Drinking and driving Essay Example for Free

Drinking and driving Essay On Jan.8, 2002, President Bush signed the No Child Left Behind Act of 2001 (NCLB) that became the education-reform bill. The No Child Left Behind is most sweeping education-reform bill since 1965 that made changes to the the Elementary and Secondary Education Act. The No Child Left Behind plays a big part in the life’s of students, parents, teachers, and the future of the educational system. â€Å"No longer content to provide access to education for traditionally extended students populations, we are now demanding that these students receive equally good educations. † In other words, administrations are now demanding equality of quality. President Bush thinks that all students are title to high quality education, treated equal, fair, and to be safe while at school. The No Child Left Behind places significant responsibilities on state educational agencies, school districts, principals, and the teachers. â€Å"In 2002 the federal government returned to the force front in potentially historic fashion.† With the passage of No Child Left Behind, supported by bipartism majorities in Congress, the nation committed itself to the achievement of every student in America. The No Child Left Behind in the federal system the United States for every education state and school districts fail to meet the requirements of No Child Left Behind Act that will be held accountable, with the opportunity to improve their down fall. Each state makes their own standards for what a child should know and learn for grades, for math and reading the standards should be developed first. Every student should be tested by the standards. All school districts should make adequate yearly progress toward meeting their state standards. Schools that fail need all the support they can get to improve their progress. The school or District shall come up with an idea that’s going to meet all necessary to make higher goals. The No Child Left Behind has a standardize by making sure that all teachers were high. The No CLB Act has In the article (Teacher’s Views on No child left behind) teachers was the no child left behind law â€Å"The federal legislation provides considerable discretion to states that can develop their own academic content standards, choose the tests they will administer, and specify the minimum scores students must obtain to be declared â€Å"proficient†. The no child left behind law increased the attention to many schools that pay to academic achievement and to disadvantage children that make it better. â€Å"As a result, the skills, and knowledge of the subgroups of children that historically have not increased as rapidly under many state tests would suggest. Second, no child left behind has increased the efforts of schools scores, third, adequate yearly progress rules; some states increased the migration of experienced teachers out of school serving high concentrations of low – performing students. No child left behind represents that parents of students who are attending title I schools are given the option to transfer their students to another school in the district for improvement status, If a student requested to be transferred shall be allowed to transfer. The No Child Left Behind, has two new educational options, -supplemental educational services and school choice for title I schools for restricting, improvement, and corrective action by the options depends on parental decisions. Parents will know their student assessments. If the school needs improvement the parent will be informed. Conclusion: The No Child Left Behind Act is great. Every child should have the right to receive an education, and be safe while in school. There so many jobs and opportunities will be required to have a college degree in order for a student to have success in life they need an education. The No Child Left Behind Act helps and gives students the impossible they did not have. The No  Child Left Behind made school districts accountability achievement. ON January 8, 2002 President Bush signed the No Child Left Behind (NCLB), Act the reform bill improves student’s goals on the state- wide testing, and The No Child Left Behind has admirable goal of improvement in the educational system. President Bush thinks that no child should be left behind and that all children are entitled to education, treated fair and to be safe. No matter what the student is, their race, where they live, they should be entitled to an equal education. References’ Abernathy, S. (2007). No child left behind and the public schools {electronic resource} / Scott Franklin Abernathy. Ann Arbor: University of Michigan Press, c2007. Michigan Press. In 2001 the author researcher at Ann Arbor: University of President George W. Bush’s education reform legislation, the no child left behind act (H.R. 1). Testing and accotability provisions Chubb, J.E. (2009). Learning from no child left behind {electronic resource}: how and why the nation’s most important but The Author research stand ford, California. : hoover institution Murnane, R., Papay, J. (2010). Teacher’s views on no child left behind: support for the principles, concerns about the practices. Journal of Economic Perspectives, 24(3), 151- 166 Programs, all other Miscellaneous Schools Believes that the school should not be accountable for teaching all children well. The No child left behind is to improve all students’ performance. Put students’ performance in data gives the parents opportunity to see the child’s performance. Students that attend low-performing schools start to develop discipline issues, their want to be transferred to a better – performing school. School that doesn’t need their goals will offer including free tutoring, and after school instruction. Randolph, K., Wilson – Younger, D. (2012). †Is No Child Left Behind Effective For All Students?† Parents don’t think so. Online submission. The author’s researchers Database: ERIC. Since the No child left behind is to discuss the advantage of the core requirements for its implementation. Parents have concerns whether the children are really learning. Zimmer, R., Gill, B., Raquin, Booker, K., Lockwood, J., Department of education, w.c (2007). State and Local Implementation of the â€Å"No Child Left Behind† (N ls-â€Å"nclb†). The author researchers us department of  education. The key component the no child left behind for the parent children that were attending title I school options for corrective action, improvement, failure achieve toward meeting state standards.

