Education and Genuine Passion Essay Example for Free

Education and Genuine Passion Essay Describe the skills or attributes you believe are necessary to be an outstanding teacher. From my own personal experience in order to be an outstanding teacher, an individual must possess the following qualities: a genuine passion for teaching, knowledgeable not only in their content area of teaching, but also in various types of learning styles, including knowledge of social and emotional barriers to learning, and they must be creative in their teaching style. If one doesn’t have a genuine passion for teaching, they become a disservice to the youth since they won’t put forth the effort and dedication that is needed to teach up to 6 different class periods a day. A teacher must be able to identify and have positive corrective measures when working with youth with social and emotional behaviors. Professional development in this area is critical to a student’s success in the classroom. Lastly, the proliferation of social media and technology should change the way educators teach, since the average student today is constantly using technology. How would you address a wide range of skills in your classroom? One of the classes that I used to teach was Spanish, there were a wide range of skills when it came to comprehension. For the most part, I had to design a curriculum, which had to include modifications for students with educational, social, and behavioral disorders. For example, some students were allowed extra time on their exams or assignments, grading was modified based on the work the student turned in, and classroom seating was designed to address the variations of skills. Often times, I noticed the class would be more engaged in group settings after I designated a leader and assigned tasks to each student according to their skill level. Extra credit would be assigned in the beginning of each semester for students who read a number of books that I assigned. From my own personal experience in order to be an outstanding administrator, an individual must possess the following qualities: a genuine passion for teaching, knowledgeable not only in their content area of teaching, but also in various types of learning styles, including knowledge  of social and emotional barriers to learning, they must be able to motivate their team and promote professional development, and the must be able to make sound decisions. If one doesnt have a genuine passion for teaching, they become a disservice to the youth since they won’t put forth the effort and dedication that is needed to lead. An excellent administrator must be able to identify and have positive corrective measures when working with youth with social and emotional behaviors. Professional development in this area is critical to a student’s success in the classroom. The proliferation of social media and technology should change the way educators teach, since the average student today is constantly using technology. Technology is very important in education, teachers can use technology to maximize student learning. Using computers, videos, and other kinds of technology makes lessons more interesting and more fun. For example, I used to teach a class called Scholar Learning Community, one of my assignments included a demonstration speech that had to be presented in from of the class. Students were encouraged to video tape their presentations, a large number of them posted their videos on YouTube. This encouraged the other students to do the same as their friends were able to view their videos. It also makes it ? easier to teach students with varying needs. A co 1. Describe the skills or attributes you believe are necessary to be outstanding when working in student support services. One of my duties as a Student ; Family Advisor involved recruitment for the program, at times this duty was a bit of a challenge considering other responsibilities that the position entailed. These responsibilities were shared between myself and another co-worker. Part of our program requirement was that we were at 80% enrollment each month. Our enrollment figures were based on the number of enrolled and pending referrals that were received each month. A large number of these referrals derived from recruitment efforts. Apparently, my co-worker wasnt pulling their weight in this area, I gently convinced them to attend a presentation that I was giving to a DCFS agency so that she can learn from my style of organizing and presenting the program to agencies. I found out during our outing, that she seemed to lack the organization in her presentation and just needed a few pointers and assurance in her recruitment efforts. Our enrollment number increased as a result. Works with student in planning and implementing an Individualized Optional Education Plan (IOEP) . Plans instructional program for student based on historical transcript, assessment data and current IOEP. Maintains current and accurate records of attendance and academic progress of students. Meets regularly with students and consults with instructors and parents in order to assess progress toward academic providing direction and assistance as necessary. Works with Student Development Coordinator in regards to student activities related to academic goals as well as provides guidance in response to request from Student Development Coordinator in areas of student behavior and personal growth. Conducts seminars and workshops for students in any/all of the following areas: college matriculation, career readiness and personal growth. Performs related duties as assigned by the Principal. I have 9 years of what I would call,front line experience. This term is usually referred to from soldiers fighting in a war zone. I guess I can say that I was in the front lines along with other professionals that fight hard to take back the lives Chicagos youth through education. I served as a Student ; Family Advisor with the City Colleges of Chicago. I was assigned to operate a program that was funded by DCFS to recruit and retain the youth in the high school program (YS3). My number one goal was to ensure their graduation. I provided intense academic advisement to 20 students, along with other duties as assigned.

