School Drop Out Rates Essay Example

School Drop Out Rates Essay One of the greatest gifts to have been bestowed upon the children of our nation is the offering of equitable academic education.   It is by means of the education presented that we as individuals are able to develop and advance the necessary skills to lead productive and prosperous lives.   In retrospect, while many may look back thankfully at the knowledge gained throughout our school years, the same may not be said for everyone, as dropout rates continue to play a dramatic role in today’s society.  Ã‚   So what are dropout rates and how are they important to not only the individual dropout but to society as well?   Throughout the following we will answer these questions as well as analyze various methods of measurement, the validity of those measurements, minority and ethnic groups affected and potential solutions regarding this crucial issue.If â€Å"knowledge is power†, then why would one opt to negate such an extraordinary gift?   Though the idea of schoo l for certain students can undoubtedly be difficult, uncomfortable and boring at times, the consequences rendered from ridding themselves of this learning process can be far more overwhelming in the long run.   Low paying jobs, illiteracy and quality of life issues are only a few such consequences.   Furthermore, individual dropouts are not the only ones to suffer from these effects.   Communities with higher dropout rates tend to have greater percentages of residents collecting public assistance, tax revenue losses and elevated crime rates.   For instance, it is believed that dropouts are 3.5 times more likely to commit crimes.   That being said, 75% of prison inmates have not graduated from a high school program. This in turn spurns greater prison costs. Additionally, studies have shown that illegal drug use may increase among high school dropouts. (Smink, J., Drew, S. Duckenfield, M., 2006)Sadly, children may also find themselves victims in the educational push and pul l as they become prone to repeating the cycle of their parents. (Smink, J., Drew, S. Duckenfield, M., 2006)   As children, we gained much knowledge by what we saw and what we â€Å"believed† to be correct.   On that note, if parents do not take their own education, or lack thereof, seriously, then it stands to reason as to what direction their children will take?   Yet, to speak of ill effects may not be enough.  Ã‚   In order to at least comprehend the magnitude of this ongoing issue and its social ramifications, governing entities must be able to statistically evaluate information that presents itself as a means to develop solutions.   Dropout rates may serve this very purpose.Since the 1970’s dropout rates have gradually decreased, yet issues of educational abandonment remain.   The compilation of data used to study dropout rates can be a promising tool not only in determining school performance but they may also be helpful in deciphering trends.  Ã‚   By studying these rates, the development of special services devoted to the reduction and prevention of dropouts from state to state can be initiated.   It is noteworthy to mention that available services come from partnered efforts such as governmental and community agencies as well as through business.  Ã‚  Ã‚   â€Å"Students generally are considered to have dropped out when they leave school, do not transfer, do not graduate and do not return to school in the next year.†Ã‚   Methods of determining dropout rates vary, however, dependant upon the question to be answered, such as specific age groups, yearly percentages or combined grade levels over a period of time.   Some of the most noted rate structures are Longitudinal, Attrition, Annual and Status Rates.   (Creech, 2000)Longitudinal Rates are useful in determining â€Å"the percentage of 9th graders who do not graduate in five years†.   Using division (No. of dropouts / No. of original class members) this rate is easily generated and offers the student a greater period of time to obtain their high school certificate.   However, due to limited availability of necessary information like that of the actual number of school transfers, the rates may not be wholly accurate.   For this reason, Longitudinal Rates are mainly projections of yearly rates.   (Creech, 2000)Similarly, Attrition Rates are determined by 9th grade percentages but do not allow for the extra (5th) year and like Longitudinal Rates certain necessary information may be lacking to accurately arrive at true percentages.   These rates are computed by subtraction and division methods using the number of 9th grade students enrolled four years prior minus the total number of graduating students and then dividing by the 9th grade enrollment numbers.   (Creech, 2000)   While difficult to understand, the following example may serve to clarify any confusion.   If we had 450 total students enrolled in 9th grade an d four years later only 350 graduated, it is obvious we would have 100 students who would considered dropouts.   If we then take those 100 students and divide it by the 450 students initially enrolled our Attrition Rate would result in 22.2% dropout rate covering that four-year period of time.School performance percentages are the primary goal of Annual Dropout Rates which compares enrollment for the months of May and June to those of the following September.   