The Debate Over Internet Censorship Essay -- Television Media TV Censo

The Debate Over Internet Censorship Many people believe the Internet has become the World’s Emancipation Proclamation. They believe that this newfound cyber-freedom will free countless generations of people. These people will be of every race, creed and color, whose lives, up until now, have been restrained by the paradigm of governments. Whether it is the United States Government, or the government of a foreign nation, the Internet will be our new Underground Railroad of cyberspace.   Ã‚  Ã‚  Ã‚   Recently, the World Wide Web has come under fire from various forms of censorship. Singapore has been a giant of aggressiveness in regard to censorship and technology. But even with Singapore’s relentless efforts for control of the World Wide Web, the public still seeks to stay informed on every issue that concerns mankind. â€Å"As a new technology the Internet defies censorship because of characteristics such as information explosion, de-massification, convergence, computer culture, and globalization† (Kolko 424).   Ã‚  Ã‚  Ã‚   But is this newfound freedom man’s salvation, or the Plagues of Egypt? â€Å"Almost anything is allowed on the Internet as long as it does not violate the laws of the country in which the originator resides. But even if the law of the land is broken, it is nearly impossible to enforce criminal laws out of that country’s borders† (Kolko 426). As we move from our â€Å"own little world† of existence to a limitless arena of information in cyber space, at what cost does this newfound freedom come?   Ã‚  Ã‚  Ã‚   All countries, like most everything else, have evolved to their ideas, beliefs and laws, primarily based on uncontrollable circumstances. Massive mistakes, holocausts of Biblical proportions, financi... ...ce and above all— warranty (10 years or 100,000 miles—5 years or 60,000 miles, bumper to bumper). Now that is competition!   Ã‚  Ã‚  Ã‚   In conclusion, it is my belief that there is a bright future for Singapore and every other country that allows the freedom of choice for their people. After all it is the people that make a nation, not the governing-few. The governing-few work for us, we do not work for them. And in reality, that is not only true for countries, but states, cities, companies, and industries.   Ã‚  Ã‚  Ã‚   It is my hope that Singapore will continue to prosper (at least until my warranty runs out), and that all of us can learn to agree to disagree about censorship on the Internet. We may not like what we see or hear, but we should hold in highest regard the rights of everyone to be allowed the privilege to decide for their self.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  

Faust And Frankenstein :: essays research papers

Goethe in Faust and Shelley in Frankenstein, wrap their stories around two men whose mental and physical actions parallel one another. Both stories deal with characters, who strive to be the à ¼bermensch in their world. In Faust, the striving fellow, Faust, seeks physical and mental wholeness in knowledge and disaster in lust. In Frankenstein, Victor Frankenstein struggles for control over one aspect of nature and disastrously, through the monster, nature controls him to a much greater degree. Many powers are much too mighty for mortal souls, a lesson that Frankenstein and Faust learn by the end of their tales. While voluntarily excommunicating themselves from society, both characters accomplish a portion of their goal and yet they remain unhappy because they never control the "perfect" life they have built for themselves. In Faust, the intelligent gentleman Faust, seeks spiritual wholeness in knowledge. Through years of hard study, Faust becomes knowledgeable in math, sciences and religion and yet he becomes inept and incapable of having any romantic or physical relationships with the outside world. As Faust strives to become the "over man" through knowledge, he realizes that books will not satisfy his curiosity and that maybe sensual pleasures will. Therefore, in the process of creating his new life, Faust, becomes distant and unconcerned with all reality and humanity around him. Do not fancy anything right, do not fancy that I could teach or assert what would better mankind or what might convert. I also have neither money nor treasures, nor worldly honors or earthly pleasures; no dog would want to live this way!(p. 95) Obviously, Faust has fallen into a inhumane state of living, through the pursuit of the unattainable. He becomes greedy, desperate and feels justified in whatever it takes to achieve a position of the over man. At that time, Christians and society in general considered his pursuit for lust immoral, unjust and irresponsible. When Faust sets his sights on an object, whether knowledge or women, he demands nothing less of himself than that which will get it. In many situations dedication to an act is reputable; education, sports, career. It seems then, that to become the à ¼bermensch and pursue excellence, one must stay dedicated to one's goal and dismiss the world around him. In the process of creating his monster, Victor Frankenstein ignores the outside world; The summer months passed while I was thus engaged, heart and soul, in one pursuit.

