Different Environments At High School - 1331 Words

Different Environments Eight in the morning, thousands of teenagers walking through a single gate. Hundreds of them walking in the same hallways. Just an average high school one would think, but that was not the case for me and the 300 other students that attended Middle College High School (MCHS). Due to so, when people heard about it, there was a sense of confusion. How could such a small school compare to other, bigger, schools? What good was that? Many people doubted the students’ potential because of the various rumors that misstated the idea that a smaller environment would minimize their potential for growth. On the other hand, although being in such a different environment was difficult, it was an overall, extremely beneficial†¦show more content†¦These two statements are accurate due to the fact that students in a smaller school get more attention: the teachers know them more and are more willing to help. In a bigger school, a student that is struggling may n ever ask for help. And what then? Nothing. They fall through the cracks and before one knows it, they become dropouts. There is no way any teacher can learn all the names of 1000 plus teenagers. That leads to a very critical idea: students become a number not a priority. That is the issue. We need schools where one becomes a face, a person, and a life rather than just a number. We need smaller schools. It is a must implantation for greater success. This beneficial action took place in my own high school, Middle College High School (MCHS). Our MCHS staff always went far beyond any means to help us. Our senior class alone consisted of about 80 students. Consequently, our class got individual attention, in comparison to other schools. Whenever one of us was struggling, we knew we could go right up to any of our instructors and

Comparing the Love of Romeo and Juliet, Twelfth Night and...

No emotion has such universal meaning as love. It is an integral part of the human condition. Love is the basis for by which all other emotions can be gauged. Friendship and even grief are steeped in love. Love is so central to our lives that it is fitting and proper that it should be the topic of so much discussion. Every culture and every writer has some commentary or evaluation of love. The New Testament has its share of love commentary. The entire basis of the Christian tradition is Gods love for humanity. God so loved the world that he gave his only Son. (John 3:6) Jesus preached a great deal about love of neighbor, love of God and even love of enemies. (Matt 5:44) Shakespeares Biblical knowledge is well known and he†¦show more content†¦Among the multitudinous biblical references to love, the most comprehensive and decisive assessment of true love comes in St. Pauls First Letter to the Corinthians. He begins by stating that despite all of his faith and gifts from God, if I have no love, I am nothing. (I Cor. 13:2) Clearly, Paul recognizes the importance of love. He goes on to define love in very explicit terms, telling both what love is and what it is not. Paul begins, Love is patient and kind; it is not jealous or conceited or proud; love is not ill-mannered or selfish or irritable; love does not keep a record of wrongs. (I Cor. 13:4-5) The Apostle continues with the declaration that love is not happy with evil, but is happy with the truth. (I Cor. 13:6) Recall here the biblical prohibition of cross-dressing (Deut. 22:5) and lying (Deut. 5:20) Disguise and deceit are far from the truth that makes love happy. The exhortation continues: Love never gives up; and its faith, hope and patience never fail. Love is eternal... when what is perfect comes, what is partial will disappear... Meanwhile, these three remain: faith, hope and love; and the greatest of these is love. (I Cor. 13:7-8, 10, 13) Pauls letter provides a comprehensive basisShow MoreRelatedGender in Shakespeares Othello, Romeo and Juliet, and Twelfth Night3235 Words   |  13 PagesBecca Griffing 02/08/2012 Shakespeare in Love Analyze the representation of gender in two or more plays and/or films When reading literature from the Renaissance period, it is clear to see male and female characters were thought upon as two completely different types of people. By following what the bible told them about the opposite sexes, writers in this time were able to set specific gender norms for both men and women. However, when reading the works of William Shakespeare, one can sense