Although overall dropout percentages from year to year are easily determined by this method, state variations on grade levels included display no uniformity.   As a result, state-to-state comparisons are not feasible.   Another disadvantage of analyzing only the number of dropouts for that given year is lower percentage rates that may not paint a complete picture of the actual problem.   For instance average rates compiled over a period of four years may not correspond to yearly rates.   Lower rates can also be at tributed to the grade level variations, as states including 7th and 8th grade students in their final percentage.   Typically, students of younger age groups do not dropout of school until much later when restrictions are lifted.   In this sense, underestimation seems inevitable. (Creech, 2000)Status Rates are accumulated through U.S Census Bureau Population Surveys and are used to determine dropout rates among specific age groups and are the most beneficial or accurate rates for comparison of state-to-state percentages.   For example, Status Rates may report the percentage of 16 through 19 year-olds who have not graduated high school and who are not enrolled.   (Creech, 2000)   According to the National Center for Education Statistics (NCES, 2001) â€Å"in October 1999, there were 3.8 million 16-24-year-olds were not enrolled in a high school program and who had not completed high school†, regardless of when they attended school.   Consequently, 11.2% of 16 throu gh 24-year-old dropouts in the United States fell within this category.  Ã‚   Through such rates the overall dropout problem existing within our population is revealed. Status Rates can greatly aid in the furtherance of developing additional education and training designed to help incite dropouts to more readily participate within the nation’s economy as well as lead more productive lives.The NCES also computes annual Event Rate Statistics.  Ã‚   These rates encompass, ages 15 through 24-year-olds in grades 10-12 who have dropped out in the year preceding the data collection and is a valuable measure as to the effectiveness of educator’s ability to keep students enrolled.   It is important to mention that with the statistical calculations for Event Rates, students are viewed as having completed a high school program whether through traditional class work or by receiving their certification via alternate means such as a GED.   It is estimated that while over the last 25 years Event Dropout Rates have fluctuated, an overall decrease has been recorded from 6.1% in 1972 to 5.0% in 1999.  Ã‚  Ã‚   Event Status Rates (1999) also determined â€Å"5 out of every 100 young adults who were enrolled in high school in October 1998 were no longer in school and had not successfully completed high school†.   Event rates are collected through Current Population Surveys (CPS).   Such surveys allow for calculations to be determined based on characteristics such as ethnicity, sex, location of residency and income level.   For instance, the NCES has compiled data in 1999 that supported the fact that students of families in the lowest 20% of household incomes had a five times higher likelihood of dropping out of school.   Which minority groups overall are more likely to dropout of school can also be determined through Event Rates.   (NCES, 2001)According to calculated percentages Hispanics make up the majority of school dropouts among minor ity and ethnic groups.   As Creech (2000) points out, statistics set forth by the NCES, determined that 38% of Hispanic students had dropped out of school in 1998, whereas, only 17% of black students were estimated to have dropped out within that specified year.   Figures such as these may be largely due to language barriers of students born abroad or living with families where English is used primarily as a second language.  Ã‚   Overall black and Hispanic students were 2-3 times more likely to drop out of school than white students.   Other social influences that may contribute to higher   drop out rates are pregnancy, behavioral problems and self-esteem issues.   In order to combat these problems, special programs for groups like teen parents and those whose first language is not English must be instituted.   (Creech, 2000)Yet, even with the mass amounts of technical information offered as to the various methods and calculations of dropout rates, we are left with th e question, are dropout rates valid as a true account of the nationwide problem?   As discussed in earlier paragraphs, accuracy is not always achieved.   For instance, most school informational systems do not have a means to track students who have transferred to other schools or who have failed.   During calculations of Longitudinal and Attrition Rates, the only information taken into account is the number of enrolled students compared to non-enrolled students over a given time period.   As a result, actual transfer students are included as dropouts when such is not the case.   While it has neither been proved nor disproved, states that have adopted the Exit Exam policies before certification can be received, may lead to a greater percentage of students failing.   