Analysis of Desirees Baby By Kate Chopin

Analysis of Desirees Baby By Kate Chopin Desirees Baby has been set in the days before the abolition of slavery in the big farms/plantations owned by whites and tendered by black slaves in the Southern State of Texas. Monsieur Valmonde finds an abandoned baby by the wayside. His wife, Madam Valmonde, does not have a child of her own thus; she takes the baby and names her Desiree. Madam Valmonde and her husband, Monsieur Valmonde raise the child, until she turns 18 years-an age considered ripe for courtship and marriage (Chopin). Her beauty, elegance, and white skin attract Monsieur Aubigny, a plantation owner and widower who just returned from burying his wife in France. This essay provides an insight into alienation in relationships, the consequences of mans evil institutions like slavery and racism. Aubigny, the main character, feels a strong sense of alienation in his relationship with black slaves, a people that he greatly despises. They are an inferior race, generally a non-people in his eyes. Aubigny a rich white landowner is endowed with wealth and the right color. In the society that all the characters live, white is deemed acceptable and good. Anybody with a black skin is a social outcast, and they should be rejected to live the cursed life, that of slavery. Aubignys parents were white, and they instilled into him the right color that an endowed person should have or associate. His family is one of the initial sources of alienation. His upbringing constantly placed him on top of blacks, and this is why he denies his baby because it is turning black. Madam Valmonde also exclaimed that Desirees baby was not the baby implying that the babys origin and color will not be accepted by society as that of Aubignys. The society, immediate family, and close friends shape the status of an individual. The way people behave is largely affected by; how they perceive themselves and what society will think about them. Madam Valmonde refuses that Desirees baby is not the kind of child that society will accept. Society cannot accept that both Augbiny and Desiree, both white can have a black offspring, the cursed race. Augbiny cannot accept living with a woman who has given birth to an inferior being (Chopin). He cannot imagine what his close friends, family, and society will think about him. This is why he decides to alienate himself from both wife and child before society judges his behavior. His actions are dictated by society and not by self-worth. If society does not accept blacks, then he too cannot accept them. He burns everything that belongs to Desiree and her baby to get rid of any information that links his private life to blacks. This shows that he cannot outdo the code of conduct in his white dominated society. Desire too cannot imagine what society will think of her black baby and she chose to drown with him in a swamp. Madam Valmonde plays the role of society. She knows that the real father, Aubigny, will not accept the baby. She tries to express this to Desiree although she does not understand. She also plays the part of society that will accept the rejected. She willingly takes her daughter and grandson back. This shows her motherly love and concern for the unhappy daughter. Failure to accept her adopted daughter and grandson may cause her to be labeled as selfish and inhuman by society. The letter from Augbinys mother to his father serves the role of a wakeup call into reality. It jerks Augbiny into knowing that whatever he has rejected (black) is in his blood and in fact the source of his life (mother) (Chopin). A popular culture metaphor taken from the story is the one that describes Armand Aubignys features. He is described as a having a dark and handsome face that had not been disfigured by frowns. This metaphor implies that black is handsome although society does not accept people of color (Chopin).This metaphor shows the irony in societys code of acceptance. A person can be black and handsome and yet society had rather accept white and ugly because the later comes from a superior race while the earlier originates from an inferior race. Aubigny lacks a complete sense of direction. He knows that the origin of Desirees parents is not know and yet drinks into her beauty. He cannot accept the color of slaves thus results to deceit and wickedness to save his face in society. He is very ignorant of his looks and denies his looks. The fact that he does not acknowledge his ignorance, wants to satisfy the code of acceptance of society makes him ruin his relationship with his family. Ironically, He begins to treat the slaves fairly because he