Functions of Social Institutions free essay sample

To understand the function of a social institution, one should first understand how the function fits into the concept of social institution. One can find it easy to confuse current function with the intended purpose. When considering this prompt, it can be theorized that social institutions do not have inherent functions, because it is the people of a society on a large scale filling roles that function comes from. Function is how the people in a society choose for things, or institutions, to work together, and that is subject to change based on the collective actions of people. To elaborate, the purpose of the mass media would be to truthfully inform society about important information on a large scale distribution. In some societies, the function of mass media becomes an outlet for propaganda or misinformation from persons with a conflict of interest. That function could change after a major war or society changing event. We will write a custom essay sample on Functions of Social Institutions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The military forces of a country could have been functioning to protect against outside forces, but then changes its function to police its own citizens. It seems to be an interesting concept to separate function from the idea of social institution. The first and primary function of a social institution is to replace its members. More specifically, to introduce new people into the social institution such as children. Social structure and institution will have its own limits on behavior and framework for common sense and efficiency. This first function satisfies the basic requirement to propagate society. Most often family is considered the first and most important institution for contributing members in society. James C Ure, a professor at George Wythe University, describes how the family structure prepares children for the societal structure. â€Å"In the family, it is natural for a parent to expose a child to various activities or ideas to determine what unique interests the child may have and to give the child an enhanced sense of self. It is also natural for a parent to ask a child to sacrifice personal interests to benefit the family, such as to provide help with cooking or cleaning. â€Å"In the end, this is not very different from what makes free societies tick†¦It is in the family that children are expected to learn the core values and beliefs that democratic institutions later draw on to perpetuate themselves. † The second function of a social institution is the task of teaching or socializing new members of society. Children are the most expansive example of this. A new member of society spends years learning to explore their personal individuality, learn to concede their activities when beneficial to the group or institution. As the member matures into a contributing person of society, they choose a role in which to participate. Other than just the primary working role, there is a whole interconnectedness of teachings for members of society. Family, business, government, economics, information, academia, religion, and others all play a role in the type of society its people build. Preserving the freedom in a society largely relies on how broadly people are educated and the access to free knowledge. Information and speech should be free, in order to prevent widespread ignorance. Historically, John Adams made a statement about the right to know what societal leaders are up to and the free distribution of knowledge. â€Å"Liberty cannot be preserved without a general knowledge among the people†¦They have a right, an indisputable, unalienable, indefeasible, divine right to that most dreaded and envied kind of knowledge — I mean, of the characters and conducts of their rulers. † The third function would be to produce, distribute, and consume goods and services. This is the category of commerce, and how people receive necessary goods and use information. Different institutions will have different patterns of management and performance of the roles people have, otherwise duties can become inescapable and overly controlled. Buisiness is highly important to every society. In a free market economy, business regulates itself, free from overbearing laws from the other institutions. People and commerce in business naturally bring prices down with competition, benefiting the whole society. Practiced on a massive scale a country can compete with other macro societies. Cleon Skousen wrote in The 5,000 year leap, â€Å"By 1905 the U. S. had become the richest industrial nation in the world. With only five percent of the earth’s continental area and merely six percent of the world’s population, the American people were producing over half of almost everything — clothes, food, houses, transportation, communications, even luxuries. † Societies benefit from unregulated business as the people in business roles are naturally regulated by concepts of competition and quality. The fourth function is the task of preserving order through social order and through interdependency from other levels of institutions.

