No Child Left Behind Act Essay - 1364 Words

Introduction No Child Left Behind Act (NCLB) was passed by Congress in 2001 with overwhelming bipartisan support. On Jan. 8, 2002, the Act was signed into law by President George W. Bush. The initiation of this policy in the education sector marked the most recent expansion of the federal role in education especially to the Elementary and Secondary Education Act of 1965. The NCLB policy was developed out of the concern that the American education system was historically disadvantaged over time, and the federal government needed to play a greater role in increasing its responsibilities in the education sector for purposes of making the American education sector internationally competitive. The policy put a particular focus on ensuring progress of all students academically and boosting the performance of a critical group of students whose performance trail than their peers including the poor and the minority, students in special education and English-language learners. The NCLB policy marked the biggest intervention in education by the federal government in the United States. The purpose of the intervention was to transform publicly funded education from conception to adulthood. The policy aimed at improving education for all, especially those from disadvantaged backgrounds for purposes of closing the gap between the white and colored students. The NCLB affects most components of the elementary and secondary education including assessment, curriculum, teacher qualification,Show MoreRelatedNo Child Left Behind Act1621 Words   |  7 Pages The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many people supported the act at first sim ply because they supported the goals of the act, once they saw the results, their opinions changed. One of the biggest arguments towards No Child Left Behind is that it is unfair. People believed the resources of difference schools were unequal, and thought the Title 1 funding that the schools received should go to ensuring all schools had equal resources. Many peopleRead MoreThe No Child Left Behind Act1670 Words   |  7 Pages Literature Review: Every Student Succeeds Act Suzanne Hatton, BSW, LSW University of Kentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of itsRead MoreThe No Child Left Behind Act875 Words   |  4 PagesThe No Child Left Behind Act â€Å"NCLB† was a bill passed by the Senate in 2001 and signed into law by President George W. Bush on January 8, 2002. It was a revision of the Elementary and Secondary Act â€Å"ESEA† of 1965 by President Lyndon Johnson. The NCLB was intended to help children in lower-income families achieve the same standard of education as children in higher income families. This was done by the federal government providing extra finances for Title I schools in exchange for a rise in academicRead MoreNo Child Left Behind Act1418 Wor ds   |  6 Pagessystematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists. George Bush s No Child Left Behind Act, which passed in 2002, mandated annual standardized testing in math and reading. If schools received insufficient scores, they were punished or shut down. This fueled the construed concept that a school is only doing well if the students haveRead MoreThe No Child Left Behind Act Essay921 Words   |  4 Pagesuccessful at it. (Source 7) Next, the â€Å"No Child left behind Act† it was signed by President George W. Bush and it passed with bipartisan support on Jan. 8, 2002. This Act states that there will be mandated annual testing in the subject reading and math and science. In the grades 3-8 and 10th grade. It shows the Adequate Yearly Progress of each school in the system of the United States. (source 1) The biggest point of this Act is that no child is â€Å"trapped in a failing school† (source 1). That eachRead MoreThe No Child Left Behind Act2120 Words   |  9 PagesWhen President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the legislation had one goal-- to improve educational equity for all students in the United States by implementing standards for student achievement and school district and teacher performance. Before the No Child Left Behind Act, the program of study for most schools was developed and implemented by individual states and local communities†™ school boards. Proponents of the NCLB believed that lax oversightRead MoreThe No Child Left Behind Act1988 Words   |  8 PagesJanuary 8, 2002, George W. Bush signed the No Child Left Behind Act into law (also known as the NCLB). The No Child Left Behind Act was the latest reauthorization of the Elementary and Secondary Education Act of 1965, a federal education bill addressing the nation’s schools. At his signing ceremony, Bush stated, â€Å"There’s no greater challenge than to make sure that every child—and all of us on this stage mean every child, not just a few children—every single child, regardless of where they live, how they’reRead MoreThe No Child Left Behind Act1592 Words   |  7 PagesThe No Child Left Behind Act was the biggest educational step taken by president Bush and his administration. Its main goal included the increase of achievement in education and completely eliminate the gap between different racial and ethnic grou ps. Its strategies had a major focus on uplifting test scores in schools, hiring â€Å"highly qualified teachers† and deliver choices in education. Unluckily, the excessive demands of the law have not succeeded in achieving the goals that were set, and have causedRead MoreNo Child Left Behind Act1747 Words   |  7 PagesNo Child Left Behind Introduction The No Child Left Behind Act (NALB) was signed into law by the former President of the United States George Walker Bush on the 8th of January 2002. It was a congressional attempt to encourage student achievement through some reforms focused on elementary and secondary education programs in the United States. The NCLB requires that within a decade all students including those with disabilities to perform at a proficient level on their state academic evaluation testsRead MoreThe No Child Left Behind Act1124 Words   |  5 PagesChristian J. Green Dr. Shoulders NCLB and ESSA 28 February 2016 The No Child Left Behind Act (NCLB) was authorized by and signed into law in 2002. NCLB was a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. NCLB was meant to hold schools to higher standards, enforce accountability, and close achievement gaps that had existed in education since ESEA was enacted. Nevertheless, the rigorous standards and goals set forth under NCLB were never attained. ESEA Flexibility could