Societal Views on Interracialism Throughout American History Essay

"-- we are all complicit and we all carry a certain responsibility for America's original sin: racism." -- David Bedrick, The Huffington Post, 10 April 2015 "Half-breed†, â€Å"Mulatto†, â€Å"Octoroon.† All of these terms at one point served to describe individuals of mixed race, particularly African and Caucasian. The controversy of interracialism has transcended generations, as well as cultures. It is a subject that, historically, has held the potential to incite savage racial discrimination, loathing, and violence. Indeed, even in today’s significantly more enlightened and politically correct views on race, interracial relationships and individuals still possess the potential to make many uncomfortable. Two historical periods in which racial topics, including interracialism, were the source of much social unrest are the eras of the pre-Civil War and the Harlem Renaissance. During these times voices were raised in protest from all sides of racial debates. These voices were in the forms of organized protests, speeches, writings in books and periodicals, as well as violent acts of rioting, burning, and lynching. In addition to these, a very important medium through which beliefs on racial topics were expressed was art. It has been said by many scholars that the arts of a society can serve as a social barometer. Popular, influential, and controversial theatrical pieces offer a window through which one can observe aspects of a culture, including values, virtues, and ideas on a particular subject. Hence, in looking at and comparing the eras of the pre-Civil War and the Harlem Renaissance, in regard to the ideas held on mixed race relationships and individuals, one needs to consider theatrical pieces of the ... ...iev, Noel. "Race in pre-Civil War America." Social Education. 62:6 (1998): 340- 344. Kennedy, Randall. "Interracial Intimacies: Sex, Marriage, Identity, and Adoption." Library Journal. 128:2 (2003): 105. McMillen, Neil R. Dark Journey: Black Mississippians in the Age of Jim Crow. Urbana, Illinois, and Chicago: U of Illinois P. Moran, Rachel F. "Interracial Intimacy: The Regulation of Race and Romance." History Today. 52:11 (2002): 75. Plum, Jay. "Accounting for the Audience in Historical Reconstruction: Martin Jones’s Production of Langston Hughes’s Mulatto." Theatre Survey. v 36 (1995) 5-19. Smalley, Webster. Five Plays by Langston Hughes. Bloomington: Indiana University Press, 1968. Thomson, Peter. Plays by Dion Boucicault. New York: Cambridge University Press, 1984. Ward, John. "Theatrical." New York Times. 6 December 1859, 22.

