Being Honored by the Pursuit of Their Dreams - The Value of Honors Essay Topics

Being Honored by the Pursuit of Their Dreams - The Value of Honors Essay TopicsIt is not unusual to encounter some students in the field of education who tend to avoid humanities essay topics. Their main reason could be that they are afraid that the topic will embarrass them or leave them wondering why they even bothered to attend a class in the first place. This would normally be a common enough concern that most people would probably try to forget about it as soon as possible.That should not be done, however, since this could lead to the kind of behavior that is often observed among those who avoid the research subjects in school and the ones who completely abstain from anything related to them. The students who go through humanities courses in school get a lot of pleasure out of a wide variety of subjects that are put forward for their examination. There is no excuse why they should not enjoy the fruits of their labor. This is not meant to be a criticism of students who have human ities subjects in school, but an acknowledgment that they are different from the students who avoid such subjects.If the problem is that they find the humanities courses too difficult, then it is simply not possible to tell the students that the topic is too difficult so that they can skip it. This would be a bit like telling the employees that the company does not hire hard-working people and would therefore be unfair to them. This is because hard work should not be considered a disadvantage but rather something that is a strength.What does it say about a person's character if he or she avoids these kinds of essay topics? Well, it may be fine for a few years but if a person has any quality standards whatsoever, then this could never be accepted. In a way, such a person has already made an act of disloyalty towards his or her country and has shown no sign of repenting or attempting to change.Instead of dealing with humanities essay topics that they may not want to take on, these stu dents need to be given a chance to see if they have the stamina to study hard. On the other hand, it would also be extremely unfortunate if students who were left behind due to their unwillingness to pay attention to their studies ended up missing out on the entire opportunity. A good student needs to take notice of the fact that the world does not work in an equal manner as the one they live in. It is up to them to grab every opportunity that they have and see what opportunities await them after graduation.If students choose to avoid humanities essay topics, then they are actually making a big mistake. It is not necessary that they do so to avoid embarrassment. On the contrary, the opposite could be the case.If they ignore the opportunity to explore their passions and their capabilities, they are losing a great advantage that comes with being a student. An advantage that is highly valuable in the career paths that they might later decide upon. They could make use of this to get ahe ad in their career and thus to establish themselves as a great professional in the field of humanities.Such students will not be able to get that kind of advantage, if they just give up on trying to get better at it. Why would they want to end up having a sorry end to their lives? They should still take advantage of the opportunities that the world presents them with and make use of their best skills to shape their careers and hone their talents.