Womens Contribution to War Effor Gained Voting Rights free essay sample

The main idea is that they proved their worth by contributing relentlessly through work during the First World War when the men were away fighting. Others believe it was the work of Suffragists and Suffragettes which helped the cause. However, the work done by women during the First World War is believed to be what caught the most attention and proved that they were just as reliable as men. Women became actively involved in a wide variety of day-to-day jobs which only men had worked before. They took over jobs such as nursing, munitions, industry, fire-fighting, drivers, and farming in the Women’s Land Army. Many people within the country were impressed and took on more positive attitudes towards those who worked women were seen to be more trustworthy and mature, politicians saw them in a new light and had the view that they should be â€Å"rewarded† due to â€Å"proving their worth† to the nation. We will write a custom essay sample on Womens Contribution to War Effor Gained Voting Rights or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Historian Martin Pugh said â€Å"Male prejudice against women melted in the face of revelations about their capabilities during wartime and their contribution to the war effort†. These acts of help to the country proved that there was more to women than believed up until this point in time. Before 1850, women had little-to-no control over any of their own affairs. It was accepted that men were the bosses of everything they were the ones who worked in the marriage while women stayed at home, and they got all possessions, including custody of children, if there so happened to be a divorce. Angela Holdsworth, a feminist, said of women â€Å"All they could hope for was a marriage to a good man and a lifetime of keeping his house and rearing his children†. On political matters, it was believed that women were too stupid to fully understand any matters of that sort. MP William Randall Cremer said â€Å"Women are creatures of impulse and emotion and did not decide questions on the grounds of reason as men did†. Early feminist groups began to arise and campaigned for women’s rights more than just voting by holding regular meetings and produced their own newspapers and pamphlets. Their work resulted in a few acts which improved conditions for women. One result was the two Matrimonial Causes Acts; one in 1857, which gave mothers increased access to their children after divorce and also allowed them to keep their own post-divorce earnings and property from the marriage, and another in 1873, which continued the unequal treatment of women over grounds for divorce. Husbands could still sue for divorce if the wife was suspected of adultery, whereas the woman had to prove cruelty by the husband and adultery as grounds for divorce. There were also the two Married Women’s Property Acts; one in 1870 which allowed married women to keep their own earnings up to a maximum of ? 200 per annum, and in 1882 which lost husbands their automatic right to claim their wives property as their own. These proud results were what spurred on further feminist groups to achieve more rights for women equal to those of men. The Suffragists were one such important group. In 1897 they were founded and led by Millicent Fawcett and focused on the issue of female voting, only using peaceful methods in order to influence their MPs. By writing letters, holding public meetings and marches, and petitioning, they aimed to educate people on why they felt they should be awarded the vote. The Suffragists gained a lot of sympathy for women’s voting rights, especially among Labour and Liberal Democrat MPs, and did their bit to make sure working class women supported the movement as the group tried hard to be all encompassing even though it was mostly middle and upper class women who were involved. When New Zealand allowed women in the vote in 1893 and even sent MPs to the UK to speak on the Suffragists behalf, the cause was further enhanced. Despite support of the group, there was also a negative view. They were seen to be limited by using only peaceful methods which did not attract much press, and also by not joining forces with men who believed in their cause too Martin Pugh said â€Å"Suffragists would probably have done better to have made common cause with all un-enfranchised men and women from the start and thereby they ight have extended their power†. Some women seemed to take on this view and start their own, more controversial groups in an attempt to get themselves the vote. This group were called the Suffragettes, or the Women‘s Social and Political Union (WSPO). Emmeline Pankhurst and her daughters Sylvia and Christabel formed and led this group in 1903 with most of the women coming from the previous group of Suffragists. They acted differently from ea rlier feminist groups and chose to use aggressive, militant methods in order to attract press attention. Deeds not words† was the Suffragette Motto and they followed this saying by acting violently, slashing paintings, committing arson, destroying public property by pouring acid on a golf course, interrupting political meetings, and physically attacking MPs and their property. This behaviour quickly gained them a massive amount of publicity as well as a large membership. MPs paid more attention and actively discussed it in the House of Commons. Midge MacKenzie, a historian, supports these acts and said â€Å"Prior to 1914, it was the militant ranguard, the WSPU, that revitalised the questions of votes†. However there is also an equally negative view of what the Suffragettes would do to demand the vote. Most of their publicity was negative, saying these women were just being seen as immature and reckless, especially in June 1913 when a young Suffragette, Emily Davidson, committed suicide by throwing herself in front of the King’s horse at the Derby. Due to this, the Government began regularly arresting these women for criminal behaviour and MPs were very much against them. Anti-Suffragette Winston Churchill did not approve of their behaviour, â€Å"their cause has marched backwards†. While the women were in jail, they continued on with their cause by starting a hunger strike which resulted in the Government having to force-feed them. The cruel nature of this meant women were getting massive publicity and more embarrassment for the Government. This embarrassment pushed the Government to finally act on the issue. They introduced the Temporary Discharge Act (1913), otherwise known as the Cat and Mouse Act. It was called this as it involved letting hunger strike participants be released from jail until they had regained their strength, and then re-arresting them. It backfired on them as the public called it cruel. In 1910, a Conciliation Bill was passed with a majority of 100 votes which allowed MPs to vote on women’s suffrage. In 1911, another Bill was proposed but not passes which gave voting rights to women whose husbands were already voters, even when it was proposed for a second time in 1912. Winston Churchill and Lloyd George were against this Bill, as politicians were too worried that Conservatives would only benefit from it. The First World War then began and while the country was seen to be fighting for democracy, it was being hypocritical as they were denying the female population suffrage at home. This was likely to help out the women’s cause as the UK was seen to be getting â€Å"left behind† as places other than New Zealand, which embarrassed the country even further as it was part of the Commonwealth, had also given women the vote by 1914, such as Denmark and some US States. There were several different views on what exactly helped women get the vote. Some believe it was the hard work of feminist groups such as the Suffragists and Suffragettes who dedicated their lives and proved themselves worthy of the vote. However, many people fully believe the heroic work of women contributing to the war effort by taking over men’s jobs during the First World War was the main reason for this great achievement. Opinions of the feminist groups were that they did not prove themselves enough or simply did not act within reason, for example by conducting criminal behaviour. It was after the War that the Government decided to include female voters in the electoral register, so to say that women got the vote due to their contribution in the war effort is an accurate statement.