realizes that he has a black baby! Aubignys chooses the wrong path of letting go of his family because of the color of the baby. The baby just like his parents did not choose where to be born and in what color. Desiree also chooses the wrong path of killing herself and son. This because she feels that society cannot accept her and they may label her as a failure. She does not understand that one cannot satisfy the demands of society and being black is human. My sympathy goes to the baby who dies because of something that he does not have any power over. As for the married couple, they deserve what they get; they let society dictate everything that they believe in without realizing that nothing is perfect in the eyes of man. Society and its representatives like race, marriage, and slavery are faulted in this story. During the pre-colonial times, a slave could only marry a slave and a white to a white. However, whites could have sex with slaves with or without their consent. This resulted to colored people who could not be accepted because of their mixed heritage and the act of a white male siring with a black slave (one of the lowly acts). This story highlights racism, its effects on people who are victims and cannot accept it like Desiree and Augbiny. In this story, there is a great conflict between reality and fantasy. Augbiny fantasizes that he should get a girl instead of a boy. He further fantasizes that the beauty and fair skin of Desiree will help him to get a purebred white child who does not have any black flaws. Madam Valmonde also fantasizes that the child should have been white she says that openly à ¢Ã¢â€š ¬Ã‚ ¦this is not the child (Chopin). She knows that if the child is not white, then there is nothing foe Desiree. This is why she accepts both daughter and grandson. Women/girls are victims of their own making. They fail to understand that beauty or color alone cannot lead to a happy life. They do not comprehend their needs and the reason to live. Desiree argues with Augbiny that she is whiter than Augbinys. She writes a letter to her mother telling her that she is unhappy because of the mistreatment from her husband. This shows that she cannot accept to live as black, with a black child in a society that labels black as bad and cursed. In a case like these, men like Augbiny take advantage of misunderstandings and capitalize on them making women unhappy. They strain their relationship because they feel that they are following the code of acceptance of society. Women are also victims of societal demands. Desiree cannot be happy without a man and she does not want to imagine how society will see her. This makes her end her life and that of her baby in a tragic manner. A man like Augbiny is a victim of society and its institutions like slavery. Man spends so much time building racism and slavery and in the end, these two things swallow their lives into the unknown. Racism and slavery are meant to serve the interest of whites but it is ironical that they again destroy him especially when Augbiny discovers that he too is black. Augbiny expects his fantasies to be true thus lays all his hopes in color. If it is now white, he does not want anything to do with it. He falsely expects that society will accept him now that he has done away with family only to discover that he too is black. The moral issues that arise in this story are wickedness, deception, and misunderstanding. People shudder at the thought of being black or even being associated with the cursed race. Augbiny does not understand that color and origin of a human being can neither be changed nor be discarded. Desiree discards her color, that of her son and her origin in death. This implies that slavery and racism are things that are very evil in society and should be discarded or they will eat into the human soul. Blacks are human beings and color is only skin-deep and is dictated by their genes; things that none can suppress or change (Schneider). Madam Valmonde accepts her daughter and son. She is that part of society that embraces what the elites have rejected. Madam Valmondes letter to her daughter show the humanity, acceptance that can be found in the heart of the human race. The wickedness of the institution of slavery and racism is clearly depicted in this story. Augbinys mother prays that his son should never discover that he has a black mother. It clearly shows the way whites deny that blacks are human beings and a part of society. Death is very wicked because it embraces even the innocent like Desirees baby. It does not discriminate between the ignorant, rich or color. It just takes everything that comes on its way.