This in turn will not only lower graduation rates but may increase inaccurate dropout percentages. (Greene, J. Winters, M.A., 2005)In fact, the mere defining of the term â€Å"dropout† can in itself cr eate reporting inaccuracy.   This is primarily caused by a great number of states that differ in their opinion as to who should be counted as a dropout.   Furthermore, these variances make it nearly impossible to compare the rate of dropouts between states or statistics presented in previous years.   (Creech, 2000)Status Rates have also been criticized.   Sum and Harrington (2003) believe Status Rates, as calculated by the U.S. Department of Education are â€Å"substantially biased†.   One reason may be the denominator attributed to Status Rates that does not allow for future dropouts in students 18 through 24 years of age.   The problem being, as research has shown, it is more likely these students over the age of 18 will decide to drop out of school as they are well over the average age of their peers.Another issue presented is the exclusion of those students who have left school but have acquired their GED.   While the positive aspects of obtaining a GED may be inspiring, studies have determined that the GED is not an equitable assessment of a traditional high school diploma.   Moreover, students age 18 through 24 who have been institutionalized or imprisoned are also excluded from Status Rate calculations.   (Sum, A. Harrington, P., 2003)Overall, prevention is key in the reduction of dropout rates.   Legislative enforcements like that of The Education and Economic Development Act (2005) have been enacted to improve academic achievement while focusing on career choice, work skills and graduation rates.   (Smink, J., Drew, S. Duckenfield, M., 2006)   In addition, it may prove significantly beneficial for policymakers to set in place more advanced data   systems that can better predict and detail those students who are most likely to dropout of school.   Means of intervention via education administrators must also come into play for schools that have repeated performance issues that may diminish student motivation and incr ease dropout rates.   (Achieve, Inc., 2006)In summary, while the implementation of calculating dropout rates can be beneficial tools to the researcher, they may not serve the best interest of the community or students assessed.   Without an accurate depiction of the existing problem we cannot achieve the goal of preventing and/or reducing dropout rates. Still, we must continue on through trial, error and heated debate, in hopes of a better tomorrow for our young adults. School Drop Out Rates Essay Example School Drop Out Rates Essay One of the greatest gifts to have been bestowed upon the children of our nation is the offering of equitable academic education.   It is by means of the education presented that we as individuals are able to develop and advance the necessary skills to lead productive and prosperous lives.   In retrospect, while many may look back thankfully at the knowledge gained throughout our school years, the same may not be said for everyone, as dropout rates continue to play a dramatic role in today’s society.  Ã‚   So what are dropout rates and how are they important to not only the individual dropout but to society as well?   Throughout the following we will answer these questions as well as analyze various methods of measurement, the validity of those measurements, minority and ethnic groups affected and potential solutions regarding this crucial issue.If â€Å"knowledge is power†, then why would one opt to negate such an extraordinary gift?   Though the idea of schoo l for certain students can undoubtedly be difficult, uncomfortable and boring at times, the consequences rendered from ridding themselves of this learning process can be far more overwhelming in the long run.   Low paying jobs, illiteracy and quality of life issues are only a few such consequences.   Furthermore, individual dropouts are not the only ones to suffer from these effects.   Communities with higher dropout rates tend to have greater percentages of residents collecting public assistance, tax revenue losses and elevated crime rates.   For instance, it is believed that dropouts are 3.5 times more likely to commit crimes.   That being said, 75% of prison inmates have not graduated from a high school program. This in turn spurns greater prison costs. Additionally, studies have shown that illegal drug use may increase among high school dropouts. (Smink, J., Drew, S. Duckenfield, M., 2006)Sadly, children may also find themselves victims in the educational push and pul l as they become prone to repeating the cycle of their parents. (Smink, J., Drew, S. Duckenfield, M., 2006)   As children, we gained much knowledge by what we saw and what we â€Å"believed† to be correct.   On that note, if parents do not take their own education, or lack thereof, seriously, then it stands to reason as to what direction their children will take?   Yet, to speak of ill effects may not be enough.  Ã‚   In order to at least comprehend the magnitude of this ongoing issue and its social ramifications, governing entities must be able to statistically evaluate information that presents itself as a means to develop solutions.   