The No child Left Behind Statute

The â€Å"No child Left Behind† statute introduced by President Bush and passed by the congress has created a number of problems for the educational programs intended for adolescents in elementary and secondary schools. The financial situation of the elementary and secondary schools is extremely poor because the states governments have been eliminating vital elementary educational programs. The school administrations have been reluctant to provide extended courses to the students. Furthermore, the textbooks are not being printed consistently, making not only the students but also the teachers extremely vulnerable and helpless. The funding disparity has also created huge gaps between the education being provided to the children belonging to the rich families and those belonging to the poor ones. The shortcomings and the rhetoric behind â€Å"No child left behind† act needs to be exposed so that effective measures can be taken to curtail the damage (Susan, 2003). The consistent lack of attention being given to elementary and secondary education, particularly to adolescent literacy is posing a grave threat to the future of the American education system. The purpose of this thesis is to reveal the shortcomings of â€Å"No child left behind† law by first understanding the basic details of the act related to adolescent literacy programs and then persuasively assessing the loopholes in it. Lastly, the thesis gives carefully crafted recommendations aimed at not only the federal and state governments but also the school districts, parents and the educators. The aim is to create an understanding of the present and future needs for those educational programs that are aimed at adolescents and identifying the present gaps in the federal educational law. The American value of education emphasizes that all children, regardless of their gender, religion ethnicity should be able to acquire the basic skills of education and then carry those basic skills through to the elementary, secondary and high level education. Unfortunately, research has shown that the reality of the present education system is on the contrary. In a recent study, conducted by â€Å"National Assessment of Educational Progress† (NAEP, 2002), it has been noted that as much as 26% of the students are unable to read their textbooks fluently and almost half cannot comprehend the meaning of the text (Michael F. Hock and Donald D. Deshler, 2003). It is worth noting that the legislators and government officials realize the gravity of the situation but have been unable to cope with it. If nearly half of the students in the elementary schools are unable to effectively read their course books, then, these students will find higher education very difficult. The â€Å"No Child Left Behind† act has made things even more difficult because the focus has been on a long-term solution, whereas, it is imperative that the needs of the present generations are addressed immediately. This is because millions of students will be unable to cope with the demands of the future workplace needs if their basic educative skills are not enhanced at the right time (Michael F. Hock and Donald D. Deshler, 2003). The challenge for the present legislators, teachers, parents and school administrations is to counter the threat of adolescent illiteracy by introducing effective programs, backed by appropriate amount of government funds. The difficultly lies in the ineffectiveness of the present educational law to cater the needs of adolescents as the most problematical educational dilemma to deal with has been the deficiency in the reading, writing and speaking skills of adolescents. The present educational and political leadership need to create and implement productive adolescent educational programs, which are feasible in the present schooling environment (Michael F. Hock and Donald D. Deshler, 2003). Dough Mesecar, who is currently a senior policy adviser to the secretary of Education, while giving his comments on the present status of the NCLB act asserts in an interview, â€Å"The achievement scores are up, and we're very pleased to see both the achievement gap starting to close, kids are learning more, a very positive report in the sense that the Center for Education Policy report is a self-survey, so these are states and districts reporting on their own to the center that their scores are up, achievement gaps are closing. So we feel very positive that this is yet another report showing the trends are definitely heading in a positive direction. † Contrary to the above statement, many experts believe that the â€Å"No Child Left Behind† act presents a grave threat to the American values. But, before revealing the shortcomings of the â€Å"No Child Left Behind† law, it is imperative that the basic features of the law that are related to elementary education are clearly understood. It is important to