Teen Pregnancy Problems and Prevention Strategies

Teen Pregnancy problems and prevention strategies While many people are inclined to express indifference regarding this concept, teen pregnancy is one of the most controversial topics in the contemporary society. This experience can be devastating for some individuals, as the fact that they are raw makes it difficult for them to effectively deal with the problem. Society becomes more stressing and most teens who become pregnant come to express feelings related to shame and fear. The fact that these individuals are hesitant about letting their parents know that they are pregnant contributes to their problems and finding help sometimes becomes an impossible mission. Lack of life experience materializes into a more severe type of stress, endangering both the mother and the child. It is generally accepted that the majority of teen births are a result of accidental pregnancies. Even with the fact that this subject received much attention in the recent years, it is very difficult for society to understand what influences some teenagers in taking an important step in such matters. The environment that an individual lives in is apparently essential when considering the strategy that the respective person is going to employ with the purpose of resolving the problem. Embarrassment is typically one of the first sentiments that a teenager undergoes when she is pregnant. Such an individual is probable to acknowledge her condition and consider that it would be pointless for her toShow MoreRelatedTeenage Moms That Are Still In High School Get Pregnant1391 Words   |  6 Pagesare still in high school get pregnant at a young age, and are not able to support themselves or their child. There were just under a quarter million pregnancies in women ages fifteen to nineteen in 2014. About eighty-five percent of these pregnancies are unplanned, which in any population can increase the risk for problems. The biggest risk for teen mothers is delaying prenatal care or worse, about seven percent received no care at all. According to CDC, In 2014, almost 250,000 babies were bornRead MoreResearch on Teen Pregnancy in Los Angeles County1223 Words   |  5 PagesTeen Pregnancy in Los Angeles There is presently much controversy regarding teen pregnancy, considering that many countries in the developed world experience a rise in adolescent pregnancies in spite of the fact that effective programs are installed in these areas. Teen pregnancy has been a major issue in Los Angeles in the recent years, but the fact that state authorities have been actively involved in combating the problem has generated positive results. It is probable that the struggle for abstinenceRead MoreTeen Pregnancy : Teenage Pregnancy1404 Words   |  6 PagesLauryn Jones Block 5 4/27/16 What is Teen Pregnancy? Teenage pregnancy is pregnancy in human females under the age of 20. A girl can become pregnant from sexual intercourse after she has begun to ovulate which can be before her first menstrual period, but usually occurs after the onset of her periods. In well-nourished girls, menarche usually takes place around the age of 12 or 13. Most teenage girls don t plan to get pregnant, but many do. Teen pregnancies carry extra health risks to both the motherRead MoreThe Problem with Teenage Childbearing in the United States1039 Words   |  4 Pagesserious social problem in the United States. The rates of teen parenting are at is lowest, but the numbers still remain an issue. Teen parenting has been associated with negative outcomes for the parents and their children. Many teenage parents and their families are unaware of the disparities when becoming a teen parent. With outcomes of teen childbearing being identified, teen pregnancy prevention needs to be further ad dressed. Addressing teen pregnancy and methods of prevention will help strengthenRead MoreControlling the Issue of Teen Pregnancy635 Words   |  3 PagesTeen pregnancy is a problem that is plaguing the U.S., as well as other countries. This social problem affects teens of every ethnic and economic background. Before we discuss what some organizations are doing to help, let’s look at some of statistics surrounding teen pregnancy. Even though this is a serious problem, the good news is that teen birth rates in the United States have dropped almost continuously since the early 1990s — including a six percent drop from 2011 to 2012 — further decreasingRead MoreEssay about The Underlying Causes of Teen Pregnancy1363 Words   |  6 Pages Before successfully preventing teen pregnancies among teenage girls, there are many underlying causes and facts about the dilemma that must be first exposed. Children from homes run by teenage mothers have to face almost insurmoun table obstacles in life. The incidents of depression and mental health problems, the lack of father figures, and the high rate of poverty often connected to children in homes run by teenage mothers put them at serious disadvantages when compared to children raised in nuclearRead MoreTeen Pregnancy Essay1667 Words   |  7 PagesTeenage pregnancy has long been acknowledged as an important health, social and economic problem in the United States, one that creates hardships for women and families and threatens the health and well-being of women and their infants. Unintended pregnancies span across age, race and religion, with a specific negative impact among the teenage population. According to the Center for Disease Control (CDC, 2016) In 2015, a total of 229,715 babies were born to women aged 15–19 years, for a birth rateRead MoreEssay on Is Teen Pregnancy a Problem?1044 Words   |  5 PagesHow many pregnant teens have there been? Over the years more girls are becoming teen moms. In Oklahoma teen pregnancy has become a problem. Recently Oklahoma has had a pregnancy rate of 47.5% (Tulsa World). Not only is it an issue in Oklahoma but an issue in the United States as a whole. The lack of awareness and how to prevent pregnancy is a reason to blame for the increasing numbers. The more we don’t make people aware of the increasing teen pregnancy rate and how to prevent then the numbers willRead MoreUnwanted and Unplanned Teen Pregnancy and Sexually Transmitted Illness1544 Words   |  7 PagesUnwanted and Unplanned Teen Pregnancy and Sexually Transmitted Illness (STI) Teen Pregnancy The birth rate among teens in the United States has declined 9% from 2009 to 2010, a historic low among all racial and ethnic groups, with the least being born in 2010; and in 2011 the number of babies born to adolescents aged 15-19 years of age was 329,797 (â€Å"Birth Rates for U.S.†, 2012). Although the decline in unwanted and unplanned teen births is on the rise the United States continues to be among theRead MoreEssay About Teen Pregnancy1347 Words   |  6 Pages21 November 2017 Teen Pregnancy There is a big problem that is going on in the United States and it is teen pregnancy. The United States have the highest teen birth rates than any other western industrialized nations. Teen pregnancy does not only affect the teen and the baby, it affects everyone around them including their family and the society around them. There are solutions to teen pregnancy that does not only include the teen and their family, it includes the community. Teens need to know the

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Rhetorical Analysis Of Abraham Lincoln s Second Inaugural...