Dropout rates may serve this very purpose.Since the 1970’s dropout rates have gradually decreased, yet issues of educational abandonment remain.   The compilation of data used to study dropout rates can be a promising tool not only in determining school performance but they may also be helpful in deciphering trends.  Ã‚   By studying these rates, the development of special services devoted to the reduction and prevention of dropouts from state to state can be initiated.   It is noteworthy to mention that available services come from partnered efforts such as governmental and community agencies as well as through business.  Ã‚  Ã‚   â€Å"Students generally are considered to have dropped out when they leave school, do not transfer, do not graduate and do not return to school in the next year.†Ã‚   Methods of determining dropout rates vary, however, dependant upon the question to be answered, such as specific age groups, yearly percentages or combined grade levels over a period of time.   Some of the most noted rate structures are Longitudinal, Attrition, Annual and Status Rates.   (Creech, 2000)Longitudinal Rates are useful in determining â€Å"the percentage of 9th graders who do not graduate in five years†.   Using division (No. of dropouts / No. of original class members) this rate is easily generated and offers the student a greater period of time to obtain their high school certificate.   However, due to limited availability of necessary information like that of the actual number of school transfers, the rates may not be wholly accurate.   For this reason, Longitudinal Rates are mainly projections of yearly rates.   (Creech, 2000)Similarly, Attrition Rates are determined by 9th grade percentages but do not allow for the extra (5th) year and like Longitudinal Rates certain necessary information may be lacking to accurately arrive at true percentages.   These rates are computed by subtraction and division methods using the number of 9th grade students enrolled four years prior minus the total number of graduating students and then dividing by the 9th grade enrollment numbers.   (Creech, 2000)   While difficult to understand, the following example may serve to clarify any confusion.   If we had 450 total students enrolled in 9th grade an d four years later only 350 graduated, it is obvious we would have 100 students who would considered dropouts.   If we then take those 100 students and divide it by the 450 students initially enrolled our Attrition Rate would result in 22.2% dropout rate covering that four-year period of time.School performance percentages are the primary goal of Annual Dropout Rates which compares enrollment for the months of May and June to those of the following September.   Although overall dropout percentages from year to year are easily determined by this method, state variations on grade levels included display no uniformity.   As a result, state-to-state comparisons are not feasible.   Another disadvantage of analyzing only the number of dropouts for that given year is lower percentage rates that may not paint a complete picture of the actual problem.   For instance average rates compiled over a period of four years may not correspond to yearly rates.   Lower rates can also be at tributed to the grade level variations, as states including 7th and 8th grade students in their final percentage.   Typically, students of younger age groups do not dropout of school until much later when restrictions are lifted.   In this sense, underestimation seems inevitable. (Creech, 2000)Status Rates are accumulated through U.S Census Bureau Population Surveys and are used to determine dropout rates among specific age groups and are the most beneficial or accurate rates for comparison of state-to-state percentages.   For example, Status Rates may report the percentage of 16 through 19 year-olds who have not graduated high school and who are not enrolled.   (Creech, 2000)   According to the National Center for Education Statistics (NCES, 2001) â€Å"in October 1999, there were 3.8 million 16-24-year-olds were not enrolled in a high school program and who had not completed high school†, regardless of when they attended school.   Consequently, 11.2% of 16 throu gh 24-year-old dropouts in the United States fell within this category.  Ã‚   Through such rates the overall dropout problem existing within our population is revealed. Status Rates can greatly aid in the furtherance of developing additional education and training designed to help incite dropouts to more readily participate within the nation’s economy as well as lead more productive lives.The NCES also computes annual Event Rate Statistics.  Ã‚   These rates encompass, ages 15 through 24-year-olds in grades 10-12 who have dropped out in the year preceding the data collection and is a valuable measure as to the effectiveness of educator’s ability to keep students enrolled.   It is important to mention that with the statistical calculations for Event Rates, students are viewed as having completed a high school program whether through traditional class work or by receiving their certification via alternate means such as a GED.   It is estimated that while over the last 25 years Event Dropout Rates have fluctuated, an overall decrease has been recorded from 6.1% in 1972 to 5.0% in 1999.  