Poem Analysis I Absolutely Love Poetry - 935 Words

I absolutely love poetry. Poetry can have so much meaning written in the words. When I think of a poem, I think about someone pouring their heart out to me. They use rhythm and schemes to draw us into the words. We talked about â€Å"The Passionate Shepherd to His Love,† â€Å"A Valediction: Forbidding Mourning,† â€Å"On My First Son,† â€Å"the Loveliest of Trees, The Cherry Now,† and â€Å"My Papa’s Waltz.† All of these poems were short and to the point. However, my favorite was â€Å"On My First Son† because it actually made me feel where the author is coming from the best. Yet, I will talk about all of these. â€Å"The Passionate Shepherd to His Love† talks about a man wanting someone to come live with him. He speaks of all of the things they will do together. The rhyme scheme goes AA BB. This means that the first two lines rhyme with each other, as well as the last two lines. In these stanzas, or quatrains, many things wer e told in a specific rhythm. For example, the first line went â€Å"COME live WITH me AND be MY love.† It was as if the line was going â€Å"Da-dum Da-dum Da-dum.† This entire poem goes along like this rhythm. During this poem, I saw several reasons why the person should live with him. For instance, he talks about walking through fields and wilderness. This is to make the person live with him. This writing made me feel safe and adventurous because Marlowe wants me too. As for the next poem, it was more difficult to understand. â€Å"A Valediction: Forbidding Mourning† talks about a man tellingShow MoreRelatedJohn Donne Love Poetry1442 Words   |  6 Pageslies is that, in poetry, all facts and all beliefs cease to be true or false and become interesting possibilities†¦It may not, perhaps, be absolutely necessary that he believe it, but it is certainly necessary that his emotions be deeply involved, and this they can never be unless, as a man, he takes it more seriously than as a mere poetic convenience.† It is Donne’s sensibility and his personal experiences which are revealed with a vibrancy of language in his love and religious poetry that make himRead MoreTranslating Culture Loaded Words Of Audiovisual Translation Essay1226 Words   |  5 Pagesimportance to literal translation does his or her best to reproduce the ideas and writing style of original work, retaining in the version as many rhetorical devices and sentence structures of the original as possible†(Tan Weiguo, 2005:15) 4.1.2 Analysis of culture-loaded words of literal translation As the writer have mentioned above, it indicates that the imperial palaces mostly adopt literal translation. The Forbidden City in Qing Dynasty is a symbol of Chinese ancient buildings, having profoundRead More Analysis of Randall Jarrells The Death of the Ball Turret Gunner1310 Words   |  6 PagesAnalysis of Randall Jarrells The Death of the Ball Turret Gunner Many of the great poems we read today were written in times of great distress. One of these writers was Randall Jarrell. After being born on May 6, 1914, in Nashville Tennessee, Jarrell and his parents moved to Los Angeles where his dad worked as a photographer. When Mr. and Mrs. Jarrell divorced, Randall and his younger brother returned to Nashville to live with their mother. While in Nashville, Randall attended Hume-Frogg highRead More Reflective Essay on College Writing839 Words   |  4 PagesReflective Essay on College Writing This semester was my very first semester as a college student. Being the first, it was probably the semester I would learn the most in. I learned the expectations for writing that I will have to live up to for the next four years of my college career. Though my high school teachers were usually demanding because I was in the Honors English section throughout high school, writing in college has still ?raised the bar? for me. Also, in high school, we would haveRead MoreAnalysis Of Edgar Allan Poe s The Raven 1514 Words   |  7 Pagesliked to write poetry and short stories whose genres included mystery and horror. He’s well known for some of his most popular works such as The Raven, The Tell-Tale Heart, and Annabel Lee. Edgar Allan Poe has written many different pieces of literary work that make him unique from the rest. His literary works evoke deep thoughts and imagery. Poe was born in Boston, Massachusetts but mostly lived in Richmond, Virginia. Poe wrote his first book in 1827 called Tamerlane, and Other Poems. Later on,Read MoreAnalysis Of The Poem Porphyria s Lover By Robert Browning1959 Words   |  8 PagesWith so much poetry coming out of Britain it can be hard for any of it to stand out from the rest, but â€Å"Porphyria’s Lover† by Robert Browning and â€Å"A Poison Tree† by William Blake manage to stand out from other poems. These two poems differ in structure, writing style, and voice but both have something that sticks them out from the rest; murderers without a moral compass. While murder isn’t new to poetry it is rare to find it as nonchalant as it is in these two poems. These