Tiana Lanier Professor Lara Chapman Rhetorical Communication: A Theory of Civil Discourse July 7th, 2015 Rhetorical Discourse in Two Distinct Pieces of Work; Abraham Lincoln’s Second Inaugural Address Emily Dickinson’s Success is Counted Sweetest Rhetoric is often denoted to as the art of persuasion. A set of linguistic traits and semantics used to evoke emotional responses from its intended audience, opening the floor for unanticipated influence by said audience. It would be an atrocity to ignore the efforts behind this simple yet powerful manipulation. This is referred to as rhetorical discourse. Essentially, there are six characteristics of rhetorical discourse, these characteristics being; rhetoric is planned, adapted to an audience, shaped by human motives, responsive to a situation, seeks persuasion, and is concerned with contingent issues (Herrick 8). Further, each of the characteristics lends itself to support the social functions of rhetoric; testing ideas, assisting advocacy, distributing power, unearthing facts, shaping knowledge, and building communities (Herr ick 15). It is with these sentiments in which one compares the rhetorical discourse used in both former President Abraham Lincoln’s Second Inaugural address, and Emily Dickinson’s Success is Counted Sweetest. Here the characteristics of rhetorical discourse will be used as a guide for the differences in these two pieces of work. Though both are essentially about the civil war, they share great

Fahrenheit 451 Bradburys Fears Essay Example For Students

Fahrenheit 451: Bradburys Fears Essay Fahrenheit 451: Bradburys FearsIn the book Fahrenheit 451 the author Ray Bradbury is concerned aboutmany things and I think his fears are exaggerated. In the book he writes abouta time in the future where firemen were paid to set books on fire. There aremany fears that he has that are related to this. One of his fears is people all people being unhappy because there are nobooks. In the book he not happy and he says I kept sitting there saying tomyself, Im not happy, Im not happy. Im sure if there were no books somepeople would be unhappy but not everyone as in the book and only the people wholiked books who be unhappy. Mildred was unhappy but see didnt like books. Another one of his fears his people forgetting important things becauseof having no books. Such as when Mildred forgets to tell Montag Clarisse diedand when Montag asked his wife when and where they met and Mildred replied Funny how not to remember where or when you met your husbandr wife. Peoplewould most not forget important things because off books being censored. He most fears censorship and all of his other fears are related to thisone. He fears that the government will censor books and other things. In theFahrenheit 451 books are censored because different people dont like certainbooks. I think that the government will always censor things but not because afew people dont like something. In conclusion I think Bradburys fear was exaggerated because in myopinion most of the things that happened in the book would never happen in reallife. The things that could happen probably would not have been as bad as inthe book. English