Ã‚  Ã‚   Event Status Rates (1999) also determined â€Å"5 out of every 100 young adults who were enrolled in high school in October 1998 were no longer in school and had not successfully completed high school†.   Event rates are collected through Current Population Surveys (CPS).   Such surveys allow for calculations to be determined based on characteristics such as ethnicity, sex, location of residency and income level.   For instance, the NCES has compiled data in 1999 that supported the fact that students of families in the lowest 20% of household incomes had a five times higher likelihood of dropping out of school.   Which minority groups overall are more likely to dropout of school can also be determined through Event Rates.   (NCES, 2001)According to calculated percentages Hispanics make up the majority of school dropouts among minor ity and ethnic groups.   As Creech (2000) points out, statistics set forth by the NCES, determined that 38% of Hispanic students had dropped out of school in 1998, whereas, only 17% of black students were estimated to have dropped out within that specified year.   Figures such as these may be largely due to language barriers of students born abroad or living with families where English is used primarily as a second language.  Ã‚   Overall black and Hispanic students were 2-3 times more likely to drop out of school than white students.   Other social influences that may contribute to higher   drop out rates are pregnancy, behavioral problems and self-esteem issues.   In order to combat these problems, special programs for groups like teen parents and those whose first language is not English must be instituted.   (Creech, 2000)Yet, even with the mass amounts of technical information offered as to the various methods and calculations of dropout rates, we are left with th e question, are dropout rates valid as a true account of the nationwide problem?   As discussed in earlier paragraphs, accuracy is not always achieved.   For instance, most school informational systems do not have a means to track students who have transferred to other schools or who have failed.   During calculations of Longitudinal and Attrition Rates, the only information taken into account is the number of enrolled students compared to non-enrolled students over a given time period.   As a result, actual transfer students are included as dropouts when such is not the case.   While it has neither been proved nor disproved, states that have adopted the Exit Exam policies before certification can be received, may lead to a greater percentage of students failing.   This in turn will not only lower graduation rates but may increase inaccurate dropout percentages. (Greene, J. Winters, M.A., 2005)In fact, the mere defining of the term â€Å"dropout† can in itself cr eate reporting inaccuracy.   This is primarily caused by a great number of states that differ in their opinion as to who should be counted as a dropout.   Furthermore, these variances make it nearly impossible to compare the rate of dropouts between states or statistics presented in previous years.   (Creech, 2000)Status Rates have also been criticized.   Sum and Harrington (2003) believe Status Rates, as calculated by the U.S. Department of Education are â€Å"substantially biased†.   One reason may be the denominator attributed to Status Rates that does not allow for future dropouts in students 18 through 24 years of age.   The problem being, as research has shown, it is more likely these students over the age of 18 will decide to drop out of school as they are well over the average age of their peers.Another issue presented is the exclusion of those students who have left school but have acquired their GED.   While the positive aspects of obtaining a GED may be inspiring, studies have determined that the GED is not an equitable assessment of a traditional high school diploma.   Moreover, students age 18 through 24 who have been institutionalized or imprisoned are also excluded from Status Rate calculations.   (Sum, A. Harrington, P., 2003)Overall, prevention is key in the reduction of dropout rates.   Legislative enforcements like that of The Education and Economic Development Act (2005) have been enacted to improve academic achievement while focusing on career choice, work skills and graduation rates.   (Smink, J., Drew, S. Duckenfield, M., 2006)   In addition, it may prove significantly beneficial for policymakers to set in place more advanced data   systems that can better predict and detail those students who are most likely to dropout of school.   Means of intervention via education administrators must also come into play for schools that have repeated performance issues that may diminish student motivation and incr ease dropout rates.   (Achieve, Inc., 2006)In summary, while the implementation of calculating dropout rates can be beneficial tools to the researcher, they may not serve the best interest of the community or students assessed.   Without an accurate depiction of the existing problem we cannot achieve the goal of preventing and/or reducing dropout rates. Still, we must continue on through trial, error and heated debate, in hopes of a better tomorrow for our young adults.