note that at least four areas of the act have been considered to have severe repercussions on the adolescent literacy. These four features are as follows: The â€Å"No child left behind† (NCLB) act encourages superior standards. The law makes it imperative that those schools, which are being supported by the government through funds, align their endeavors with the standards set by the local state. Furthermore, the law makes it imperative for these schools to employ only skilled and qualified workforce and only work on evidence-founded programs that are time-oriented and result-oriented. It is believed that these measures will enhance the level of education because it will not only minimize the inadequacy of unqualified teachers but also enhance learning as only scientifically verified teaching initiatives will be offered to the adolescents (Jim Donlevy, 2002). The law asserts that the annual progress of all the schools will be noted in relation to the competence achieved by the students in subjects such as mathematics and science, and in skills such as reading, writing and speaking. Standardized procedures and methods will be drafted to evaluate the progress of each district, school, as well as every group within each school. It is important to note that these â€Å"assessments† have put a great deal of added stress on all elementary schools because they have to align their educational endeavors within the parameters of elementary education set by the state (Jim Donlevy, 2002). The NCLB act has set very high standards for elementary schools all over America. If a particular school fails to meet the standards of the state for 2 successive years then that particular school will have to craft counteractive programs. Should the school fail to meet the State†s requirements for the 3RD consecutive year, tougher measures will be introduced, which may include replacements in the school workforce, complete modification of the school syllabus and maybe even state takeover (Jim Donlevy, 2002). The law allows parents to send their children to a school located in another district should their present school fail to meet the standards set by the State. The cost for this transfer of school along with the daily cost of transportation will be met by the local government. Furthermore, if the students attending these low-performing schools need home-tutoring or any other measure to augment their children†s achievements, then the local government will provide funds for those measures as well. The primary objective of the NCLB law is to enhance the possibility of success in elementary education for all Americans. This is being done by placing specific standards and then taking effective measures to make sure that these requirements are being met (Jim Donlevy, 2002). The most severe negative outcome for the elementary schools will be that they will loose their freedom to experiment with the instructional methods. While scientifically proven methods offer a great deal of benefits to the students, the creativity and progress in discovering newer and more effective instructional methods will be lost. Furthermore, while numerous research studies about effective reading methods have been conducted, very little research exists on other educative areas, such as speaking, writing and learning. Therefore, elementary teachers and schools will be finding it very difficult to meet the standards of the State (Jim Donlevy, 2002). Another major loophole in the NCLB act is that the â€Å"counteractive measures† for schools will be extremely costly. It is important to note that the measures set forth for under-performing schools are unfeasible to implement. If the number of schools that fail to comply with the standards set by the State for 2 successive years increases substantially, then the funds required to bring the necessary changes in the workforce, syllabus and structures of the schools or a complete State takeover will be extremely difficult to manage as the funds for education are being slashed every year by the Bush Administration (Jim Donlevy, 2002). The condition laid out by the NCLP to only employ specialized, qualified and licensed teachers is posing severe problems for struggling schools. It is vital to note that those schools that have either failed to or are struggling to comply with the standards set by the local government consistently employ replacement-teachers from far-off areas and are bound to face shortages of licensed teachers. Furthermore, many experts believe that this tendency will increase in the coming years and the struggling schools will face tougher challenges to meet this condition, while those schools that have been meeting the State†s standards of initiatives have been consistently employing certified teachers. Therefore, the persistence of the NCLB act to employ only licensed and specialized teachers has made it unrealistic for low-performing