Kearnys career ended on September 1, 1862, when his was killed leading his men at the  Battle of Chantilly. Early Life Born June 2, 1815, Philip Kearny, Jr. was the son of Philip Kearny, Sr. and Susan Watts. Leading one of New York Citys richest families, the Harvard-educated Kearny, Sr. had made his fortune as a financier. The familys situation was bolstered by the immense wealth of Susan Watts father, John Watts, who had served as New York Citys last Royal Recorder in the years before the American Revolution. Raised on the familys estates in New York and New Jersey, the younger Kearny lost his mother when he was seven. Known as a stubborn and temperamental child, he showed a gift for horsemanship and was an expert rider by age eight. As patriarch of the family, Kearnys grandfather soon took responsibility for his upbringing. Increasingly impressed with his uncles, Stephen W. Kearny, military career, the young Kearny expressed a desire to enter the military. Into the Army These ambitions were blocked by his grandfather who desired that he pursue a career in law. As a result, Kearny was compelled to attend Columbia College. Graduating in 1833, he embarked on a tour of Europe with his cousin John Watts De Peyser. Arriving back in New York, he joined the law firm of Peter Augustus Jay. In 1836, Watts died and left the bulk of his fortune to his grandson. Freed from his grandfathers constraints, Kearny sought assistance from his uncle and Major General Winfield Scott in obtaining a commission in the US Army. This proved successful and his received a lieutenants commission in his uncles regiment, the 1st US Dragoons. Reporting to Fort Leavenworth, Kearny aided in protecting pioneers on the frontier and later served as an aide-de-camp to Brigadier General Henry Atkinson. Kearny le Magnifique In 1839, Kearny accepted an assignment to France to study cavalry tactics at Saumur. Joining the Duke of Orleans expeditionary force to Algiers, he rode with the Chasseurs dAfrique. Taking part in several actions during the campaign, he rode into battle in the style of the Chasseurs with a pistol in one hand, a saber in the other, and the reins of his horse in his teeth. Impressing his French comrades, he earned the nickname Kearny le Magnifique. Returning to the United States in 1840, Kearny found that his father was terminally ill. Following his death later that year, Kearnys personal fortune again expanded. After publishing Applied Cavalry Tactics Illustrated in the French Campaign, he became a staff officer in Washington, DC and served under several influential officers, including Scott. Boredom In 1841, Kearny married Diana Bullitt whom he had met earlier while serving in Missouri. Increasingly unhappy as a staff officer, his temper began to return and his superiors reassigned him to the frontier. Leaving Diana in Washington, he returned to Fort Leavenworth in 1844. The next two years saw him become increasingly bored with army life and in 1846 he decided to leave the service. Putting in his resignation, Kearny quickly withdrew it with the outbreak of the Mexican-American War in May. Mexican-American War Kearny was soon directed to raise a company of cavalry for the 1st Dragoons and was promoted to captain in December. Based at Terre Haute, IN, he quickly filled the ranks of his unit and used his personal fortune to purchase it matching dapple gray horses. Initially sent to the Rio Grande, Kearnys company was later directed to join Scott during the campaign against Veracruz. Attached to Scotts headquarters, Kearnys men served as the generals bodyguard. Unhappy with this assignment, Kearny prophetically lamented, Honors are not won at headquarters...I would give my arm for a brevet (promotion). As the army advanced inland and won key victories at Cerro Gordo and Contreras, Kearny saw little action. Finally on August 20, 1847, Kearny received orders to take his command to join Brigadier General William Harneys cavalry during the Battle of Churubusco. Attacking with his company, Kearny charged forward. In the course of the fighting, he received a severe wound to his left arm which required its amputation. For his gallant efforts, he was given a brevet promotion to major. Frustration Returning to New York after the war, Kearny was treated as a hero. Taking over the US Army recruiting efforts in the city, his relationship with Diana, which had long been strained, ended when she left him in 1849. Having adjusted to life with one arm, Kearny began to complain that his efforts in Mexico had never been fully rewarded and that he was being ignored by the service due to his disability. In 1851, Kearny received orders for California. Arriving on the West Coast, he took part in the 1851 campaign against the Rogue River tribe in Oregon. Though this was successful, Kearnys constant complaining about his superiors along with the US Armys slow promotion system led to him resigning that October. Back to France Leaving on an around-the-world trip, which