The Disadvantages of Full Day Schools Essay Example for Free

The Disadvantages of Full Day Schools Essay Introduction Full day schooling refers to a longer day at preschool where they not only learn but are also given time for play. (Lamphere, 2009) Full day preschools run for five hours or longer for five days a week. Half day preschools run for approximately 3 hours for five days a week. (Rosamilia, 2008) Researchers have constantly compared these two types of schooling and most studies came to a conclusion that full day schools are better than half day schools. There are a few example of studies conducted to show this. Some examples include: A study conducted by Cryan et al.  in 1992 in two phases on the effects of half-day and all-day kindergarten programs on childrens academic and behavioral success in school and another study by Hough and Bryde in 1996 which looked at the student achievement data of children enrolled in half day and full day schools. Both studies showed that full day kindergartens benefit children in terms of academic successes, attendance and there are also fewer cases of retention for them. (Clark, 2013) Even though full day schools has its benefits, it also has its disadvantages. This literature review would be focusing on the disadvantages of full day school, be it long term or short term and it would also look into the benefits of other schooling programmes such as half day programs. This review is important it would give a better idea to parents and teacher as to why they should carefully consider other options other than just focusing on full day schools. Due to the limited resources on full day schools and case studies on full day schools, the countries this literature review would be focusing on would be US and Canada. Disadvantages of Full Day Kindergarten According to research, there are a number of disadvantages for Full Day kindergarten. Firstly, there is a lack of spaces for children. According to an article, in Canada, there is a lack of space to accommodate the rising number of children if they change their program to full-day kindergartens. In Calgary, Canada, it is believed that 50 out of 137 elementary schools would not be able to accommodate more than their current half-day school and the implementation of full-day programs would force some grades to be reshuffled to other schools. (Cuthbertson Herald, 2012) In some other articles, in United States, there has been lack of space to set up full-day kindergarten. (Martinez, Stuber, and Snider, 2006; Haglund, n. d. ) Thus, there have been talks going on as to whether they should set up full-day kindergartens in that district. (Placek, 2012) Another disadvantage would be the high cost for full-day programs. This includes the expenses for equipment, staff and space. In the article regarding the changing to the full day program in Canada, they mentioned that the cost of funding it for a year would be around $200 million. Another article stated that it would cost $2 million annually after an initial startup cost of $505,600. And, it would have required another $7 million from the districts reserves to pay for construction of additional classrooms and multipurpose rooms. (Placek, 2012) Another article by a graduate from East Stroudsburg University also states that the amount of money spent on the teachers’ salaries are also high because they now have to hire more teachers for full-day kindergartens. An average teacher in the US would earn about $33,000 a year. Thus, in the case that the kindergarten hires more teachers, they would have to spend about $132,000 to $165,000 per annum just on salaries. This would increase the burden on the taxpayers. (Morse, 2008) This point is also further supported by research conducted previously. (Martinez, Stuber, and Snider, 2006; Hugland, N. A. ; Guilderland Central School District Early Childhood Advisory Committee, 2008) The third disadvantage of full-day kindergarten is that it requires more staff and staff aides. Many articles stating the disadvantages of full day support this point. For example, in one article, it states that when there are half day sessions, one teacher can teach two sessions: one in the morning and one in the afternoon. However, if it is a full-day session, it requires more teachers to teach. They would also need more teacher aides. In the case where the kindergarten does not want to hire more teachers, they would expand each class and add in more teacher aides to balance the teacher-child ratio. In a study conducted at the Guilderland central school district, it also states that they would require more teachers to teach and balance the teacher-child ratio. (Early Childhood Advisory Committee, 2008). Besides these, there are a few more disadvantages to full day kindergartens. They include having more time at school and less time for ‘kids to be kids’. (Circele, 2009; Brower, 2013). It also includes teaching children academic and skills before they are ready for it. (Haglund, N. A. ; Morse, 2008) One of the articles found went on to explain that the kindergarten may teach too advanced skills for children instead of teaching them minor skills which are important. In summary, even though full-day seems like a good option for everyone, it does have its disadvantages. Benefits of Half Day Kindergartens Likewise, half-day school has its benefits. Firstly, half