schools to meet this condition (Jim Donlevy, 2002). Additional troubling features of the NCLB Act The funds allocated for the successful implementation of NCLB are not only limited but also very poorly directed. While the NCLP act lays clear emphasis and provides adequate funds for crafting accountability structures and carrying out transformations for schools that fail to comply with the Standards of the State, it fails to provide adequate funds for conducting research on equally important academic areas for adolescents† literacy, namely, educator training and constant learning, the needs and interests of adolescents and framework for educating and learning in subject areas. This misdirection of funds will further hamper the progress of low-performing schools (Mark W. Conley and Kathleen A. Hinchman, 2004). Furthermore, NCLB gives very little consideration to the framework of literacy strategies. The three areas cited in the NCLB act are alphabetic acquaintance, fluency, and comprehension strategies. While the adolescents have been able to develop the first two categories (alphabetic knowledge and fluency), they have found the last category (comprehension strategies) to be extremely difficult. This is mainly due to the fact that new frameworks for subject-contents are being developed, which create the need for the development of newer comprehension strategies. Nevertheless, several studies have asserted that NCLB mirrors very limited research on this issue and sets a very restricted standard on strategies related to the development of newer comprehension strategies (National Institute of Child Health and Human Development, 2000; Snow, Burns, & Griffin, 1998; Alexander & Jetton, 2000). It is important to note that adolescents do not come prepared for the challenges they will face in their elementary and secondary education. One cannot wait for newer laws to be enacted or school reforms to be initiated. Immediate strategies have to be developed so that the present threats emerging from the NCLB act can be turned into an opportunity for all schools. The federal and local State governments should reflect on the following strategies for immediate and quick-fix actions: Firstly, recognizing those strategies that have been successfully implemented by high-performing schools and then enforcing the low-performing schools to adopt those strategies (Michael F. Hock and Donald D. Deshler, 2003). In order to present those successful strategies to low-performing schools and ensuring that they have comprehensively understood all the aspects of the strategies, the government ought to set up presentation-places to illustrate those plans and achievements (Michael F. Hock and Donald D. Deshler, 2003). Encourage programs that educate teachers on scientifically verified instructional methods. Despite the fact that confusion about the proper definition of adolescent literacy still prevails, modern research has been able to give some direction to the dilemma. These directions should be used as a framework to allocate funds for teacher training programs that have been clinically verified to be productive (Michael F. Hock and Donald D. Deshler, 2003). Increased consideration should be given to literacy instruction because no current teacher training programs inform the teachers about the difficulties they will face while dealing with the literacy instructions in their teaching careers (Michael F. Hock and Donald D. Deshler, 2003). These recommendations should be implemented with immediate affect because we are all aware that schools are very multifaceted and therefore manifold characteristics and strategies have got to be adopted (Darling-Hammond, 1997; Marzano, 2003). It is important for the government officials to note that neither the adolescents nor the teachers can be ignored because they both are the pillars for growth and development of any society (e. g. , Pressley, 2001; Strickland & Morrow, 2000; Stronge, 2002) (Margaret Taylor, 2004) The â€Å"No Child Left Behind† act can be considered to be more idealistic than realistic because while the aims are very noble, the funds required to achieve these noble aims are very limited and a number of vital issues have been ignored. The State governments have been busy in establishing high standards of achievements for all schools without making efforts to really understand the complexities of the present system and the repercussions of their policies on the schools, parents, teachers and the students. Therefore, a proper reaction to the present threats being posed by the NCLB act should be thorough, carefully directed, and all-inclusive if across-the-board transformations are desired. Lastly, endeavors to bridge the differences amid the objectives and the present capabilities have got to be the most important concern if the aim is for adolescents to productively challenge the needs of the business and the society.