killers were not killingRead MoreAnalysis of Three Works of Poetry: My Papas Walts, Our Father, and The Early Purges858 Words   |  4 PagesAnalysis of Three Works of Poetry: My Papas Walts, Our Father, and The Early Purges Obviously our childhood is the most important period of our lives, it determines how we develop and can have a great influence on we will be like when we grow up. Much of our formation depends on our parents and how strict they are etc. I have had a reasonably good childhood. I have had two parents who have jobs, which means two sets of wages are coming into the house every week. ThatRead MoreNotes from the Underground by Fyodor Dostoyevsky1616 Words   |  7 Pagesdiction, style, grammar, and many other literary devices to show the reader that the narrator is lacking the knowledge to communicate with another human being thus giving a tortured man to define what the meaning of life is to someone who feels no love, happiness, sympathy, and has no features that make up the human soul but has everything that is materialistic. Many critics state that ‘Underground Man’ is lost within society but Ian Johnston has a lecture where he portrays ‘Underground Man’ asRead MoreWilliam Wordsworth s The World Is Too Much With Us1348 Words   |  6 PagesNature The poems â€Å"The World is too much with us† by William Wordsworth and â€Å"A Happening† by Denise Levertov address the conflict between nature and society. Wordsworth’s poem addresses how society is becoming less because of unlimited desires. Levertov reflects Wordsworth’s values, but using unique images to present this idea. Although these poems approach the same theme, literary language and literary devices make them distinct. Literary devices can strengthen the message in a poem. For exampleRead MoreEssay on Renowned Villanele1590 Words   |  7 PagesRenowned Villanelle â€Å"Do Not Go Gentle into That Good Night† by Dylan Thomas is a magnificent poem that expresses great power, beauty, and gentleness, in which tone and emotion are exquisitely blended. His poem illustrates various ways to approach death. In expressing this, Thomas believes that one should not be so accepting and giving to death, but advocates living up until the last breathe. Thomas’s message is a plea to his ill, dying father, pleading him not to give in, but to fight death. Thomas

Desegragation of Schools Free Essays

string(29) " six thousand more students\." President Lincoln’s Emancipation Proclamation freed the black people from the bondage of slavery. Shortly after Lincoln issued the Emancipation Proclamation, Congress passed three Constitutional amendments and four Civil Rights acts securing Negro rights. In 1896, Plessy v. We will write a custom essay sample on Desegragation of Schools or any similar topic only for you Order Now Ferguson, the Supreme Court ruled that it was not wrong for a state to use discriminatory seating practices on public transportation and that each state may require segregation on public transportation. It sustained the transportation law that ordered separate but equal transportation facilities for blacks and whites. The Supreme Court went on to make several other significant decisions sanctioning racial segregation in other circumstances and in other places. The Supreme Court subsequently ruled to authorize racially segregated schools. Prior to the Brown decision, there were significant Supreme Court decisions in this country in the 1930’s and the 1940’s through which blacks gained important civil rights. Blacks were admitted to white Law Schools. White Primaries were outlawed. Racially restrictive covenants in real estate sales were voided. In 1954, the renowned case, Brown v. Board of Education was decided. The Supreme Court declared segregated schools were inherently unequal and therefore unconstitutional. It called for the elimination of discrimination in all public schools. Because the Supreme Court focused on the race issue in public schools, so did the nation. In 1955, Brown v. Board of Education II was decided. The court ruled that blacks need not be immediately admitted to pubic schools on a racially nondiscriminatory basis, but that school boards should eliminate segregation â€Å"with all deliberate speed. † In the South, there was massive resistance to the desegregation of schools. For the next ten years after the Brown I and II decisions the Supreme Court took an inconspicuous position. In 1965-1966 Judge John Minor Wisdom from the 5th Circuit Court of Appeals made three decisions that transformed the face of school desegregation law. The three cases were Singleton v. Jackson I and II and U. S. v. Jefferson County Board of Education. The critical premise set forth in these decisions was that school boards had a positive duty to integrate, not merely to stop segregating. U. S. v. Jefferson County Board of Education was one of the most important school desegregation decisions. It was a remedial decree which outlined in detail specifically how school districts were to equalize educational opportunity. This decision foretold of a level of judicial involvement in local education that would have been unimaginable at the time of the Brown decisions. In 1968, the U. S. Supreme Court decided in Green v. County School Board that the school board had the responsibility of affirmative action integration and that it must assume that responsibility immediately. The Court said that school boards would be judged on performance, not on promises or paper. The performance of school boards was to rely on statistical evidence. In 1969, the issue of faculty assignments was addressed in the Supreme Court in U. S. v. Montgomery County (Alabama) Board of Education. The Court set forth a racial ratio of teachers in the school district using quantitative standards. This decision marked