day kindergarten programs are less stressful. According to Walsh (2013), children would feel relaxed while trying to adjust to the structured classroom environment. Furthermore, they are able to make good transitions from kindergarten to first grade. Another source states that half-day programs are viewed as providing continuity and systematic experience with less probability of stress than full-day programs. (Rothenberg, 2009) Secondly, the children also receive the same quality of education as those in full day preschools or kindergartens. (Ast, 2010;Rothernberg, 2009) The children go through similar experiences but just that one is longer and the other is shorter. These show that there are other programs besides full day kindergartens which young chidren can benefit from. Conclusion In the context of Singapore, there isn’t much of an issue about half day versus full day kindergarten. This is because Singapore has mainly focused on half day kindergartens. Some of the reasons as to why that might be the case is similar to the disadvantages stated above. Just like in some parts of Canada and US, Singapore has limited space to set up full-day kindergarten and it requires more sources, equipment and etc. Singapore’s space is already limited in space and it requires more space for other more important things thus, it can’t be used just for kindergartens. Statistics have shown that 15% of Singapore’s land has been located for housing, 17% for recreational and community needs. The rest of the land is used for commerce, industry, infrastructure, utilities and transport and reservoirs, defense facilities and cemetery and undeveloped land. (Yearbook of Statistics Singapore, department of Statistics Singapore[online], 2012) This shows that there isn’t sufficient space to build more kindergartens or expand it. If Singapore was to expand or make kindergartens full day, it would require more teachers or teacher aides. There is also a lack in kindergarten teachers now. Recently, along the roads, many jobs offers for preschool teachers were noticed. This is also supported by a Strait Times article on 20 July 2012. It stated that there is already a shortage of teachers. (Vadaketh, 2012)Thus, if full day kindergartens were established, there would not be enough teachers. Depending on these reasons, I believe that full day kindergarten programs are not applicable really in Singapore. However, if you look at Singapore’s context carefully, full day kindergarten programs are somewhat similar to childcare programmes in Singapore. In this context, Singaporeans can choose what kind of schooling programs they want to send their child to. The kindergarten programmes are standardized by the Ministry of Education (MOE) to be 3 hours per session. (MOE,2013) As for Childcare, it is a full day program and is also available for half day on Saturdays. The two main factors determining which programme they would send their child to would be whether they are working and the cost of the programme. Parents of children these days are usually working adults. They do not have time to take care of their children because they are working. Thus, they would rather send them to childcares because it is more convenient and safe. If they were working and they send their child to half day kindergartens, they have to make other arrangements for their child so that the child would not be left alone. While full day kindergartens may be more convenient for working adults, half day schools (kindergartens) are cheaper. According to the list of kindergartens found on the Investmentfriend. com forum, the pricing ranges from as low as $80 to $500. However, the costs of childcare centres are about $700 and above, depending on the childcare. Thus, some parents might not be able to afford childcare and would send their child to half day kindergartens. Thus, all in all I believe that the choice of schooling depends on each family and individual if childcare was seen as an full day kindergarten program. References Clark, P. (2013). Recent research on all-day kindergarten | education. com. Retrieved from http://www. education. com/reference/article/Ref_Recent_Research_All/? Lamphere, M. (2009). Full day kindergarten. Retrieved from http://www. slideshare. net/lamph1ml/full-day-kindergarten Haglund, J. (n. d. ). Full-day kindergarten advantages disadvantages | early childhood. Retrieved from http://ec. dpi. wi.gov/ec_ecadflpg Morse, J. (2008). The disadvantages of all-day kindergarten yahoo! voices voice. yahoo. com. Retrieved from http://voices. yahoo. com/the-disadvantages-all-day-kindergarten-1337569. html? cat=25 Placek,C. (2012). No full daykindergarten for all in dist. 203 dailyherald. com. Retrieved from http://www. dailyherald. com/article/20121105/news/711059666/ Cuthbertson , R. , Herald, C. (2012). School promise under threat. Retrieved from http://www2. canada. com/calgaryherald/news/story. html? id=c1b76975-1366-45e4-9bc2d33d7a3ab1b6p=1 Brower, C. (2013). The cons of full-day kindergarten | ehow. com. Retrieved from http://www. ehow. com/info_8660784_cons-full-day-kindergarten-programs. html Guilderland Central School District Early Childhood Advisory Committee. (2009). Report on full-day kindergarten. Retrieved from http://www. guilderlandschools. org/district/boe/PDFs/reports/FDKPPT110508. pdf Ast, A. (2010). Half day vs full day kindergarten: Is there really a difference? yahoo! voices voices. yahoo. com. Retrieved from http://voices. yahoo. com/half-day-vs-full-day-kindergarten-there-really-6839874. html? cat=25 Walsh, K. (2013). Pros cons of half day kindergarten | ehow. com. Retrieved from http://www. ehow. com/info_8502607_pros-cons-halfday-kindergarten. html Kindergarten fees list. (2011). Retrieved from http://investmentfriend. com/forum/showthread. php/25-Kindergarten-Fees-List Vadaketh, S. T. (2012). Tackling preschool challenges in Singapore. The StraitTimes. Retrieved from http://ifonlysingaporeans. blogspot. sg/2012/07/tackling-preschool-challenges-in. html MOE. (2013). Ministry of education, Singapore education system: Pre-school Education. Retrieved from http://www. moe. gov. sg/education/preschool/