The eminence of Candide is connected

Candide, the prognosis of Voltaire accomplished incredible goal and status. Candide achieved heroic tasks.   He always preferred to do ‘the right’, rather easy and enjoyable things. He was not following what everyone prefers to do.Though he liked what his metaphysics teacher Dr. Pangloss preached him; the usual ‘because’, ‘therefore’ ‘so’ explaining discourses. Though, Candide found it difficult to understand.The eminence of Candide is connected with relationship that man holds with his companions. Candide makes us sensitized to insights of human sufferings. He finds in his extensive journeys through Europe, Surinam, and Paraguay that journey with good companions is always reduces the burden of boredom.A hero looks for society in any ongoing public crisis that Candide looks for. A hero is more practical and looks for existential matters and gives less importance to metaphysical matters that Candide does. Candide is compensate, gen tle, discerning, and benevolent.â€Å"Candide† has established that practically everyone is a hero; this is well established more often by the emergence of â€Å"middle class† hero.The hero looks for overcoming dullness vice our work keeps at bay the three great evils: boredom that is dullness, vice, and needs or wants†. Candide the hero like to work for making life tolerable and manageable, not struggle to prove things.Candide passed through the disturbance near Portugal coast, then he got into the earthquake when he reached Lisbon, and was among plague epidemic in Algerian, he was not upset in theses tumultuous sufferings he passed through, a real hero exhibits such heroic courage.Candide choose to get into sufferings rather avoiding them for an easier path. Human beings are overwhelmed by jealousy, desire, greed, worry, concern, and fear than all the tribulations visited upon a citadel under siege, their Personal sorrow is grief harsher compared to the communi ty misery.Candide finds himself into many situations which expect him to be a hero. He is found making advances towards Cunegund and so was thrown out of Thunder-ten-tronckh castle. Then he bumps gets into captivity of Bulgarians, he selects to run gauntlet and then where he requests them to kill him. Only a hero can ask to be killed normal people are afraid of death and would suffer anything to live. Candide showed different attitude to Bulgarians.Candide passes through the misery of worst earthquake in Lisbon, and comes out unshaken of it, a hero. Another heroic action is Candide’s marries Cunegund to respect his promise though he is not interested in marrying her now.But a hero Candide marries Cunegund to respect his commitment.   Candide got threats from the â€Å"Inquisition and Jesuits† to jail him in Paris, Candide remained unruffled. Paris is the City of chaos, where all are searching for happiness that hardly any one finds. Candide has shown qualities of her o that are regarded heroic even today.   

Comparison of How it happened and The Signalman Essay

The atmosphere in How it happened is full of mystery and energy. The plot moves very quickly, imitating the speed of the automobile as in the story it is said the automobile has a horse power of thirty, ‘Then I remember the big motor, with its glaring headlights and litter of polished brass, waiting for me outside. It was my thirty-horse-power Robur, which had only been delivered that day.’ It also emphasises the lack of control the driver has over it. Whereas the atmosphere in The Signalman creates both suspense and mystery. The appearances of the spirit help to create suspense as we anticipate them to lead us to the climax. However, we find out at the end of the story that the signalman was getting premonitions of his own death. The appearances are really red herrings as it is the signalman himself who dies. Whereas the biggest red herring in How it happened is how the narrator speaks from memory in the first person, fooling us into believing he must still be alive. This makes the twist at the end so much more powerful. The difference of experience between the first time reader, who is fooled into believing the narrator must still be alive and the 2nd time reader who is able to pick out things that are ironic, for example, ‘ I can live it again.’ The 2nd time reader knows he’s dead when he’s saying it. Dickens creates a strong atmosphere through the characterisation of his characters as well as his long complex sentences that can be difficult to understand. This is because of the 150 year cultural gap of reading the story. This makes differences with the way we read the story. For example, ‘The monstrous thought came into my mind, as I perused the fixed eyes and the saturnine face, that this was a spirit, not a man.’ The word ‘monstrous’ meant abnormal in 1866. This also shows Dickens’s effort to create psychological state. He also describes things very ambiguously, for example, ‘ I resumed my downward way, and stepping out upon the level of the railroad, and drawing nearer to him, saw that he was a dark sallow man, with a dark beard and rather heavy eyebrows. His post was in as solitary and dismal a place as ever I saw.’ The words underlined make the signalman difficult to imagine because if everything is dark, you would not be able to make out his features. The title How it happened is deliberately allusive to draw the reader in. But, it does immediately introduce suspense as we wonder what it refers to. Whereas the title The Signalman conveys urgency. The characterisation created in How it happened is that the narrator characterises himself as a risk taker, admitting ‘one often does foolish things’ to the reader. This adds to his sense of honesty but also makes us question his decision taking. Also, it provides tension between two ways of behaving which should interest us. Whereas the characterisation created in The Signalman is a bit different because both the characters remain shrouded in mystery and this adds to the sense of curiosity that surrounds the story. We don’t know the protagonist intimately to picture him in our mind. The themes in The Signalman include death, the supernatural and reason. Dickens sometimes uses the convention of quotation marks and sometimes does not. This reflects the contrasts of rationality and supernatural goings on. The narrator tries to give reasons to the visions that the signalman has, yet the final image of the story is of the narrator seeing the image of the signalman and the ghost himself. Dickens cleverly manipulates tension to give the final image the haunting effect. Whereas in How it happened, Arthur Conan Doyle was an apparent rationalist and he believed that after your death, you could continue to live on as a spirit. It was also believed that these spirits could communicate with the living through people known as ‘mediums’. This belief is present in the story where the narrator has survived his death in order to tell us how it happened. This idea is given more credit when we know that the story originally started with the line, ‘This story was told to me by a medium’. The story How it happened was written in 1918 and involves a high-powered automobile. This suggests to us the story must have been written about the present at the time. It is also set in London. At that time, London was still the centre of an empire and this important as the story involves aspects of modernism. Whereas the setting of The Signalman is important as Dickens goes to a lot of effort to make the story seem ghostly and surreal. Dickens was writing this story involving trains because they were the biggest and finest machines at the time and by writing the story to do with railway system he is challenging it. Dickens was also in a famous train crash. The Signalman’s job is a job of life and death. The one in the story has a reputation for being good at the job. The signalman works in a cutting and that the descent into this place is described as if one is descending to the underworld of Greek Mythology. The ‘clammy stone’ and that fact that it becomes ‘oozoer’ and ‘wetter’ helps create this sense. They key aspect of the cutting is its remoteness. The tunnel as well is described as having ‘wet stains’, suggesting that this is a place you would not want to visit. This helps to make an eerie atmosphere and makes it easier for us to imagine spirits and other ghostly aspects. The story is an intensely human story about psychological differences between two people whereas How it happened is about dealing with the physical and spirit world. The narrative voice in How it happened is in the first person and we tend to trust its honesty about the first person. This is because the narrator admits to not remembering everything clearly. ‘I can remember some things upon that evening most distinctly, and others are like some vague, broken dreams. This is what makes it so difficult to tell a connected story.’ This openness suggests we are going to hear the truth. He also blames neither the car nor Perkins for events but himself. ‘I also remember asking Perkins, my chauffeur, how she had gone, and his saying that he thought she was excellent.’ The ways he says, ‘Perkins, my chauffeur’ tell us social standing and class of narrator. The narrator gains a ghostly aspect at the end, when we find out he is dead, and this introduces the idea of Spiritualism that is key to the story. Whereas the narrative voice in The Signalman is also in the first person and we find that until the end of the story we are not sure if we can totally trust it. This is because of the ambiguities in the description of things as well as the lack of information about the narrator himself. But we can tell the visitor is a sceptic. He chooses not to believe that the bell was rung by a ghost without proof. ‘I caught at that. Did it ring your bell yesterday evening when I was here, and you went to the door?’ As readers, we side with the sceptic. The skill of the story is that most people will not agree the bell rang without sound. There is also an additional piece of irony, the sceptic doesn’t believe in the ghost but he says the same things the ghost said like ‘Halloa!’ Although he does tell us that he is ‘a man who had been shut up within narrow limits’ until ‘at last set free’. But it is difficult to understand this because we don’t know if he’s referring metaphorically to something else or talking as if he has spent a long time in prison.