the first time the Supreme Court sanctioned the inclusion of affirmative numerical goals in a school desegregation remedy. It was an overdue attempt to give the lower courts and school boards positive guidance as to what faculty desegregation required. Also in 1969, Alexander v. Holmes (Mississippi) Board of Education ordered school systems to integrate no later than February 1970. Eventually, this deadline was extended for years. In that same year the Court, in Carter v. West Feliciana Parish School Board, scolded the school board for delaying student desegregation. In 1970, the Supreme Court decided Swann v. Charlotte-Mecklenburg (Virginia) Board of Education. This was the first decision made by the Supreme Court during the Nixon administration with the two new Chief Justices who were Nixon appointees. In this first decision, written by Chief Justice Warren E. Burger, one of President Nixon’s nominees, the court found Charlotte-Mecklenburg out of compliance with Green. The Court adopted the Finger Plan, a plan proposed by Dr. John Finger, an expert witness in the case selected by the Court. The Finger Plan was to result in schools throughout the system ranging, ideally, between nine and thirty eight percent black enrollment. These percentages were not an absolute, but a goal. It involved busing an additional thirteen thousand students and buying over one hundred new school buses. Start up costs to implement this plan were over one million dollars, with annual operating expenses of over one half of a million dollars. Swann v. Charlotte-Mecklenburg laid the framework for all future court decisions involving busing. It also implemented the Green decision. Basically, it said that if a school district is found to be in constitutional violation, an appropriate remedy must be implemented. In 1974, the Swann case was closed, leaving the constitutional operation of the schools to the Board of Education. In 1970, Senator John Stennis of Mississippi and other Southern Senators proposed that new federal desegregation guidelines be enforced uniformly across the country. The Stennis amendment was adopted by the Senate. During the 1960’s, urban schools in the North and the South were untouched by the Courts. The Courts had been concentrating on the rural South. The 1960’s had seen a great migration of rural Southern blacks to Northern cities. In the early 1960’s, three fourths of all blacks in the United States lived in urban areas. The north had its own way of distancing blacks, ghettos. In the South, there was de jure segregation of schools, which is segregation of schools required by law. In the North, there was defacto segregation of schools, which is segregation of schools due to residential segregation. In 1972, the Supreme Court heard its first northern and western case, Keyes v. School District No. 1 (Denver, Colorado). The court found the school district guilty of subtle racism. The remedy that the Court implemented was the busing of six thousand more students. You read "Desegragation of Schools" in category "Papers" Many elementary school students went one half day to a segregated school and one half day to an integrated school. In 1974, Federal District Court Judge Garrity found that the Boston, Massachusetts School Committee was implementing a systematic program of segregation affecting all students, teachers and schools. The Court imposed the remedy of mandatory busing. This order created chaos and social upheaval in the city of Boston. In 1974, Milliken v. Bradley posed a question of remedy to the Supreme Court. The Federal District Court had found that the city of Detroit, Michigan was obstructing integration. The question before the Court was could the Court use suburban students to desegregate inner city schools. The Court’s decision was that suburban students could not be used to desegregate inner city schools. It was a decision that gave priority to educational democracy over school integration. This decision upheld the right of the middle and upper classes, which are predominantly white, to flee the inner city to the suburbs and to educate their children in suburban schools. The segregation that occurred in Detroit’s urban school system was the result of segregated housing practices. This was the first major defeat of the pro-integrationist forces in the Supreme Court. It was the beginning of a continuing trend in the Supreme Court. School desegregation is unfinished business. The desegregation of schools has not significantly improved black students’ achievements, nor has it eliminated segregation in American society as a whole. Racism and prejudice continue to be a major problem in our country. Many problems with our current methods of desegregation of schools have become apparent. However, the United States is relatively inexperienced at the business of racial equality, since the desegregation of schools began just thirty four years ago with the Supreme Court’s decision in Brown v. Board of Education. There are many points that need to be refined. Desegregated schools send a message of victory to the black community, that of equal protection under the law. However, community support of school desegregation as well as the attitudinal makeup of the individual and the influence of his family and peers are important factors that influence whether or not a child feels a sense of power. A child’s self esteem can be affected either positively or adversely by attendance at a desegregated school. A child’s self esteem depends on his social interactions and reflects others perceptions of him and of the organizations with which he is affiliated. A child’s self esteem is not effectively raised by attendance at a racially mixed school with a poor reputation, nor is it raised by attendance at a high status school where