History Essays Americas Involvement in the Vietnam War

History Essays Americas Involvement in the Vietnam War How can we explain Americas involvement in the Vietnam War?To what extent did America get it wrong, terribly wrong? Americasofficial explanation for its involvement in the Vietnam War was the containmentof communism and the liberation of the Vietnamese people. As is usually thecase when nations involve themselves in war, the reasons for it are not assimple as are made out. In this essay I will argue that the allied victory inWorld War 2, the Cold War, and the national image, all played a part in Americasinvolvement in Vietnam. Robert McNamara, the then Secretary of Defence, wrotetwenty years after the war We were wrong, terribly wrong.So how did they get it wrong? The blanket answer is their failure to see thatvictory was highly unlikely and victory without massive cost was impossible.Repeated advice to that effect from their own military experts and others wentunheeded. The history of the Vietnamese response to centuries of attack byother nations, the extent of their desire for independence and justice, and thegrass-root support for the iconic Ho Chi Minh and his motivated resistancemovement were not taken into account. I will show that these factors togetherwith civil unrest at home and an unwillingness to lose face are why America gotit terribly wrong. World War 2ended in victory for allied forces with America emerging as a superpower. A newconfidence after pre-war recession found it extending its interests around theworld, with the aim of opening up global markets. At the same time, it wascommitted to protecting those interests against the spread of Communism,predominantly from Russia and China, which might threaten their Capitalistaspirations. Buzzanco (1999, p.16) summarises the U.S. post war agenda: TheUnited states had interests [I]n Europe, Americans hoped to rebuild Britain,Germany, France, Italy, and other countries along Capitalist lines while alsousing those areas to prevent the Soviet Union from spreading Communism beyondEastern Europe, and in Asia, the Japanese, with American direction andaid, were being transformed into the foundation for Capitalist expansion andanti-Communism in Asia. Asself-proclaimed liberators of nations from poverty, and leading protagonists inthe Cold War conflict between Capitalism and Communism, the stage was set forAmerican intervention that would see military action for many years to come.The inevitability of this was seen by certain observers, who realised that therewas but a short step between this containment policy and an indiscriminateglobalism that could compel the United States to intervene militarily on behalfof weak puppet states in remote areas of the world places, that is, likeVietnam. (Logevall, 1999, p.385). In the early1950s, the French occupation of Vietnamwas meeting fierce resistance from the Viet Minh,In response America began sending limited financial and military aid to theFrench occupying forces. By 1954, the occupation was virtually broken and theFrench hold on Vietnam was in dire straits. Conditions in Asia were seen ascritical by the U.S. leadership. France was requesting urgent Americanassistance, and the Chinese Communist Party was gaining increasing power inopposition to the U.S. friendly Chinese government of Jiang Jieshi. The Frenchsituation and the prospect of an independent Vietnam posed two major problemsfor America. Firstly, to withhold assistance from the French would be to risklosing a major ally in the Cold War. Secondly, an independent Vietnam left anopen door for the expansion of Chinese communism into Vietnam and a significantbarrier to U.S. economic development in Asia. In order to confront theseproblems, America began to increase financial aid to massive propo rtions, aswell as military hardware and advisors. At the same time an agreement inGenevaresulted in the partition of Vietnam into the North and South sectors, to becontrolled by the Viet Minh and a nominal moderate power, respectively. Thisarrangement was to exist pending a re-unification election for Vietnam withintwo years. By 1955, America,unhappy with the status quo in Vietnam had installed a pro-Americananti-communistas governor of the Southern sector. Diem subsequently proclaimed his sector asthe Republic of Vietnam. The South now became the central focus for the U.S.and with the inauguration of John F. Kennedy as U.S. President in 1961, cameincreased involvement. Kennedy, reluctant to commit to all out war in Vietnamsaid: Wewill continue to assist [Diem regime] them, but I dont think that thewar can be won unless the people support the effort However, Kennedywas dealing with other problems, and his solutions often went against the grainof more hawkish elements in Washington, which led to pressure on him. Hisdealings with the Russians and Cubaresulted in critics strongly advising that a stand needed to be taken withwhich to assert the image of superpower and that the stand should be made inVietnam. Buzzanco (1999, p.65) writes: oneof his closest advisors, suggested that clean-cut success in Vietnam coulderase the stain of the Bay of Pigs. In Saigon General Lionel McGarr, likewisenoted the White Houses strong determination to stop the deterioration of USprestige By the time ofKennedys death in 1963, over 16,000 U.S. military advisors were deployed inSouth Vietnam, against increasing strikes by the Viet Minh from within SouthVietnam and from the North. Linden Johnson took over the presidency from Kennedy in1963, and vowed to continue the policy of involvement in Vietnam. In the sameyear resistance in South Vietnam increased significantly so that by 1964 thepossibility of the overthrow of the U.S. installed regime loomed large. Johnsonresponded with an escalation in U.S. involvement. By 1965, sustained, intensivebombing campaigns were being carried out on North Vietnam, and the number ofAmerican troops deployed in the South had risen to over 184,000, leavingthousands of American troops dead along with thousands of Vietnamese troops andcivilians. This was despite the misgivings of leading senators who were agreedthat: insofaras Vietnam is concerned we are deeply enmeshed in a place where we ought not tobe; that the situation is rapidly going out of control and every effort shouldbe made to extricate ourselves (Siff, 1999, p.40) The militaryalso were against escalation. The Commander of U.S. forces in Vietnam, GeneralWestmoreland expressed strong reservations: Westmorelandwas likewise reluctant to fight in Vietnam. In September 1964, the commanderdid not contemplate putting US troops into combat; that would be amistake, because it is the Vietnameses wara purely military solution isnot possible (Buzzanco, p.74) By the end of1967, the number of U.S. troops deployed in Vietnam had reached half a million.Despite this, there was no sign of an American victory, and despite increasingconviction among the military, senators, financial institutions and largeportions of the American public, there was no movement by its leadership toextricate the nation from a seemingly losing battle. The fear of Communism andlosing face in the eyes of the world left America locked into a no-winnightmare. The VietnameseNationalist forces, although sustaining heavy casualties throughout the war,constantly gained the upper hand and were always able to replace their losses.A major figure behind the success of their campaign for independence was Ho ChiMinh. Minh was inspired by the historic resistance of the Vietnamese peoplethroughout centuries of invasion by other nations. The Mongols, Chinese andFrench had all encountered fanatical opposition to occupation. Even if it tookyears, the Vietnamese fought doggedly to victory, and when World War 2 broughtanother occupation, this time by the Japanese, Ho Chi Minh: Ledan underground, communist-led resistance movement called the Viet Minh (theLeague for Vietnamese Independence) against the Japanese invaders Well-organised but under-funded the Viet Minh carried out a campaign ofterrorism and intelligence-gathering (Elliot, 1996, p.22). The Japanesesurrendered to allied troops in 1944 and the prospect of an independent Vietnamlooked possible. It was not to be though. The French re-established controlwith the help of the British and once again the Vietnamese found themselvesfighting for freedom. Over the next thirty years the Viet Minh (came to beknown as the Viet Cong in the South) proved to consist of soldiers andsupporters with high discipline, motivation and confidence in their quest forliberation from first the French and then the U.S. and its puppet regime.Those qualities and the advantage of fighting in their own land and on theirown terrain were factors in their eventual ejection of America. In Ho Chi Minhand the Viet Minh, the Americans: Wouldface a leader and organisation that seemed dedicated to their defeat and whocarefully and effectively used the images of rebellion that resonated deep inthe Vietnamese past (Edmonds, 1998, p.33). The Americanforces contrasted sharply with that of their enemy. Apart from having to fighta guerrilla war, for which they were not trained or experienced, on unknownterrain, civil unrest at home impacted deeply on morale and discipline. At theheight of the Vietnam War, America was seeing violent protest and massdemonstrations on civil rights issues. Martin Luther King was openly condemningthe Vietnam War along with other civil rights campaigners. A member of the StudentNonviolent Coordinating Committee: Warnedblacks that when LBJ talks all that garbage about hes sending boys over thereto fight for the rights of coloured people, you ought to know thats a lie.Cause we live here with them, and they dont ever do a thing for us. Hewent on to describe the war as white people sending black people to makewar on yellow people to defend the land they stole from red people.