Compare and Contrast “To Room Nineteen” and “Death by Landscape” Essay

In the short stories â€Å"To Room Nineteen† by Doris Lessing and â€Å"Death By Landscape† by Margaret Atwood, two women find themselves isolated from the world and the people around them. This paper will compare and contrast each story to show that although both female protagonists are isolated by their circumstances, their individual responses to their circumstances are very different. In â€Å"To Room Nineteen† Susan’s isolation is caused by a number of factors: society and the time she lives in, an unfaithful husband in a broken marriage, and her own inability to deal with her unhappy life. â€Å"†¦She knew he had been unfaithful because of his sullen air, and his glances at her, similar to hers at him: What is that I share with this person that shields all delight from me?† (p. 871) Susan feels trapped by her life and her family, and plagued by her husband’s infidelity and the knowledge that this social norm which she must learn to accept. In â€Å"Death by Landscape† Lois’ isolation is from the fact she is left with no family. Her sons have grown up and left home and she is a widow. This leaves her with no one to support or care for her. â€Å"While Rob was alive, while the boys were growing up, she could pretend she didn’t hear it, this empty space in sound. But now there is nothing much left to distract her.† (p. 35) Lois is tormented by her past rather than her present, the traumatic experience of a childhood friend disappearing has remained with her for a years. In both stories the protagonists share the conflict of the circumstances they live in -oppression from external power. For Lois, she is never able to quite move on from her friend’s disappearance. â€Å"She would never go up North, to Rob’s family cottage or to any place with wild lakes and wild trees and the calls of loons.† (p.35) One of the major factors of her conflict is the result of her childhood camp leader Cappie, trying to unfairly blame her for the death or disappearance of her friend Lucy: â€Å"Didn’t what? Says Cappie softly. Didn’t what, Lois? Lois does the worst thing she begins to cry. Cappie gives her a look like a pounce. She’s got what she wanted.† (p.34) Susan is isolated by her own unhappiness and growing mental instability. She struggles to maintain appearances and live up to societal expectations. â€Å"She said to Matthew in their bedroom: I think there must be something wrong with me.† (p.875) Her husband is no support to her and as he continues to carry on an affair, the distance between them increases, as well as her feelings of isolation. Susan hires a nanny to avoid the responsibilities of her family in order to try and escape them. She finds a room at an anonymous inn, which she uses as reprieve but this only amplifies her feelings of isolation and loneliness. The key difference between the two protagonists is that over time, Lois is able to come to terms with her conflict and learn to accept it. She realizes that her friend’s disappearance is not her fault; the camp leader simply needed someone to blame. For Cappie, the idea of having no explanation for Lucy’s disappearance is simply too much to comprehend. Though the experience still haunts her, Lois tries to move on with her life. Susan, however, falls victim to her conflict. She is unable to cope, when her husband confronts her asking if she is having an affair, she cannot face the prospect of coming to terms with the truth and reality of her life. Seeing no end to her struggles, Susan decides to commit suicide in room 19. Both women are isolated from the world and the people around them due in part to the circumstances of their lives. Although both sets of circumstances are very different, they are the root cause of the conflict of the worlds in which both women seek to remove themselves from. Each character takes a different path that leads ultimately to the difference between life and death.

Experiencing the True Love of John Donne’s “A Valediction...

Departing from a lover might often seem painful; yet, it is precisely with the departures that one learns about the nature of true love. In the poem â€Å"A Valediction: Forbidding Mourning,† John Donne offers a beautiful insight into this subject. As he consoles his wife by asserting that their love is everlasting, the poet develops a theme that unifies the poem and allows the reader to identify his intention. The theme, therefore, is especially important as it serves as a central point around which all the other elements are structured. As John Donne explores the nature of unconditional love, he employs metaphors, symbolism, and tone as the three main elements that reinforce the theme and contribute to creating a poem that both moves and†¦show more content†¦Donne elaborates upon this idea in the fourth stanza as he states that the ordinary people’s â€Å"soul is sense† (line 14). By comparing their souls with the senses, Donne describes the imperfecti ons of a love based on physical attraction only. This metaphor takes the idea of soul into a physical sphere and, by doing so, illustrates what the author’s love is not. Donne asserts that their love is different because it is transcendental and deeper than sensations. Moreover, in line 23 the poet states that his departure will cause an â€Å"expansion† rather than a separation between them as they will remain as one. The simile in line 24 contributes to this metaphorical consideration as Donne draws comparison between their love and gold. As gold expands when it is beaten, their love will spread and be precious despite their separation; it will never break. By illustrating the eternal nature of their love, this line contributes to the theme of the poem and allows the reader to connect to the claim of true love. Finally, the most significant metaphor in the poem is found in the seventh stanza as Donne compares his love with a compass. In line 27, he suggests that his wife‘s soul is the â€Å"fixed foot† and therefore, as he asserts in line 30, he is the foot who has to â€Å"roam†; he is the one who needs to go. Though they need to be apart, they are joined at the top like the compass, so their love is connected at a spiritual level and can endure separation.Show MoreRelatedAnalysis Of Annabel Lee By Edgar Allan Poe Essay1989 Words   |  8 Pageswisdom to know the difference.† The concept is that love is something magical and strong that can always however be lost; you have the power to choose what to gain from the experience. Basically when love is separated or broken you and only you can either decide to dwell on the sadness, or accept it and move on completely because of the reality that bad things can and will happen to everyone. In these two poems the theme shared is love and/or love after one has parted ways whether in life or in death;