The Vocational Rehabilitation Act free essay sample

Education is regarded as a fundamental right in the United States. We will write a custom essay sample on The Vocational Rehabilitation Act or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Up until the 1970’s, however, children with disabilities were being denied this right. Congress passed landmark legislation to redress this injustice, beginning with the Vocational Rehabilitation Act of 1973, and culminating with the Individuals With Disabilities Education Act. These new federal laws strived to end educational discrimination against children with disabilities, by guaranteeing all children have access to a free and appropriate education in the best environment possible. These laws made clear what schools and other public entities obligations were for the education of the disabled, and also proposed specific measures to be taken for their protection, thereby ensuring that all citizens had access to an education and the self-sufficiency and education provides. The Impact of Section 504 of the Vocational Rehabilitation Act of 1973, and the Individuals with Disabilities Education Act (IDEA) 2004, on the Education of Children with Disabilities The notion that public education is essential for a well functioning republic has a long history in the United States. The chief goal of an education is to produce a measure of self-sufficiency in an individual (Hannon, 1997). An individual is expected to determine his or her own course and not to be dependant, but function independently, and an education is the means to achieve this goal. Up until the 1970’s, education for those with disabilities did not foster independence, in fact the result was the exact opposite. People with disabilities weren’t expected to be self-sufficient, instead often ended up dependent on public funds and programs for support. (Stroman, 2003) In order to change this prevailing notion about disability, Congress first had to recognize that the rights of a section of the population were being denied, and second, they had to enact laws to safeguard the rights of these citizens. With Section 504 of the Vocational Rehabilitation Act of 1973 (P. L. 93-112) and the first Individuals with Disabilities Education Act of 1975 (P. L. 94-142), the federal government took the first steps in making sure that all with disabilities were guaranteed a â€Å"free appropriate public education† that was to be provided in the â€Å"least restrictive environment. † (Switzer, 2003) These new guiding principles were to ensure that children with disabilities were to obtain the education they deserved. These two federal laws changed how children with disabilities were educated by 1) clearly defining disabilities, 2) making education meet the needs of an individual, instead of a one-size-fits-all solution, 3) clearly defining the school’s responsibilities, and 4) adding procedural safeguards to protect the rights of the children. Education as a fundamental right for all is based on the Fourteenth Amendment of the Constitution of the United States. (Hurwitz, 2008) The amendment protects us from any state depriving us of life, liberty or property, without due course of law. Children with disabilities were being deprived of an appropriate education. In its landmark decision, Brown v. Board of Education (1954), the Supreme Court affirmed that educational opportunities fell under the protection clause of the Fourteenth Amendment, and that state laws denying black children equal educational opportunities was unconstitutional. (Hannon, 1997) The language the court used made it clear that denying any group or classification of people educational opportunities was unconstitutional. (Stroman, 2003) Education had to be extended to all, on equal terms regardless of race or disability. Federal legislation was necessary to standardize all of the existing laws different states had regarding the education of children with disabilities. Section 504 of the Vocational Rehabilitation Act of 1973 Section 504 of the Vocational Rehabilitation Act of 1973 was designed to protect students with various educational handicaps, either physical or mental. (Hurwitz, 2008) Any entity that received funding from the federal government was now barred by law from discriminating against anyone with an educational handicap. This new law defined a â€Å"qualified handicapped person† as someone who had a physical or mental impairment that significantly limits one or more major life activities. (Sattler, 2008) A major life activity is defined in terms of function. Does the impairment limit functions, like walking, seeing, hearing, speaking, or learning? With this broad definition of disability, a wide range of individuals are covered under this act. Children that require special education, as well as children with various medical conditions that prevent them from functioning adequately in the classroom, are all protected under Section 504. The language used in Section 504 reflects the time period in which it was written. Stroman, (2003) points out that what was once cutting edge scientific terminology may over time take on new meanings which could have negative connotations with the public. In the United States â€Å"handicap† has been replaced with the term â€Å"disabled. † Legislation subsequent to Section 504 has reflected this change. Section 504 requires schools to provide a free and appropriate education for all children with disabilities. It further mandates that children with disabilities be educated in the least restrictive environment. Sattler, 2008) This requirement forces schools to accommodate children with disabilities so that their education is comparable to those children without disabilities. While it’s not always possible to accommodate every condition, the schools must make an appropriate effort. Some examples of accommodation include, giving preferential seating to a child with difficulty walking, or providing a structured learning environment to child with a learning disability. Schools are also required to provide special education services to accommodate children with more severe types of disabilities. Under Section 504, schools are required to establish procedural safeguards to protect the rights of children with disabilities and also their parents or guardians. (Sattler, 2008) Parents are encouraged to work with the schools to ensure their children are receiving appropriate assessments, along with reasonable accommodations from the schools. There must also be periodic reviews of the child’s education plans. If the parents don’t agree with the schools’ assessments, they have the right to take the school districts to federal court. Section 504 was an important first step in providing a free and appropriate education for all children in this country. It has had a meaningful impact on the education of children with disabilities by first, defining who is protected, and the school’s responsibility in meeting the educational needs of those children, and second, setting up procedures to ensure the rights of these children and their parents are protected. Perhaps more importantly, Section 504 laid the groundwork for the disability legislation that followed it. Individuals with Disabilities Education Act Congress enacted the first Individuals with Disabilities Education Act (IDEA) in 1975. The law was originally called the Education for all Handicapped Children Act and has been subsequently updated, expanded, and amended several times. (Hurwitz, 2008) In 1990, President Bush signed into law the act that changed the name of the Education for all Handicapped Children to the Individuals with Disabilities Education Act. (Jacob amp; Hartshorn, 2003) The law introduced several