the child is looked down upon. Schools that are racially mixed and are located in naturally desegregated neighborhoods foster and heighten a child’s self esteem. A person’s sense of powerlessness is closely related to their comparison of their own deprivation as compared to others. A segregated black child has less awareness of his family’s low status in the mainstream of society than in a desegregated school where the student will become aware of how deprived he is in comparison to other students. The expectations of parents, teachers and friends also motivate the child. A child sees his performance through their eyes. He is also motivated by their expectations for him. In the ghetto school expectations are low. In a desegregated school, expectations are much higher, but not necessarily for the black, or bused, students. Higher teacher expectations can motivate students in any school. Assimilation of middle class ideas and values depends on how much a child is exposed to them. This is more an integration of the social classes than of race. The climate of the integrated group is an important factor in the assimilation of new values. A desegregated school does provide for exposure to different value systems. Attendance at a desegregated school not only exposes a child to different value systems but also changes his attitudes towards other races and classes. This is a process that takes time. Contact with other social classes of people and races of people and the knowledge of and familiarity with one another is the basis for overcoming prejudice. Prejudice is the pre-judgement, positive or negative, of another person on the basis of that person’s appearance, sex, race, ethnic background or any particular belief. As well as acquainting students with the history of school desegregation, I also wish to educate students as to the extreme prejudice and discrimination that blacks in the United States have been subjected to throughout our history. I want the students to have a knowledge of the segregation laws, also called Jim Crow Laws. This is a very painful part of our heritage that is omitted from history textbooks. I feel our inner city students should be educated about the history of their ancestors and about the continuing journey of blacks from slavery to equality. Segregation is the method of physically separating people by race. It was developed by whites after slavery was abolished with the purpose of confining and controlling blacks. In the North, slavery was abolished by the 1830’s. The free northern blacks could not be bought or sold. They could not be separated from their families. They couldn’t be legally made to work without compensation. However, the blacks were by no means equal to the whites. The doctrine of White Supremacy was universally accepted. Northerners made sure blacks understood their status. One of the major ways the blacks were confined was through segregation laws. In the South, the first place segregation emerged was in the cities. The institution of slavery in Southern cities found blacks and whites living in the same house, divided only by a wall. This was unlike the rural South, where slaves lived in separate houses from their masters. The purpose of segregation was the convenience of the masters and the control of the slaves. After the Civil War, Lincoln declared in his Emancipation Proclamation that all slaves were freed. Immediately afterwards, blacks and whites established physical and social distance between themselves. After the Emancipation, the states instituted the Black Codes, which imposed restrictive conditions on blacks that virtually reinslaved them. The Jim Crow Laws were instituted on the railroads. These Black Codes remained in effect until the First Reconstruction, a period of black Civil Rights. The First Reconstruction was ushered in by the Civil Rights Act of 1866, the Fourteenth Amendment to the Constitution and the Reconstruction Act of 1867. By the mid-1870’s public attitude had undergone a gradual change. There was a resumption of the policies of White Supremacy. The Redemption was the return of old Southern attitudes. The black peoples’ stigma from slavery stopped them from fighting for their civil rights, if they were not given to them. During this period, the platform of the Southern upper class white conservatives was that blacks were inferior but that they should not be subject to segregation or humiliation. Squeamishness about contact with blacks was thought to be a lower class white, or â€Å"cracker†, attitude. During this period, racism was expressed in the United States Supreme Court decisions. Between 1873 and 1898, three cases drastically limited black privileges and immunities. These cases were the Slaughterhouse Cases of 1873, U. S. v. Reese and U. S. v. Cruikshank. The Civil Rights Cases of 1883 held that the Fourteenth Amendment to the Constitution gave Congress the power to restrain states but not individuals from acts of racial discrimination and segregation. In 1896, in Plessy v. Ferguson, the court decided that the separate but equal doctrine was justification for segregation. The turn of the century was a new era of racism, spurred on by recent Supreme Court decisions. There was a renewal of the White Supremacy doctrine. When the United States acquired the Phillipines, Cuba and Hawaii we had under our jurisdiction eight million people of a dark race. Attitudes of racism against these dark-skinned people included American blacks. This period of history was marked by severe segregation laws and discriminatory practices. One such practice was the disfranchisement of the Negro. The standard procedure for disfranchisement of blacks was to set up barriers for voting through which only white men could squeeze. A voter was required to meet property and