(Buzzanco,p.206) The messageresonated with the thousands of black soldiers in Vietnam and contributed toracial division, often resulting in ghetto environments in which ethnic groupsswore allegiance only to themselves and rejected others. Further, a lack ofleadership conviction in the war caused by deep rifts in policy making and thedirection it should take, inevitably filtered down through the chain of commandto the white soldiers on the ground. Disillusionment in the cause for war, andexposure to the brutalities caused by it, hit morale hard, and drugs andalcohol use became rife among troops. Capps (1991, p.34) writes: Whatwas experienced was the harshness of war: brutality, death, and atrocitywithout a comprehensive rationale to seal over the reality. The Vietnam Warprovided no transcendent meaning by which the national purpose could beinterpreted American unwillingness to accept the prospect of defeatand loss of face continued after Johnson and throughout the Nixon presidency,keeping its troops in Vietnam until 1975. I have argued that the emergence of America from World War2, as a superpower with aspirations of global expansion and a dedication tooppose Communism wherever it deemed fit, led to its involvement in Vietnam. Arefusal to withdraw in the face of defeat, in order to maintain its image as asuperpower in the eyes of the world, and in fear of the Communist threat, meantan involvement that lasted over two decades. The last thirteen years of it cost58,000 American and at least 1.5 million Vietnamese lives, as well as thedestruction of millions of acres of land. By misjudging the resources of theVietnamese people, and disregarding the voice of its own people, the cost paidfailed to achieve the aims for Americas involvement and resulted in themgetting it Wrong, terribly wrong. Bibliography Buzzanco, R. (1999) Vietnam and the Transformation ofAmerican Life Oxford, Blackwell. Capps, W. (1991) The Vietnam Reader New York,Routledge. Edmonds, A. (1998) The War in Vietnam U.S.A.,Greenwood Press. Elliott, P. (1996) Vietnam Conflict and ControversyNew York, Arms Armour Press. Kissinger, H. (2003) Ending the Vietnam War NewYork, Simon Schuster. Logevall, F. (1999) Choosing WarCalifornia, University of California Press. Prados, J. (1995) The Hidden History of the Vietnam WarU.S.A., Ivan R. Dee. Siff, E. (1999) Why the Senate Slept U.S.A.,Praeger Publishers.

Accomplishments of Dorothea Dix

Accomplishments of Dorothea Dix Dorothea Dix Nekisha Riley In this paper I have chosen the public health pioneer Dorothea Dix to discuss. Dorothea was the person responsible for devoting her time to the welfare of the mentally ill. She was also and educator and an activist for many. In this paper, I will discuss the impact that Dorothea had on public health, what she did to advance public health, and some of the obstacles that she had to overcome. Dorothea Dix also known as Dolly was born in 1802 in Hampden, Maine to Joseph and Mary Dix. Dorothea was the eldest of her two siblings (Norbury, 1999). Dorothea’s father was a Methodist preacher and an alcoholic while her mother suffered from mental illness. Her father was known to be abusive, but Joseph was known for educating his children (Parry, 2006). Dorothea’s father taught her and her two brothers how to read and write. In 1812, the Dix family took up and moved to Vermont due to the war of 1812 (Gollaher, 1993). Dorothea and her family remained as one until Dorothea felt she had had enough of her dysfunctional family. At this time, Dorothea had dealt with enough of her father’s abuse, so she decided to run away at the age of 12 to live with her grandmother in Boston. Dorothea stayed with her grandmother for a brief amount of time before moving with her aunt in Worcester, Massachusetts (Parry, 2006). After staying with her aunt for two years, Dorothea opened up her first private school to help children learn to read and write. When Dorothea realize that her school was now a success, she went back to reside with her grandmother Dix in Boston. This is when Dorothea opened her second school and added a night school for the poor, which was one of the first ones in the nation (Gollaher, 1993). After being an educator for almost four years now, Dorothea met Edward, which later became her fiancà © (Gollaher, 1993). The unrealistic thing about her new relationship was her now fiancà © was also her first cousin (Parry, 2006). It was about three months later her father died and Dorothea decided that she no longer wanted to get married. Dorothea spent the next couple of years educating as many people as she could. She was also attending conferences to educate herself. At this point, Dorothea has been working so much without getting the proper amount rest that she has fallen very ill with a severe upper respiratory ailment. It was at this time, Dorothea decided to move to Liverpool, England to stay with the Rathbone family for almost a year while recovering from her illness (Ivan, 1976). The Rathbone family took a liking to her and showed her more affection that her family had. In 1837, Dorothea returned to the United States . At this point her grandmother passed away which her mother died a couple of days afterwards (Ivan, 1976). She was still ill and did not have the strength to resume teaching yet, so she used the Dix estate and savings to support herself (Ivan, 1976). In 1841, Dorothea