The Value of Diversity and Multiculturalism in Business

Shequita Rayford English 101 February 10, 2013 The Poverty Class The Poverty Class is a big class in the United States; As the free encyclopedia stated, Poverty is a state of privation or lack of the usual or socially acceptable amount of money or material possessions. The number of families in the poverty class has increase or decrease over the years. The races of population percentage of people in poverty is different from one and another. There are a lot of reasons or saturations why a family is in the class of poverty.Some families come from other classes, like the wealthy class or the middle, then down grade to the poverty class for various reasons. Poverty affect different stages in people lives, there are also different factors of poverty. When you are in the poverty class, you can be look down upon from the other classes for different reasons. There are different ideas to help fix the poverty we have in the United States. In the next exceeding paragraphs, I will explaining th e reasons for each statements because I for the poverty class in my own words and views.The number of the poverty class has increase or decrease, but when I research for the number of population in poverty throughout the years. I see that the numbers has mostly increase throughout the years. In 2000 there was 39. 8 million people in poverty, but that number increased throughout the years. Until now in 2012 the percentage of families in impoverished is 16%, and almost 20% are children. The poverty guidelines are determined by the Census Bureau. The Census Bureau contains the amount of money a family will make in a year.By counting each person and the cost of living for that person, additionally adding each person to calculate a number. Then the census determine if the family would be counted in the poverty class or not. The races of people in a population in poverty is different from one and other. Race and gender plays an enormous part in poverty. Minorities pay a big role by 27 per cent, so does Latinos and American Indians, versus 10 present of whites. Below is the percentages of races in the poverty class; Poverty and race/ethnicity 9. 9% of all non-Hispanic white persons 2. 1% of all Asian persons 26. 6% of all Hispanic persons (of any race) 27. 4% of all black persons. There are a lot of reasons or situations why a family is in the class of poverty. One reason can be that a person was born in a family that is poor, I was born in a family that was in the middle class. My family had a house, and my dad own his own construction company. We live in a nice neighborhood in the city of Chicago. But at the same time I remember seeing poverty all around me. You can tell what class a person was by the clothes they worn.You can tell where the area the class live by the surroundings. For example the wealthy live down town in condos or lofts running 3,000 through 7,000 or more a month. Because the cost of living in a city is expense. Another reason can be because the e conomy with low job rates, or the minimum rates of employment was low. Another reason can be because a lot of families have a single parent trying to raise a family from minimum wage or welfare. After my father passed away, my mom was a single parent, she was left well off but then blew the thousands she was left with.So we went from middle class to poor and had to struggle at times. Then I and my mom got on our feet; now I am a mother with two kids. I only want the best for both of my kids, to not be in the population of the poverty class. Some families come from other classes, like the wealthy class or the middle, then down grade to the poverty class for various reasons. Like I said from the paragraph above, my dad past away and me and my mom had to learn how to survive by ourselves. There are a lot of different reasons why one class can go to poverty.One reason can be because of natural causalities, there has been hurricanes, earth quakes, tornadoes, thunder storms, winter storms and other storms. During the last couple year’s people has come upon these storms and lost everything. For an example the storm Katrina kill a lot of people and left a lot of people homeless in the state of poverty. Poverty affect different stages in a person life. If the person works a minimum wage, it’s like living from one pay check to another. I had live from one pay check to another before, paying all my bills and don’t have enough to buy anything for myself.Or don’t have enough to pay all the bills at once. It can affect a person health if their unable to eat a meal during the day. It all can be challenging trying to live when you don’t have enough income to live on. But either way I found a way to challenge difficult situations, thanks to programs to help people in poverty to pay bills, buy food, buy clothing and personal items. There are different factors of poverty. Low- wage jobs is one factor, in our America today, there are a lot of lo w in