How to Become a Speech Writer

How to Become a Speech Writer How to Become a Speech Writer A speech writer is responsible for writing speeches for public either on the freelance basis or within a company holding the appropriate working position. Despite the popular opinion, not only politics use these type of services. Thus, speech writer can help at the public event, business meeting, debates, wedding, birthday, or even bar mitzvah. Speech writing requires excellent language skills, erudition, and understanding psychology. However, once you decided to obtain this profession, there are few specific tips on how to become a speech writer. Speech writing can become a challenging endeavor for both a beginner and an experienced writer. Writing a speech is a peculiar skill that differs a lot from fiction or journalism. Thus, the first task of the speech is to directly address to the target audience summoning to action or sympathy. If the audience is not touched with the words from the stage, it means that the speech is ineffective, therefore, the goal is not achieved. That is why, if you want to become a successful speech writer, you have to develop your skills in psychology, linguistic, politics, culture, and many other fields depending on the topic of your speech. Usually, writers consider typical speech-writers as people who write only for politicians. This is a false conclusion owing to the fact that speeches are required in various situations. For instance, business executives, athletes, philanthropists, PR agents also need strong speeches in order to be within the public focus as well as in the middle of attention of the employers. There are some practical recommendations on how to become a speech writer: Gain insight into the related field. A professional speech writer is a credible writer and it has to be proven. University degree in English, communications, journalism, and political science are all related to having the best writing skills which are literacy, quick typing, and ability to make writing structured and understandable. Start volunteering. In this way, an incentive writer can offer to write speeches for community groups on the free basis. Thus, it is possible to tailor writing skills and find out typical mistakes which can be revealed by other people who ordered certain speech. Get acquainted with the right people. Consequently, frequent writing will turn attention of the people who can provide career help in future and get new orders. Seek for speech writers who can provide mentorship and transcend some experience on your writing. All in all, speech writing relies on experience, and the best adviser is the practicing writer who knows all the current tendencies in public perception. Read reliable manuals, tutorials, or even researches on the topic of speech writing. There is a lot of literature about effective writing from experts in the field. Find inspiration in advertising where you have only a few words to deliver a message to the audience. Learn more about psychological linguistics, this realm contains valuable ideas to improve your writing. Try to analyze. Analyze the famous speeches on your own, providing the explanation of the success of the speech. After that, compare own analysis to the one, made by a professional. Look into history, because there are many fateful speeches that influenced our society. Nevertheless, track modern time and listen to the speeches of present world leaders on current events, be attentive to every detail. A successful speech can change the world history. However, a sincere wedding speech can change a small family history, which is a great success as well. Being a professional speech writer requires a constant education in a variety of fields, but what really matters is the talent to influence people’s minds only with words.