Child Education In India Education Essay

Child Education In India Education Essay Education has continued to evolve, diversify and extend its reach and coverage since the dawn of human history. Every country develops its system of education to express and promote its unique socio-cultural identity and also to meet the challenges of the times. There are moments in history when a new direction has to be given to an age-old process. That moment is today. The country has reached a stage in its economic and technical development when a major effort must be made to derive the maximum benefit from the assets already created and to ensure that the fruits of change reach all sections. Education is the highway to that goal. Issues Prevelance of Child labour: All non-school going children are child workers in one form or the other. Agricultural child labour constitutes the core of the problem. Child labour policies and education policies have to be formulated and operated in tandem. Parents do want to send their children to be educated and poverty as a limiting factor is highly over-rated. Motivation and availability of infrastructure rather than poverty are the key factors. The paper underlines the strengths of formal education in eradicating child labour and forcefully argues for a legislation to provide for compulsory education.   The main argument against child labour and compulsory education is that it is necessary for the wellbeing of the poor as the state is unable to provide relief. The second argument, is that education would make the poor unsuited for the kind of manual work that is required to be done. The third argument is that certain industries would be forced to close down if they did not have the facility of the low wage child labour. The last argument against banning child labour and enforcing compulsory education is that the State should not be allowed to interfere in the parents rights who know what is best for their children and families. Lack of Coverage: Despite the regular expansion of the ICDS, the coverage of children for ECCE is still as low as 20 percent. This is an issue of both inadequate access and inadequate quality of service delivery. With ICDS continuing to be the main vehicle for ECCE, the GOI is proposing to expand the service further and universalize it within the next few years. While this is a welcome proposal, the risk is of expanding too fast and compromising on quality. Girl Child Education: The Indian government has expressed a strong commitment towards education for all; however, India still has one of the lowest female literacy rates in Asia. In 1991, less than 40 percent of the 330 million women aged 7 and over were literate, which means today there are over 200 million illiterate women in India. Laws Relating to Child Education in India Constitutional position of education in India While considering the various aspects of education with regard to state obligation, judicial interpretations, given to this obligation by various jurists are the primary source of learning. In the good old times, education was essentially an act of charity or philanthropy. Then, it was thought of as an occupation. Judicial dicta went so far as to consider it as an industry. Whether or not to perceive education as a fundamental right or not has been debated for a long time. The establishment and the administration of an educational institution for the imparting of knowledge to students is an occupation, protected by Article 19(1) (g) and additionally by Article 26(a), if there is no element of profit generation. Imparting education has come to be a means of livelihood for some professionals. It is considered as a mission in life for some altruists. Education was a State Subject in view of the following Entry 11, placed in List II State List:- 11. Education including universities, subject to the provisions of entries 63, 64, 65 and 66 of List I and entry 25 of List III. By the Constitution (42nd Amendment) Act 1976, the above-said Entry was directed to be deleted and instead Entry 25 in List III Concurrent List, was directed to be suitably amended so as to read as under:- 25. Education, including technical education, medical education and universities, subject to the provisions of entries 63, 64, 65 and 66 of List I; vocational and technical training of labour The Constitution of India has laid a directive before the state to make a provision of free and compulsory education for children below the age of fourteen years. 45. Provision for free and compulsory education for children: The State shall endeavor to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years. However, the government has not been successful in providing adequate facilities of education for the under privileged children, located in the rural areas. The Supreme Court in the case Unnikrishnan vs. State of Andhra Pradesh (1993) ruled that the right to education is a fundamental right that flows from the right to life in Article 21 of the Constitution. Following this ruling, the 86th Constitution Amendment Act, 2002 added Article 21A, stating, The State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may, by law, determine. The 86th Amendment also modified Article 45, which now reads The State shall endeavor to provide early childhood care and education for all children until they complete the age of 6 years. The state recently enacted the Right to Education Act, seeking to effect the 86th Constitutional amendment Judiciary and Education In the judgment of Unnikrishnan, a Constitution Bench of this Court framed a scheme that governs admissions to professional colleges. The