come jobs. Even if you go to college and get a degree, there is no guarantee that you will get that dream job you want.I know someone with four degrees and still can’t find that dream job that he wanted. Another factor is that there is a lot of single parents in the house holds of families today. A single parent making a low- wage do not equal to success, taking care of your family can be expensed. I know that for a fact, if it wasn’t for the help of my family, I don’t know where I would be with my kids. But life has got much easier since I gotten help from their father now. The Census Bureau stated that 104 million people make twice below the poverty line, less than $38,000 for a family of three.Economic Policy says half the jobs on the nation pays less then %34,000 a year, a quarter pay less than $23,000 annually. When you are in poverty you can be look down upon. No matter if you are a child or an adult, sometimes you have peers to look at you and judge you. I have got those views from a lot of people that believe people on welfare is lazy or just wasting their tax money. Well those people don’t know that person or family situation. Not having welfare, that family would not be able to feed their family without food stamps.People needs to realize that there is a lot of poverty in the world and a lot of people are suffering. Even if that person has a job, the person has to work a 10 thru a 12 hour shift and only making eight dollars an hour for an example. People don’t want to look at the fact that if the government didn’t have these programs that the poverty percentage would be double. There are different ways to fix poverty in America. By continuing to provide welfare for individuals who are struggling paying their bills, buying food for their house hold and buying personal needs for themselves and their kids.Some of the welfare programs that help provide those needs are food stamps and cash assistance. Social Security helps the elderly who can’t work and people with disabilities. Earn income tax credit helps to provide families with extra money at the end of the year, who made under a certain amount money for that year. Our economy needs more decent paying jobs. We all need to help invest in a 21st century education, provide skill development strategy, the rich should pay their fair of taxes to the country, raise minimum wage and provide more health care. I provided my views on poverty and stated true facts.I want my audience to become more educated on the matter and realize how serious the matter can be. Knowing that you can be in one of the other class one day and be in the poverty class the next day. We all should notice how important this situation is although you might say that this is not your situation, nor your problem. But true fully it affects all Americans in some way or form. Works Cited Websites: http://en. wikipedia. org/wiki/Poverty_in_the_United_States http://www. nytimes. com/2012/07/29/opinion/sunday/why-cant-we-end-poverty-in-america. html? pagewanted=all&_r=0

Women study written project Essay Example | Topics and Well Written Essays - 500 words

Women study written project - Essay Example Still, they find jobs for themselves because of the awareness brought to them by the feminist theories. They want to come out of the confinement of their houses to work at par with men. But, they have to face harassment by men, which decreases their job performance and job satisfaction. They are forced to do as the employer says or are forced to face adverse circumstances if they refuse. For example, minority women suffer from sexual harassment because they belong to minority groups. Hence, they face double jeopardy, as found by Berdahl and Moore (426) in their research. They assert that â€Å"Women experienced more sexual harassment than men, minorities experienced more ethnic harassment than Whites, and minority women experienced more harassment overall than majority men, minority men, and majority women† (Berdahl and Moore 426). Hence, sexual harassment is one of the biggest problems that women face at the workplace. Domestic or spousal abuse is defined as the abuse in which one spouse makes his counterpart undergo physical or mental mistreatment so that he may demonstrate his influence and authority. Women are prone to domestic violence than men. It is hard for women to end domestic violence once it starts. Men maltreat their wives to satisfy their pride, and also act loving at times to keep the latter stay in the relationship so as to give the impression that they have improved, which does not happen. Eventually, the frustration leads to hatred and rebellion developing within the women. Domestic violence is a form of gender violence (Berdahl and Moore 260), and it leads to stark mental problems and emotional breakdowns due to which the women may plan to abandon or kill their partners. Divorce rates are also on the rise, and one of the main reasons for this is domestic violence. If the couple has children, domestic