met a ministerial student, who was teaching Sunday class for women who were incarcerated in East Cambridge Jail (Norbury, 1999). The ministerial student became so frustrated with his efforts of trying to teach these women, that he asked Dorothea for advice. When talking to Dorothea, Dorothea realized that this could be an opportunity for her to volunteer at this jail. This was the turning point of Dorothea’s life. She started volunteering at Cambridge Jail and noticed the living conditions and how the mentally ill was mistreated (Gollaher, 1993). The jail had no heat in any of the living quarters. Those incarcerated were not segregated and all lived together including hardened criminals, feeble-minded children, and the mentally ill (Norbury, 1999). Dorothea was determined to get the prisoners some heat by going through the court system. In Massachusetts, Dorothea had her first memorial for a law that they had permitting them to hold women and men who had mental issues (Ivan, 1976). In 1848, Dorothea asked Congress to grant 12 million acres of land for the benefits of the mentally ill, blind, and deaf. She had plans to build asylums to help house people that need help and could not receive it (Parry, 2006). Congress approved the bill, but six years later President Franklin Pierce vetoed it (Gollaher, 1993). This was one of the many setbacks that Dix had, but she did not allow it to hinder her from being devoted to helping the mentally ill. After having this minor setback she spent the next decade improving hospitals in Rhode Island and New York (Ivan, 1976). She also established hospitals in thirteen other states along with District of Columbia (DC), Ontario, and Nova Scotia (Ivan, 1976). At this point, in Dorothea’s life she had become worn out from working so hard and not getting any rest. In 1854, Dorothea decided to travel to Europe and rest (Gollaher, 1993). Once she was in Europe she learned that the private hospitals for the wealthy and the public facility for the poor were very different. Dorothea traveled from 1854 to 1856 to 14 countries and instigated many changes (Parry, 2006). In 1856, Dorothea returned to the United States to resume her reform work. When she returns, the country is in an uproar from slavery issues (Gollaher, 1993). She had to remain neutral on the issue of slavery, or if she was anti-slavery the southern states would have refused to hear what she had to say and her reform for mental institution would have not taken place in the south. Five years later, the Civil War began. Dorothea volunteered her services and became the Superintendent of United States Army Nurses. Dix’s job was to organize the first aid stations, recruit nurses, obtain supplies, and help to set up training facilities and hospitals (Ivan, 1976). Although Dix did have the determination required to pursue these tasks during the war, she lacked the social skills. Dix’s lack of social skills and training caused her to have some issues with the doctors. The doctors also felt like Dix was stepping over the line for telling them about the unsanitary conditions, their drinking habits, and the treatment of the soldiers. At this point they were treating Dorothea differently and no longer wanted her to be there. Dorothea resigned from her position but remained there to help find missing soldiers, write letters to families letting them know the status of their son’s well-being, and helped soldiers with securing their pensions (Parry, 2006). After the war Dix returned to traveling around the United States and Europe helping the mentally ill, while gaining the support of the wealthy (Parry, 2006). Some of the hospitals that Dix helped established were now understaffed and overcrowded. Some people were saying that Dix no longer cared for what she had started many years ago. At this time, Dix said that the hospital needed to provide the clients with therapy and that everything would go back to normal. At this time Dix had founded 32 of 123 mental hospitals in the country (Gollaher, 1993). She has now reached the age of 80 years old and has returned to New Jersey due to her ailing health (Norbury, 1999). Dorothea later retired and moved into one of the guest rooms at one of the mental hospitals that she help establish more than three decades before. Dix remained at the hospital for about five years before she died in 1887 (Ivan, 1976). Dorothea had accomplishments that came along with some obstacles. She was able to help many have a safe place to stay and receive the proper help that they needed. Dix was a pioneer to public health and stayed true to what she believed. While Dix was never married, she was engaged to her cousin for about three months (Parry, 2006). Dorothea has many things in today’s society that remains in her memory like the Dorothea Dix hospital here in my home state of North Carolina. References Gollaher, D.L. (1993). Dorothea Dix and the English Origins of the American Asylum  Movement. Canadian Review Of American Studies, 23(3), 149. Norbury, F.B. (1999). Dorothea Dix and the Founding of Illinois’ Firat Mental Hospital. Journal  Of The Illinois State Historical Society (1998-), Ivan, P.P. (1976). Pioneers in Special Education—Dorothea Lynde Dix (1802-1887).  Journal Of Special Education, 10(1), 2. Parry, M.S. (2006). Dorethea Dix (1802-1887). American Journal of Public Health. pp. 624-625.