main objective was to ensure that merit prevails in the matter of admissions, both in respect of what were called free seats as well as in respect of payment seats. This judgment was rendered on February 4, 1993. The scheme was to be effective from the Academic Year 1993-94 onwards. Review Petitions were filed by several institutions against the said judgment. They were dismissed by the Constitution Bench. The judgment of P.A. Inamdar and others vs. State of Maharashtra was a landmark in the field of educational law. Law reports are replete with rulings related to the education in its several aspects. Until the T.M.A Pai Foundation case, there were four oft- quoted leading cases concerning the field of education, namely, (i) Unni Krishnan v. State of Andhra Pradesh (1993) 1 SCC 645 (ii) St. Stephens College v. University of Delhi (1992)1 SCC 558 (iii) Ahmedabad St. Xaviers College Society v. State of Gujarat (1974)1 SCC 717 and (iv) Re: Kerala Education Bill, 1957, (1958) SCR 995. Right to Education Act The Right to Education Act seeks to give effect to the 86th Amendment of the Constitution of India. Salient provisions: The State shall ensure a school in every neighbourhood Every school shall conform to certain minimum standards, defined in the Bill Government schools shall provide free education to all admitted children Private schools shall admit at least 25% of children from weaker sections; no fee shall be charged to these children Screening tests at the time of admission and capitation fees are prohibited for all children Government schools will be managed by School Management The National Commission for Elementary Education shall be constituted to monitor all aspects of elementary education including quality. The Right to Education Act prescribes the Rights of Every Child as follows: Every child between the age of 6 and 14 years has the right to full-time free and compulsory education in a neighbourhood school. Non-enrolled children, of age group 7-9 years, have the right to be admitted in an age-appropriate grade within one year of the commencement of the Act, and children, of age group 9-14 years, have the right to be provided special programmes that will enable them to attend such grade within three years. Children with severe or profound disability, who are unable to attend a neighbourhood school, have the right to be provided education in an appropriate environment. A child cannot be held back in any grade or expelled from a school till Class VIII. Any expulsion requires an order of the School Management Committee (SMC), which will be given only after all other corrective measures have been exhausted, and parents/guardians have been heard. The local authority will take steps to enroll such a child in another neighbourhood school. The Act also prescribes the responsibility of the State as follows: The State shall ensure availability of a neighbourhood school for every child within three years. In case of non-availability, free transport or free residential facilities shall be provided. The state/UT government shall determine every year the requirement of schools, facilities, and their locations; establish additional schools as required; deploy teachers and create facilities for their training. The State shall develop a mechanism to monitor enrolment, participation and attainment status of every child, and take corrective steps wherever required. Information in this regard will be made available in the public domain, including on an on-line basis. School Admissions No school can conduct any screening procedure of any child or parents at the time of admission. Children will be selected for admission in a random manner. Capitation fees are prohibited. Provisions concerning School Management: All non-government schools have to be recognized by a Competent Authority or they must shut down. The Act specifies certain norms (such as teacher-student ratio, physical infrastructure etc.) to be fulfilled by all schools as a pre-requisite for being recognized. All State and aided schools are required to form School Management Committees (SMCs) with at least 75% of the members being parents/guardians, and the other members representing teachers, the community and the local authority. SMCs will manage the school, including the sanction of leave Provisions regarding Content and Process Schools and academic authorities formulating curriculum shall conform to the values enshrined in the Constitution. Schools should operate in a child- friendly and child- centred manner. No child shall be required to appear at a public examination before completing Grade VIII. Policies and Schemes Prominent Policies in the Context of Provision of Early Childhood Care and Education (ECCE) in India National Nutrition Policy (1993) which recognized children below six years as high-risk groups to be given high priority. National Policy on Empowerment of Women (2001), supported provision of childcare facilities, including crà ¨ches at work places. India also ratified Convention on Rights of the Child in 1992 and reaffirmed its commitment to children, which resulted in formulation of policy framework to prepare a National Charter for Children. National Commission for Children has also been set up. The Commission as visualized would protect/safeguard the rights of children with a strong legal base. National Plan of Action for Children (2005) included universalisation of ECCE as one of the goals. It specified care, protection and development opportunities for children below 3 years and integrated care and development and pre-school learning opportunities for 3-6 year olds. National