Gender Behaviors in Battle of Algiers, Mother India and A Widows Voice Essay

Gender Behaviors in Battle of Algiers, Mother India and A Widows Voice - Essay Example This paper draws a comparison between the gender behaviors as depicted in Battle of Algiers, Mother India, and A Widow’s Voice. Battle of Algiers is a 1966 war film, which dwells on the situations of women in a warring country. Mother of India shows the struggles of women in harsh economies, taking care of their families. â€Å"A Widow’s Voice† is a very popular literary text, which has the theme of widowhood, including the problems widows face. One thing that is common between both movies and the literary text is that they all offer a comprehensive insight into the gender behaviors in their respective contexts. Battle of Algiers, Mother India, and A Widow’s Voice are similar in their depiction of women’s strength. Battle of Algiers and Mother India commonly undermine the power of men while highlighting that of women while Mother India and A Widow’s Voice commonly feature domestic women’s sacrifices and men’s selfishness. In con clusion, drawing a comparison between these three works was quite challenging, as these have different themes, and are of different genres. However, with the approach employed, a clear comparison of gender behaviors in these works has been achieved. Generally, women have been portrayed as very important people in the society. Women take care of their families, which are the basic unit of the society. However, the main issue is that despite all these, the society, especially men, do not appreciate women the way they should. These three works indirectly call for the need for women empowerment in society.

Journal Essay Example | Topics and Well Written Essays - 500 words - 58

Journal - Essay Example 91). In Journal 3, I talked about something I learned from tutorial 25. Tutorial mainly introduces prepositions and prepositional phrases to us. I have made mistakes while practicing the preposition usage. I always perceived it to be difficult. Preposition usage includes the recognition of prepositions and usage within sentences in individual writing. I learned from the book that there are three different uses of prepositional phrases. The first is the single word preposition. At, as, and about depict some of the examples (Ferris 2014, p. 94). The use is to connect words. The second kind is two-word preposition inclusive of, in addition, on average, of course, and so on. These phrases are the preposition with a noun, and they are used to make two sentences more consistent. The third kind is a three-word preposition. It means that the phrases comprise three words like in order to, as a result, by the way among others. In journal 4, I talked about something I learned from tutorial 13. I learned many concepts relating language use, academic writing, formality, and poverty issues. Among the most confused words included poverty and informal language usage. During the informal language lesson, I learned that it is not appropriate to term language usage as informal because it is applicable to many contexts. Regarding the levels of formality quotes should be reproduced exactly as they are while taking care on the first and second person pronouns in the academic writing work. In addition, it is proper to avoid the first person references to create a great impression on the readers. Moreover, when using emails, memos, and business letters, the recipients’ title needs consideration. In the context of professional and academic writing, specific writing styles prefer particular and consistent ways of writing references. Individuals, who are unable to reference correctly, should regularly refer to the conventions provided for in reference guiding manuals (Ferris 2014,

Persuasive Letter to Hon Tony Clement Essay Example for Free

Persuasive Letter to Hon Tony Clement Essay Clearly, there are supporters and opposition concerning using human eggs for stem cell research. However, it is my opinion that when the donor does so of their own free will, this should be allowed by law. In fact, with minimal studies results indicate that stem cells are vital in the future cures of many diseases that plague our nation –and the world. Personally, I believe donating human eggs for stem cell research should be as common as giving blood. Women are permitted to donate eggs for in vitro-fertilization; therefore, I feel there is little to no difference in donating for stem cell research. If there is any indication of a difference it is in the number of lives that can be saved through this much needed research. Furthermore, there are no increased health risks poses to women who donate eggs, according to a report commissioned by the California Institute of Regenerative Medicine (Medical News Today, 2007). The Bedford Stem Cell Research Foundation has made available a large amount of information on the social, political and medical aspects of donation and research. However, when reviewing this information, I find the opposition most often base claims against stem cell research on the interference of egg use for other research needs (Romney, 2006). If more people would educate themselves on the positives of stem cell research, they would clearly see that egg donation is a gift. It is a gift that works in much the same way as organ or blood donation. In concluding, I ask that you think of those who are watching their loved ones suffer from ailments such as Parkinson’s and Alzheimer’s disease. Imagine the differences such advancements can make in the lives of so many who would otherwise be facing turmoil and the end of their days. Is it not worth it to allow women to give freely of themselves to save the lives of others?