Romeo and Juliet: Fate or Free Will? Essay -- Romeo and Juliet

Romeo and Juliet: Fate or Free Will? The play Romeo and Juliet was one of the most famous love tragedies ever written. This love story unfortunately had a fatal ending. Many people argue over why the lovers had died, was it over Free Will or Fate? The death of Romeo and Juliet was partially because of free will. The fact that Romeo and Juliet got married knowing that there was a bitter feud between their families, the Montague and Capulet’s. This feud brought on many problems, such as the murder of Tybalt by Romeo. Juliet knew that this might be a problem for Her and Romeo. Juliet had said: â€Å"What’s in a name†? Which explains her ill fate of being a Capulet and Romeo being a Montague. When Romeo tells his servant â€Å" Ay, mine own fortune in my misery†. This illustrates that he does not...

Is the System Awash? :: essays research papers fc

Is the System Awash?   Ã‚  Ã‚  Ã‚  Ã‚   Most Americans are unaware of the problems of the poor, it is hard to imagine the challenges of poverty, the daily fears of victimization or the frustration of not being able to provide for a child. These central ideas along with many others have plagued the United States’ economy for most of its history. What do we do with the poor? Who are they and what can we do to help them? Well the answer is a mix between individuality with a strong relativity to the central government. It is here that we find our argument and it is here that we find ourselves at bay with many sensitive subjects. I believe that it is the government’s responsibility to provide for the nation, but it is up to the individual whom is given to, to make a difference with what is given to them. With such problems as minimum wage, unemployment and little to no affordable housing it is hard for the poverty stricken individual to gain some if any ground at all in their quest to rise up out of the bonds of d estitution. There needs to be a â€Å"battle plan† if you will to attack this issue of poverty head on. It is here that my plan comes into effect. Many propose simply giving them some sort of aid in food or money and being done with it, what I propose is that you give a little and they take it much further than what was originally thought possible. It is not simply the act of supporting them for the rest of their lives, it is the act of providing a strong foundation for which they can build upon. An outstanding quote from a man by the name of William McDonough states (chair of the Federal Reserve Bank of New York), â€Å"Issues of equity and social cohesion are issues that affect the very temperament of the country. We are forced to face the question of whether we will be able to go forward together as a unified society with a confident outlook or as a society of diverse economic groups suspicious of both the future and each other.†(Collins, Leondar and Sklar 280)   Ã‚  Ã‚  Ã‚  Ã‚  In a broad view the general public knows not of the hardships that a part of the country goes through each day. I had the opportunity to go to college in Kentucky my first year of schooling.

Empiricism and Connie

Although Connie works hard to present the appearance of being a mature woman who is experienced with men, her encounter with Arnold reveals that this is only a performance. She has created an attractive adult persona through her clothing, hairstyle, and general behavior and gets the attention she desires from boys. But Connie confuses her ability to command attention from boys with her desire to actually have them pursue her in a sexual way.The love and romance evident in songs she listens to and images of pop culture that surround her are much different from the reality of adult sexuality. Although Connie does experiment with sexuality, such as when she goes into the alley with Eddie, she is fearful of actually becoming an adult. Arnold Friend takes her by force into adulthood, but this violent act represents a shift within Connie herself: the abandoning of childlike fantasy for the realities of being a mature woman.Although Connie works hard to present the appearance of being a mat ure woman who is experienced with men, her encounter with Arnold reveals that this is only a performance.She has created an attractive adult persona through her clothing, hairstyle, and general behavior and gets the attention she desires from boys. But Connie confuses her ability to command attention from boys with her desire to actually have them pursue her in a sexual way. The love and romance evident in songs she listens to and images of pop culture that surround her are much different from the reality of adult sexuality.