important concepts that have become hallmarks of special education today. In providing a free and appropriate education for children with disabilities, IDEA introduced the concept of an individual education plan for children in special education. Schools could no longer take a one-size-fits-all approach to special education. (Switzer, 2003) Each child with disabilities would be provided with a plan on how to receive an appropriate education. Another important concept introduced in IDEA was â€Å"zero reject† (Hurwitz, 2008). No child could be rejected from receiving services, no matter how severe the disability. Whereas Section 504 interpreted disability in a broad sense, IDEA defines disability very specifically. The law defines 13 distinct categories of disability, including impairments such as mental retardation, emotional disturbance, and autism. (Sattler, 2008) All of these disabilities require special education services from the schools. A child with a medical disability, such as diabetes, while eligible for accommodation under Section 504, would not be covered under IDEA, because its narrower definition of disability. IDEA deals specifically with children in special education. Even with narrowing its definition of disabilities, IDEA covers a wide range of disabilities. The education for a child with a disability such as deaf-blindness, would be very different from the education of a child with autism, both covered by IDEA (Hannon, 1997) In order to provide an appropriate education for children with diverse kinds of disabilities, IDEA has mandated that all children have an individualized educational program (IEP). An IEP is a written document that explains the child’s needs and how the school or public agency is going to meet those needs. Sattler, 2008) An IEP must include information like the child’s present level of performance, goals, services needed, and accommodations needed. The IEP must be renewed annually and it is transferable if the child moves. In this way IDEA attempts to provide unique solutions for children with specific educational needs. In addition to providing an IEP for children in special education IDEA also requires school s to provide a full and appropriate individual initial evaluation to determine the child’s disability and educational needs. (Sattler, 2008) Specific criteria must be applied to the evaluation. The evaluation must use multiple assessment tools and strategies. It must use multiple types of information, such as academic, developmental, and medical information. The evaluation must use technically sound instruments, administered by trained and knowledgeable personnel. The assessment procedures should be non-discriminatory in nature and comprehensive in scope. This type of comprehensive evaluation is hoped to identify the nature of the child’s disability and the measures necessary to provide and appropriate IEP. Schools are also required to provide an education in the least restrictive environment under IDEA. If possible, children with disabilities should be educated in a general education classroom with an appropriate accommodation. (Hurwitz, 2008) This practice is called â€Å"mainstreaming† or â€Å"inclusion. † The rationale behind inclusion is that it may increase children’s academic achievement and self-esteem, and decrease the stigma associated with disabilities. (Sattler, 2008) IDEA also includes many procedural safeguards to protect the rights of children with disabilities and their parents. Under Section 504, parents can go directly to federal court in order to resolve disputes with schools. IDEA requires parents to try and find an administrative solution before allowing them to go to court. (Sattler, 2008) However, IDEA stresses the importance of parents being involved in all of the decisions regarding their children’s education. Parents of children with disabilities are to be given the opportunity to be members of the groups that make placement decisions, such as the IEP team. Parents also have the right to have independent evaluations of their children, at no cost to the parents. Finally parents have the right to a due process complaint. The complaint can be regarding any matter relating to the identification, evaluation, or placement of the child. The complaint must be heard and resolved in a reasonable time frame. If the school and the parent cannot resolve the complaint, the next step is mediation, where an independent mediator attempts to resolve the issues. If mediation fails, a due process hearing is convened, where an impartial hearing officer hears evidence from both sides and makes a decision based on the evidence whether or not the child received a free and appropriate education. Finally, the parents have the right to appeal the decision of the due process hearing. Sattler, 2008) Under IDEA the procedural safeguards are clearly defined and designed to ensure a free and appropriate education in the least restrictive environment. Conclusion Although Section 504 and IDEA both require schools to provide a free and appropriate education to all children, IDEA strives to clarify just what exactly that phrase means and how to achieve that goal. The definition of disability is narrowly defined. A method for meeting the needs of each individual child with disabilities is provided in the form of the individualized education program. A school’s responsibilities are also more clearly defined under IDEA than Section 504. Finally, the procedural safeguards are also more specific. Implementation of IDEA has not been without problems. In fact, school districts lobbied against the bill because of the costs. (Switzer, 2003) In defining a free and appropriate education, IDEA makes it clear that school districts and public entities must provide an appropriate education free of charge if the child is covered under the law. (Hurwitz, 2008) Problems with assessment have also arisen. IDEA mandates the usage of technically sound instruments in the assessment of disability. Flanagan (1995) pointed out that a more reliable measure was needed for the assessment of emotional disturbance, one of the 13 disabilities defined by IDEA. Finally, arguments have been made against the least restrictive environment clause. McDonough (2008) argues that a relaxing of the mainstreaming requirement of IDEA would benefit students with autism spectrum disorders, allowing them to receive the specialized education they require, and reliving the burden on general education teachers from the classroom disruptions common to the disorder. Unfortunately there is a huge amount of litigation associated with these two federal laws. The vague language used in these laws is open to many different interpretations. Who is to say what is â€Å"appropriate† in a â€Å"free and appropriate education? † How can you quantify a â€Å"substantially† limited â€Å"major life activity? † And just what constitutes a â€Å"major life activity? † Parents and school districts, alike, aren’t sure how to interpret some of these phrases, and are quite willing to litigate in order to clarify the issue. (Switzer, 2003) This leaves some important educational decisions in the hands of the courts instead of educators. Controversies aside, the Individuals with Disabilities Education Act, as well as Section 504 of the Vocational Rehabilitation Act, have had a profound impact on education in the United States. Both laws seek to identify individuals who had previously been denied access to education, and provide them with a means obtaining the self-determination that an education can provide. Finally, both laws try to hold those accountable for providing an education to all of the citizens of our country. Self-determination is a privilege most of us take for granted.