literacy qualifications. There were loopholes for underprivileged whites, such as the understanding clause, the grandfather clause and the good character clause. Before a citizen could vote, he was also required to pay a poll tax, which was a very reliable means of defranchising blacks and objectionable whites. At this time, the White Primary democratized nominations and party control. The White Primary excluded minorities and became a white man’s club. At this time, propaganda about negro crimes, such as arrogance, surly manners and impertinence was spread. Race relations deteriorated. White mobs committed ruthless acts of aggression against blacks. They set fires, wounded, lynched and murdered blacks. Many Jim Crow Laws were enacted in the years between 1900 and 1920. Up until 1900, the only Jim Crow Law on the books in most Southern states was the law segregating first class railroad cars. This law was expanded to include street cars, steamboats and second class railroad cars. In Southern states , signs were erected that read â€Å"Whites Only† and â€Å"Colored Only†. These signs were at the entrances and exits to public buildings, theaters, boarding houses, toilets, drinking fountains, waiting rooms and ticket windows. The South Carolina Code of 1915 prohibited textile factories from permitting laborers of different races to work in the same room, or use the same entrance, pay windows, exits, doors, lavatories, drinking water, pails, cups or glasses. There was Jim Crow Unionism which excluded blacks from jobs. State institutions, such as hospitals, had segregation laws. Only negro nurses were allowed to care for negro patients. Prisons were also segregated, as were homes for the aged, the indigent and the blind. Blacks were prohibited from public parks by the Separate Park Laws of Georgia, 1905. In Louisiana,a law was passed in 1914 segregating blacks and whites at circus and tent shows. In Birmingham, Alabama a law was passed decreeing that the races must be distinctly separated and must be at least twenty five feet apart from one another in any room, hall, theater, picture house, auditorium, yard, crowd, ballpark or any other outdoor place. In 1910, five patterns of residential segregation had emerged in the South. The first was in Baltimore, Maryland. It designated all white and all negro blocks. This pattern was copied in Atlanta, Georgia. The second pattern of residential segregation was in the Chesapeake Bay area cities of Roanoke and Portsmouth, Virginia. The city council was authorized to divide territories into segregated districts and to prohibit either race from living in the other’s district. A third pattern emerged in Richmond, Virginia. Blocks throughout the city were designated black or white, according to the majority of residents. Persons were forbidden to live in any block where residents are occupied by those with whom the person is forbidden to intermarry. The fourth pattern, in Norfolk, Virginia applied to both mixed and unmixed blocks. It fixed the color status by ownership as well as occupancy. The fifth pattern of residential segregation emerged in New Orleans, Louisiana. The law required persons of either race to secure consent of the majority of persons living in an area before establishing residence there. In 1917, these patterns of residential segregation were declared unlawful by the Supreme Court. The most successful attempt to circumvent the Court’s decision was the policy of Restrictive Covenant which was a private contract limiting the sale of property in an area to purchasers of the favored race. The most prevalent and widespread segregation was the consequence of the blacks’ economic status. This was the black ghetto, or slum in every Southern city. Smaller towns excluded black residents completely by making it known that their presence would not be tolerated. On the other hand, thirty towns in the South were inhabited exclusively by blacks. Other Jim Crow Laws regulating a variety of negro activities were enacted during this period in history. In 1909 in Mobile, Alabama, a curfew law required blacks to be off the streets by 10 p. m. In 1915, the Oklahoma State Legislature required the telephone company to maintain separate booths for blacks and whites. In North Carolina and Florida, public schools were required to keep the textbooks of one race separate from those used by the other. Florida specified separation even while school books were in storage. South Carolina segregated schools into a third caste, with separate schools for mulatto children. In Atlanta, Georgia Jim Crow bibles were provided for negro witnesses in court. There were also Jim Crow elevators for negroes in buildings. The prevalent belief in our country at this time, during this Redemption, was that segregation was inflexible and innate. It was also believed that legislation could not change mores. The Jim Crow Laws of this period didn’t assign blacks a fixed status. They were aggressive and destructive laws that pushed the negro further down. With World War 1, the blacks had new hope for a restoration of their rights. Many blacks joined the armed forces. Many blacks moved North where high wages were being paid in the war industry. The blacks’ participation in the war for democracy raised the demand for mor democracy for them on the home front. However, the post-War Era saw the racial policies of the South imitated in the North. White laborers did not like competition from blacks. They excluded blacks from unions and pushed blacks from the more desirable jobs in industry, federal employment and crafts. In the gid-1920’s the membership of the Ku Klux Klan reached five million. In the 1920’s and the 1930’s, more Jim Crow Laws were passed. In 1926 in Atlanta, Georgia, a law was passed that forbade barbers to serve women