Inhibitor Improves Learning Essay

The article is entitled, Peripheral Delivery of a ROCK Inhibitor Improves Learning and Working Memory. Title of the journal the article was published in and date published: This article was published in the journal entitled Behavioral Neuroscience in February 2009. The journal is published by the American Psychological Association. Describe the topic and the experiment conducted. What did they do? The article noted that in related studies, the RhoA/ROCK/Rac pathway is involved in the cognitive processes. Thus, they postulated that if this pathway could be inhibited, learning and memory can be enhanced. The article explained that fasudil has been used in experiments for the treatment of vasospasm and angina but not for learning and memory. Hydroxyfasudil is an active metabolite of fasudil. The study subjects were 27 rats who were 17 months old and 18 months old at the time of actual behavioral testing. Specifically, the study used Fischer-344 male rats who were bred at the aging colony of the National Institute on Aging at Harlan Laboratories (Indianapolis, IN). All the rats were acclimatized before the actual experiment according to IACUC standards and all the procedure done were with the approval of the local IACUC committee. NIH standards were followed. The study was done in Arizona State University. The study grouped the rats into three experimental groups. The first group of rats received saline and was labeled as the â€Å"aged vehicle† group. The second group received 0. 1875 mg hydroxyfasudil and was labeled as the â€Å"aged low dose† group. The third group received 0. 3750 mg hydroxyfasudil and was labeled as the â€Å"aged high dose† group. Of the 27 rats, nine belonged to the â€Å"aged vehicle† group, another nine rats in the â€Å"aged low dose† group, and another nine rats in the â€Å"aged high dose† group. Since hydroxyfasudil has a half-life of around 5-7 hours in humans, the drugs were all administered in the morning before behavior testing was done. All injections were given by subcutaneous injection at the scruff of the neck of the rat. All experimenters who performed the behavioral testing and succeeding dissections of the rats’ brains were blind to the respective treatment groups of the rats. The behavioral testing used the Water Radial Arm Maze to test working and reference memory, and the Spatial Reference Memory Morris Maze to test for spatial learning and memory. The performance of the rats in these two mazes were compared and used as basis as to whether cognitive functions were enhanced or not with the administration of hydroxyfasudil. Summarize the most important results. What did they find and what does that mean? 4 pts The results of the behavioral testing done using the water radial-arm maze, the â€Å"aged high dose† group was superior in all measures evaluated: learning index scores for total errors, working memory correct errors, and working memory incorrect errors. Better learning was indicated by having a higher learning index. Aged high dose† group showed better learning on all three measures. The group’s learning index when compared to the â€Å"aged vehicle† group was significantly higher. As for the â€Å"aged low dose† group, it still had a higher learning index when compared to the â€Å"aged vehicle group† but only marginally for the working memory incorrect errors. For the other two m easures, the group still had a higher learning index but no longer marginally, but intermediate between the â€Å"aged high dose† and â€Å"aged vehicle† groups suggesting that the relationship may be dose-dependent. Another important result noted was that hydroxyfasudil did not significantly alter spatial reference memory performance in either maze. 5) What implications do these results have for future research? What should they look at next? The implications of study would mean that if hydroxyfasudil can inhibit events that influence cognition, the next step would be to confirm this in result in a larger number of mice or even in rabbits. They should also look into the side effects of hydroxyfasudil and a good start would be to look for the same side effects found in its parent compound which is also being currently studied. ) Does this study reveal anything that could be useful to society (the general population, not science), and if so, what is it? This study showed that if hydroxyfasudil does improve cognitive function by improving spatial learning and memory, then science has found another possible answer to age-related or neurodegenerative-related memory dysfunction. To put it simply, hydroxyfasudil, if safe and effective in improving spatial learning and memory, will help patients who suffer from age-related or neurodegenerative-related memory dysfunction. ) What are some possible confounds or errors that this study should have controlled for, but did not? Essentially, what would make this a better study? In my opinion, this study was a good one with very negligible confounders. One thing that might have made the study better though was the possible side effects of hydroxyfasudil on the short term and also long term. 8) What did you learn that you did not know before? What did you find most interesting? I found that fact that such a drug as hydroxyfasudil being a possible treatment for those suffering from age-related memory dysfunction, fascinating. I did not know this until I read this article. If it is indeed a possible cure, many people all over the world would live a better life in their advanced age since their memory will serve them better and they will depend less on their children and thus, have a less likely chance of being placed in homes just because families have difficulty caring for them.