Curriculum Framework (2005f emphasized two years of pre-schooling and considered ECCE as significant for holistic development of the child, as a preparation for schooling and as a support service for women and girls. It advocated play-based developmentally appropriate curriculum Integrated Child Development Services (ICDS) India has the distinction of having conceptualized and floated perhaps the worlds largest program for children, modeled on the definition which says that working with children means a more holistic view one of its components is child education, as early as in 1975. Known as the Integrated Child Development Services (ICDS), this program targets children, pregnant and lactating mothers and adolescent girls from a lifecycle perspective Non-formal preschool education has been one of its core components. Other Policies and Schemes à ¢Ã¢â€š ¬Ã‚ ¢ National Policy on Education, 1968 à ¢Ã¢â€š ¬Ã‚ ¢ National Policy on Education, 1986 à ¢Ã¢â€š ¬Ã‚ ¢ National Policy on Education, 1986 (As modified in 1992) à ¢Ã¢â€š ¬Ã‚ ¢ National Common Minimum Programme of the UPA Government, announced in May, 2004 Extracts relating to Education à ¢Ã¢â€š ¬Ã‚ ¢ National Curriculum Framework, 2005 à ¢Ã¢â€š ¬Ã‚ ¢ National Commission for Protection of Child Rights à ¢Ã¢â€š ¬Ã‚ ¢ Jawahar Bala Arogya Raksha à ¢Ã¢â€š ¬Ã‚ ¢ Rashtriya Madhyamik Shiksha Abhiyan (RMSA) à ¢Ã¢â€š ¬Ã‚ ¢ Incentives to Girls for Secondary Education à ¢Ã¢â€š ¬Ã‚ ¢ Information and Communication Technology in Schools (ICT @ Schools) à ¢Ã¢â€š ¬Ã‚ ¢ Primary Education Sarva Shiksha Abhiyan Suggestions Decentralized and holistic planning for children: Given Indias diversity and scale the planning process and designing of interventions for children have to be contextualized. This can only be possible through a decentralized and participatory approach to planning and implementation. The Education sector already has experience of this approach to some extent and the programs /services for younger children would need to learn from this experience and reach out to children in a more targeted and local specific mode. Priority to and Ownership of ECCE: Very recently, the total responsibility of ECCE has been shifted from Department of Education within the Ministry of Human Resource Development to a newly created Ministry of Women and Child Development. Though, it is too early to comment upon the implications of this decision, however, it is likely to generate a lot of discussion and debate about the issue of ownership and its logistic location with the education sector. Prescription vs. Practice: While, a favourable policy framework and appropriate curricular guidance is available in the country for ECCE; the reality is that there is a large gap between what is prescribed or suggested and what is practiced. In a study conducted by the NCERT (1998) it was found that almost all the ICDS centers observed adhered to teaching of 3 Rs ( reading, writing and arithmetic) and there was a virtual absence of any play activities. Typically, the activities of preschool education under ICDS are conducted for a period ranging from 45 minutes to two hours duration daily, with minimal play and learning material support and that too, largely in the absence of sufficient outdoor and indoor spaces, basic infrastructure facilities and competent workers. Preschool education in private/ public nursery schools, again, is largely a downward extension of primary education curriculum, with teachers often having no ECCE training. Training Inputs and Institutional Support: Effective preparation of teachers/service providers for ECCE is another issue, which is expected to determine quality. Corresponding to the range of ECCE programs and initiatives in India there is a variety of training provisions in ECCE, as well. These range from the two year integrated Nursery Teachers training program (NTT) which aims at preparing teachers for preschool stage (3-6 years) and for the first two grades (6-8 years) of the primary stage, In addition, the curriculum of higher/ senior secondary stage of education (+2) in Central Board of Secondary Education, National Institute of Open Schooling and many State Education Boards have also included early childhood education as an area of vocational education. Public Spending on Children: For the very first time, in the year (2004-05), the Ministry of Women and Child Development (MWCD) in Government of India undertook a child budgeting exercise to look at provisions and expenditures for children more holistically. This portends well for a more comprehensive approach towards planning and budgeting for children in the future. The public funds allocated to children are classified under four heads in the child budgeting exercise: ICDS Nutrition, Education, Health and Child Protection and others. As per the Constitution of India, child related provisions are in the concurrent list of responsibilities with the States having a prominent role in service delivery. However, most of the states spending are on recurrent items of expenditures, it is the funds which are made available through the Centrally Sponsored Schemes that provide for reform and quality improvement. Overall, there has been an increase in expenditure on children as a percentage of GNP from 2.66 % in 1993-94 to 3.26% in 2001-02 (DWCD, Annual Report, 2004-05). As indicated in Figure 13 below, in terms of relative contributions, both the central and State contributions show steady increases over time, especially since 1997-98, with the states contribution being significantly more dominant. Still the overall public expenditure is far less than it should be.