History repeats itsself Essays

History repeats itsself Essays History repeats itsself Paper History repeats itsself Paper The most solemn humbug which does duty as a profound historical reflection is, that history repeats itself, a quote cyclic historians live by, having been their doctrine for over a century. This belief that our past directly influences the present and future is a way of life for some people; and is a very realistic belief. Through our past experiences, we as humans learn, grow, and develop Into creative beasts. When I was young, my life was crafted Into the masterpiece It Is today. In kindergarten, through the meticulous and crazy surroundings, my extreme sense of amour was crafted by my uncles. The memory In question was at a Christmas at my grandmas house, we had Just opened our presents, and I had gotten -a game which still holds the number one spot In my heart Crop: The Legend of the Gobos. Whilst the game was cutesy and fun In nature, my less than experienced uncles began playing it, and immediately starting raging. The language was. Colorful to say the least. I remember when I finally got my hands on the game, my uncles still encircling the faintly glowing green LED, awaiting for someone to finally beat the first couple of screens. I was finally handed the controller, and with my 5 year old vocabulary proceeded to berate the game. From calling the cutesy unreachable gobos potsherd, to calling the game a poop covered game, that language and love of attention was etched onto my psyche, forever being a part of my life. From small events such as overcoming a booboo, to the constant attention one received as a newborn; every event in our lives moulds us into the people we are today. Even though we may not believe in it, our past greatly influences our futures, much like cyclic historians view points.