or children under age fourteen. At that time, All barbers were black. Four states, Mississippi, Florida, Alabama and Georgia had laws requiring Jim Crow taxis. White passengers were only driven by white taxi drivers. Black passengers were only to be driven by black taxi drivers. In 1944, the Virginia Legislature passed a law requiring separate waiting rooms and other facilities at airports. In 1932, a law was passed in Atlanta, Georgia prohibiting amateur baseball clubs of different races from playing within two blocks of each other. In 1933, Texas prohibited blacks and whites from boxing with each other. In 1937, the state of Arkansas segregated race tracks and gaming establishments. In 1935, Oklahoma segregated both races while fishing and boating. In 1930, a law in Birmingham, Alabama made it unlawful for black and whites to play together or keep company with one another. In the 1930’s, racial tensions lessened. A new liberal administration was making a sincere attempt to improve the lot of blacks and whites. In the early 1940’s, the North was exerting pressure on the South to abolish segregation. The Supreme Court became a leader in reversing the trends of segregation that it had endorsed during the First Reconstruction. The most monumental Supreme Court decision of this century in civil rights was Brown v. Board of Education. It reversed a constitutional trend that began in the late 1800’s. It marked the beginning of the end of Jim Crow. Presently, blacks are enjoying equal civil rights under the law. All kinds of segregation and discrimination have been declared unconstitutional. The underlying prejudices and subtle racism are slower to die. It is these prejudices that make it difficult for true integration to occur presently in our society. How to cite Desegragation of Schools, Papers

Physical Security Essay Example

Physical Security Essay Physical Security Name: Institution: Physical Security We will write a custom essay sample on Physical Security specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Physical Security specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Physical Security specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Chapter 5 1. The main purpose of this chapter is to examine how people can design their environment as a way of preventing crime. The author provides different strategies that people can use in environmental design in order to help prevent and reduce crime. Design strategies such as defining the borders in a controlled space, providing transitional zones that are clearly marked, and using natural barriers in re-designating space are some of the environmental design strategies that people can use. 2. The key question at the heart of the chapter is how the environmental design can enhance security while preventing crime. 3. The most important information in this chapter is the identification of good and poor design use of some areas such as pedestrian areas and down streets, pedestrian malls, plazas, parking lots and offices. Through this, the author has been able to address the importance of distinguishing between normal and abnormal users of space, and how people can implement design to ensure that more normal users are able to use it. 4. The main inferences in this chapter are that people can use different combinations of environmental design strategies to ensure that they have maximized their security. People are aware of many of the design strategies used in the prevention of crime. However, they need to analyze their environments more to find better usage of these strategies and ways of ensuring that they are able to maximize the available resources in the environment for the purposes of preventing crime. 5. The key concepts we need to understand in this chapter are abnormal users, normal users, space, and environmental design 6. The main assumption underlying the author’s thinking is that organizations understand their objectives in trying to enhance security and prevent crime. The author assumes that this is so because he emphasizes that the purpose of the planners involved in crime prevention through environmental design is to meet the objectives of the organization and not to concentrate on security and crime matters only, thus helping to prevent crime in the end 7a. If people take seriously what this author is saying, some important implications are that they will be more concerned with planning different facilities before they start construction, that they will use their environment to their advantage in matters related to crime prevention, and that they will seek better ways of using land and other environmental resources. 7b. If we fail to accept what the author is saying, some important implications are that people will continue building without a clear direction and without proper realization of the importance of the environment and that people will continue focusing on aesthetics when designing, at the cost of security and functionality. Questions Raised Has the increase in cities and towns, in terms of the buildings that have been set up contributed to an increase in crime? Is there any relationship between neglect of the environment and increase in crime rates of a particular area? In what way can the physical environment act n enhancing security? Chapter 14 1. The main purpose of this chapter is to highlight how technology has helped in improving security in different areas. The authors focus on the use of CCTV, noting that many people and organizations have come to accept it, and they have installed it in different areas, and this has contributed to a decrease in the crime rates. Improved technology has led to the improvement of digital video, which can be used for security purposes. 