Affects of Alcohol :: essays research papers fc

Alcohol: Best or Worst Times of Life? Alcohol has many dangerous effects and should be banned. That being said, what exactly IS alcohol? Alcohol is a clear liquid at room temperature, it is flammable and it can be dissolved in water. Alcohol is usually produced in two main ways: fermentation or distillation. The alcohol found in alcoholic beverages such as beer or wine is known as ethyl alcohol. Alcohol is rarely found in a pure form. In beer, the ethanol concentration is only 4 to 6 percent. In wine the ethanol concentration is 7 to 11 percent and in champagne 8 to 14 percent. In distilled spirits such as rum or vodka, ethanol concentration can be anywhere from 45 to 90 percent! Alcohol has made its way into western culture; from the good tasting beverage to have after work to the â€Å"cool† thing to do in front of all your friends. The United States has tried to ban alcohol consumption. The Prohibition in 1919 occurred when the 18th amendment was approved; this outlawed the manufacture, sale, and transportation of intoxicating liquors. However, the ban on liquor was highly unsuccessful. Crime rates shot sky high and the demand for liquor was as high as ever. However, the 18th amendment was repealed by the 21st in 1933 (Mason 2). Where the 18th amendment failed, the National Minimum Drinking Age Act of 1984 succeeded. The National minimum Drinking Age Act of 1984 required that all states change their legal drinking age. If the states refused to comply with this new law, the state would lose its money under the Federal Aid Highway Act (Mason 1). This only proves the point further that alcohol is dangerous and should be banned for a variety of reasons: it has many negative effects on youth, it causes a lot of damage inside the home and out, and there are many physically ill effects. Alcohol has many negative effects on youth. Some of the most influential factors in a youth’s decision to drink are parents and peers. However, past and present research has shown that alcohol advertising also has a significant impact by ‘influencing the attitudes of parents and peers and helping to create an environment that promotes underage drinking. (CAMY 1). Youth are easily influenced through television advertisements. â€Å"A 1996 study of children age’s nine to eleven found that children were more familiar with Budweiser’s television frogs than Kellogg’s Tony the Tiger, the Mighty Morphin’ Power Rangers, or Smokey the Bear (CAMY 1).

Has the Creation of Nunavut Come too Quickly? Essay -- Argumentative P

Has the Creation of Nunavut Come too Quickly? The North of Canada may invoke thoughts of polar bears, penguins, and Eskimos, however this region has a history of exploitation. Since the 1940's, the Inuit people (Eskimo is considered a derogatory term by locals) have been forced to assimilate to Canadian laws and language. Prior to the arrival of the Canadian officials and their economic and law systems and infrastructures, the Inuit lived in small groups off the tundra. Their economic system was one of trade and they spoke Inuktitut, which was only an oral language until about fifty years ago. Yet, this way of life was altered drastically with the increasing presence of the Canadian government in the region. In the early 1900's the government of Canada began to take notice of the increasingly heavy flow of foreign ships in the arctic waters. It was not the presence of the ships the Canadian government were concerned with, but rather the revenue they were losing (Matthiasson, 36). To overcome this problem, Canada loosely asserted its sovereignty over the region more for economic reasons than anything else. Even then, the Inuit people continued to live the way they always had in spite of the Canadian laws they were supposedly constrained by now. Forty years later, Canada's sovereignty in the Northwest Territories was threatened again, but this time politically by the United States in 1946. Canadian officials were informed that the United States was planning to construct several weather stations in the High Arctic Islands. These stations were intended to collect climat ic information as well as serve as a defense measure against possible Soviet attack (Marcus, 54). Nervous about the loss of the territory, the Canad... ...d job creation to the infant government. Without economic sustainability, Nunavut will continue to be one of the poorest regions in Canada. If this is the case in future years, the language nor the traditions have much chance of surviving. Works Cited Brown, DeNeen L. "Culture Corrosion in Canada's North; Forced Into the Modern World, Indigenous Inuit Struggle to Cope." The Washington Post 16 July 2001, page A01. Marcus, Alan Rudolph. Relocating Eden: The Image and Politics of Inuit Exile in the Canadian Arctic. Hanover, Dartmouth College Press, 1995, page 54. Matthiasson, John S. Living on the Land: Change Among the Inuit of Baffin Island. Ontario, Broadview Press, 1992, pages 35-37. Nunavut: The Story of Canada's Inuit People. Mapleleafweb Online. 2 March 2002. < www.mapleleafweb.com/features/nunavut/government.html>.