A seperate piece :: Essays Papers

A seperate piece A Separate Peace by John Knowls Is a classic struggle of man vs. himself and man vs. society. Taking place as a flashback, the narrator Gene Forrester tells of his struggles as a prep school student in the years of his life between age 16, and 17 during the period of WWII. Although Gene Forester the narrator and Finny an athletic roommate are best friends, they have to contrasting struggles. Like the garden of Eden the first few chapters express the peacefulness of the summer at the Private school in New England and the land beneath the forbidden tree. Like the Book Billy Budd by Herman Melville, A Separate Peace identifies some of the characters as innocent to the world. Gene expresses what peace is like by saying "sixteen, careless and wild" and "Phineas was the essence of this careless peace." Gene Forrester returns to visit the school and a tree in the book and represent him returning to some of the traumatic events in his life. Gene had always conformed to rules and followed rules and regulations with obedience. Throughout time this changes, as the influence of Finny lowers Genes obedience to such things. The wars within Gene are disputed as well as the wars outside and the novel expresses the acceptance and rejecting of these aspects. The struggles to create a better more Ideal life for himself occurs, and his belief that Finny is the ideal does not diminish until Finny no longer can stand on his own. The complete contrast of Finny and Gene is a boy named Leper. Leper was not interested in much and is the first of the boys mentioned to go to war. Leper introduces the boys into the adult world before entering the army. His freedom is ended by the strict rules and behaviors of the army and he then changes severely. Throughout the novel arises the symbol of the tree which has it’s part in the many conflicts each character faces. The sequence of events involving the tree are the challenge of climbing the tree, victory over fear and the betrayal of a friend. This book shows the struggles conflicts and changes of a growing boy in society.

Fda and Tobacco Regulation

The FDA and Tobacco Regulation 10/15/2012 MAN 4701/ 82844 Do you agree with the Food and Drug Administration that nicotine can be classified as a drug and that cigarettes can be classified as devices under the definitions in the Food, Drug, and Cosmetics Act? Under the definition of a drug in the Food, Drug , and Cosmetics Act of 1938 it is defined as a product that affects the structure or any function of the body. As a group we decided that is in fact considered a drug because as a company, the tobacco manufactures in fact knew what their product was doing to potential consumers.Due to the abundance of deaths occurring each year, we figured a ban would be best for the situation. Unfortunately, as Kessler believed, a ban would be unworkable. 1) Did the FDA make any legal or political errors that defeated its efforts to regulate tobacco? We did believe that the FDA did make some political errors in defeating its efforts to regulate tobacco. To start with, the FDA recognized the tobac co industry to be very powerful. Also, they decided to regulate cigarettes as medical devise which did not lead to a ban. Another action that went wrong is that they didn’t impose restrictions on adult smoking, instead focused on under aged smoking.2) Do you agree with the decision of the U. S. Supreme Court? Why or why not? As a group, we didn’t agree with the decision of the Supreme Court. The court ended up with a 5-4 majority split. Both sides had valuable points in the argument but the Supreme Court came out on top. Defendant Justice O’Connor stated that although tobacco was one of the nation’s most troubling public health problems, the FDA had no jurisdiction over it.As stated earlier, since they considered nicotine a drug, they would have to ban them completely which was unworkable. 3) Do you believe that the story reveals flaws in American Government and the regulatory process, or do you believe that the story reveals a system that, despite faults , is ultimately responsive and just? We viewed the story as determining right from wrong. We believed since the ban didn’t fall through, then there must be some sort of flaws in the government. Since banning cigarettes would save tons of lives, we figured that would be the correct approach. ) Should congress enact FDA regulation of tobacco products even if it adds to the competitive advantage of Philip Morris? We agreed that a regulation should be placed on tobacco products even if it adds to the competitive advantage of Philip Morris. We though the public’s health should be of the highest priority instead of worrying about a competitive advantage. With that said, if regulations were passed cigarette smoking would be passed then followed by less deaths related to tobacco usage.