took him to China and Ceylon, Kearny finally settled in Paris. While there, he met and fell in love with New Yorker Agnes Maxwell. The two openly lived together in the city while Diana became increasingly embarrassed back in New York. Returning to the United States, Kearny sought a formal divorce from his estranged wife. This was refused in 1854 and Kearny and Agnes took up residence at his estate, Bellegrove, in New Jersey. In 1858, Diana finally relented which opened the way for Kearny and Agnes to marry. The following year, bored with country life, Kearny returned to France and entered the service of Napoleon III. Serving in the cavalry, he took part in the Battles of Magenta and Solferino. For his efforts, he became the first American to be awarded the Là ©gion dhonneur. The Civil War Begins Remaining in France into 1861, Kearny returned to the United States following the outbreak of the Civil War. Arriving in Washington, Kearnys initial attempts to join the Union service were rebuffed as many remembered his difficult nature and the scandal surrounding his second marriage. Returning to Bellegrove, he was offered command of the New Jersey Brigade by state officials in July. Commissioned a brigadier general, Kearny joined his men who were encamped outside Alexandria, VA. Stunned by the units lack of preparation for battle, he quickly commenced a rigorous training regime as well as used some of his own money to ensure that they were well-equipped and fed. Part of the Army of the Potomac, Kearny became frustrated by a lack of movement on the part of its commander, Major General George B. McClellan. This culminated in Kearny publishing a series of letters which severely criticized the commander. Into Battle Though his actions greatly angered the army leadership, they endeared Kearny to his men. Finally in early 1862, the army began moving south as part of the Peninsula Campaign. On April 30, Kearny was promoted to command the 3rd Division of Major General Samuel P. Heintzelmans III Corps. During the Battle of Williamsburg on May 5, he distinguished himself when he personally led his men forward. Riding ahead with a sword in his hand and his reins in his teeth, Kearny rallied his men yelling, Dont worry, men, theyll all be firing at me! Ably leading his division throughout the doomed campaign, Kearny began to earn the respect of both the men in the ranks and the leadership in Washington. Following the Battle of Malvern Hill on July 1, which ended the campaign, Kearny formally protested McClellans orders to continue withdrawing and advocated for a strike on Richmond. One-Armed Devil Feared by the Confederates, who referred to him as the One-Armed Devil, Kearny was promoted to major general later in July. That summer Kearny also directed that his men wear a patch of red cloth on their caps so that they could rapidly identify each other on the battlefield. This soon evolved into an army-wide system of insignias. With President Abraham Lincoln tiring of McClellans cautious nature, the aggressive Kearnys name began to surface as a potential replacement. Leading his division north, Kearny joined in the campaign that would culminate with the Second Battle of Manassas. With the beginning of the engagement, Kearnys men occupied a position on the Union right on August 29. Enduring heavy fighting, his division almost broke through the Confederate line. The next day, the Union position collapsed following a massive flank attack by Major General James Longstreet. As Union forces began fleeing the field, Kearnys division was one of the few formations to stay composed and helped cover the retreat. Chantilly On September 1, Union forces became engaged with elements of Major General Thomas Stonewall Jacksons command at the Battle of Chantilly. Learning of the fighting, Kearny marched his division to the scene to reinforce Union forces. Arriving, he immediately began preparing to assault the Confederates. As his men advanced, Kearny rode forward to investigate a gap in the Union line despite his aide urging caution. In response to this warning he allegedly replied, The Rebel bullet that can kill me has not yet been molded. Encountering Confederate troops, he ignored their demand to surrender and attempted to ride away. The Confederates promptly opened fire and one bullet pierced the base of his spine and instantly killed him. Arriving on the scene, Confederate Major General A.P. Hill exclaimed, Youve killed Phil Kearny, he deserved a better fate than to die in the mud. The next day, Kearnys body was returned under a flag of truce to the Union lines accompanied by a letter of condolence from General Robert E. Lee. Embalmed in Washington, Kearnys remains were taken to Bellegrove where they laid in state before being interred in the family crypt at Trinity Church in New York City. In 1912, following a drive led by New Jersey Brigade veteran and Medal of Honor winner Charles F. Hopkins, Kearnys remains were moved to Arlington National Cemetery.