Interpretation Project

So you also must be ready, because the Son of Man will come at an hour when you do not expect him† (Lucas, New Kings James Version). Jesus shares Insight for humanity prior to HIS return, In efforts that mankind may be prepared to receive the Lord and not be deceived. If people use consideration when interpreting God's meaning and not personal interpretations, the true message can be revealed. According to Journey into God's Word, â€Å"We believe that the way to approach the Bible (I. E. , the way we listen to God) should match how God gives us the Bible (I. E. , chose to speaks' (Devalue & Hayes, 2008, p. 0). This short story ay be viewed as Jesus being Like a thief and coming at an unexpected time; discovered. Jesus provides all humanity with the necessary preparations for the end times. Jesus reveals His love and concern for humanity by revealing signs of the tribulation. â€Å"Nation will rise against nation†¦ There will be famines and earthquakes†¦ † (Ma tt. 24:7). These are given in efforts to bring awareness that until these pass, the end is not here. Jesus will be returning at an unknown day, hour, and season. His return is not even known to â€Å"†¦ Angels, nor the Son, only the Father† (Matt. 4:36). He includes warnings and precautions. Jesus warns against false teachings, and prophets that will arise and claim to be the messiah. Man is to be cautious that he is not lead astray by the â€Å"thief† that will come to deceive. Jesus uses the parable of the thief and the master of the house. If mankind knows when His return will be, man would most likely live in darkness until the time approached. Then deception would be avoided by waiting for the very day and hour of His return and many may not accept Him until the last minute and not spread the Gospel until the end times.As stories are mentioned, people read the parable regarding the fig tree and fleet on the prophecy spoken in Daniel; these are pieces of the a rmor of God to keep the â€Å"elect† from being deceived by the true deceiver. â€Å"So when you see standing in the holy place the abomination that causes desolation'†¦ † (Matt. 24:15,). People who know God will know this is the â€Å"thief† that has come to steal salvation. As many become like the parable of the fig tree, they become fruitless and the Word of God will have been spoken and not heard. This is when the time to watch that The Lord will be arriving soon after these things has been fulfilled.He then shares with us the story of Noah. This story is included to reveal the swiftness of His return. Any who have lived an ungodly life â€Å"as determined by the Son of Man† will be cast among the hypocrites (Matt. 24:51). Jesus desires humanity to accept the gift of salvation and live unto Him; only by adhering to these warnings can mankind be prepared for the Lord's return.

Human Physical Appearance

How many times have you formed an impression of someone even before you got to know him or her well? How many times you felt bad because you were judged? Why do people misjudge? It is because, we’re human. We all misjudge all the time. It is easy to misjudge people based on outward appearances. People nowadays are judgmental; they’re basing their behavior towards others through physical appearance. Though appearances people create their own stereotypes and misjudge the other person.It is easy to create a mental prototype through basing something on an individual’s physical attributes. Almost everyone in his or her lifetime has misjudged someone at least once in her/his lifetimes. A lot of times people misjudge others by the way they look and a lot of people do not know how that it can sometimes affect or hurt someone. We know that it is wrong for other people to look upon others and judge them but nobody is perfect. People misjudged others is by their appearance because they think that appearance is everything.In conclusion, everyone has either been misjudged or judged at least once in his/her lifetime. Misjudging someone can be very unfair to others and in some cases you never know when other people are going through the same thing as you had gone through at some point of your life. Nobody should judge a person by their appearance. When people misjudge other people, they don’t give them the chance to experience a good and healthy life without being hurt by what others say and think. Lastly, nobody wants anyone o misjudge other in any kind of way.