2. The key question at the heart of the chapter is how the development and advancement of technology has contributed to better security and the different forms of technology that are used to enhance security. 3. The most important information in this chapter is technology is important in crime prevention and security enhancement. 4. The main inferences in this chapter are technology is important in helping to improve security, and people should be more willing to accept and adopt the different technologies developed so that they can reduce crime 5. The key concepts we need to understand in this chapter are CCTV, digital, analog, 6. The main assumption underlying the author’s thinking is that people can afford the mentioned technologies, and that they have the technical knowledge needed to use the technology to improve security. 7a. If people take seriously what this author is saying, some important implications are people will be willing to learn more about technology, and they will accept the use of different digital technologies in enhancing security and innovators will become more creative as they seek to reduce the disadvantages of the existing technologies and create new technologies, which will be more effective in deterring crime 7b. If we fail to accept what the author is saying, some important implications are that people will continue opposing the use of CCTV as they will be more concerned with their right to privacy, and that they will continue using traditional methods of crime prevention, which have often time proved inefficient and ineffective Questions Raised Does the use of CCTV and other digital technologies for security purposes really enhance security, or is it a way of invading people’s privacy and personal space? If the use of CCTV is so effective, why do institutions continue reporting incidences of crime, especially theft, even with the obvious knowledge of technological securities available? With technology advancing so rapidly, is there any need to be concerned with taking up any security measures, is it not just a waste of the company’s resources?

Making Six-Figures as an Indie Author

Making Six-Figures as an Indie Author It may seem like a pipe dream, but indie authors can make serious cash. I know quite a few who bring in six-figures, and After much research and observation, I’ve come up with seven key things needed to bring in the big bucks. 1.  Ã‚     Treat writing like a job. If you want the money, you have to put in the time. All of the authors I know making six-figures have many books in their backlist. Most have thirty books or more. To get there, you need to be writing every day. Make a daily word count goal and make yourself accountable to it. It might seem impossible to publish as much as they have, but don’t cut yourself short. Writing is a skill. The more you do it, the faster and better you’ll get at it. 2.  Ã‚     Stay positive. It’s going to take a lot of motivation to publish thirty books. Just remember, with every book you publish, you’re adding to your monthly paycheck. Don’t expect to get rich on one book. Take a more measured strategy and go for the long tail. There are many authors getting large checks each month who haven’t hit the NYT’s bestseller list with a book. Keep a steady goal in mind and push yourself to get there. 3.  Ã‚     Research the market. It won’t do you any good to publish thirty books if no one is buying them. Go to Amazon and look at the indie books making bank in your genre. What do they have in common? Buy at least ten and read them. List similarities and tropes that are pulling the readers in. Find common themes. Then find a way to weave similar things into your own books, in your own world. This is called writing to market. Don’t treat it like it’s a dirty thing. It’s another tool in your writing toolbox. Buy books on how to write to market as an indie author and use that tool. It doesn’t mean you can’t ever write a book just for the love of writing. You can do both. 4.  Ã‚     Hone your craft. Don’t ever think you’re done learning how to write. Go to conferences and take classes and workshops. Work with a critique group. Read all the top books on writing in your genre. Even if you’ve read it all, keep going. You might just find something new click into place. 5.  Ã‚     Make yourself look professional. Hire a cover designer and an editor. The last thing you want to do is put your book in a poorly designed package. If you’re not a graphic designer, hire one. Pay an editor. Don’t skimp out on these things or your pocketbook will suffer. 6.  Ã‚     Hang out with other successful authors. No need to re-invent the wheel. Surround yourself with indie authors who have all these things figured out and listen to them. Join an author Facebook group and read the posts. Authors are a sharing bunch. They’ll tell you what ads are working and what to avoid. They talk about what books to read or what YouTube videos to watch. If you’re not doing this, you’re going to get left in the dust. (I recommend 20Booksto50K.) 7.  Ã‚     Don’t be afraid to give your work away. I admit I owe much of my success to giving out ARC’s and making my books free on Amazon. It’s a marketing strategy. Watch the lucrative authors and see how they do it successfully. There’s no guarantee your books will sell well. However, looking at what high-dollar indie authors do and following in their footsteps will give you a better chance to succeed. It’s not an impossible dream. Set those goals and go write.

Brooklyn Bridge Disaster

Brooklyn Bridge Disaster The walkway of the  Brooklyn Bridge was the site of a shocking disaster on May 30, 1883, only  a week after it opened to the public. With businesses closed for a patriotic holiday,  crowds had flocked to the bridges promenade, the highest vantage point in New York City at the time. Near the Manhattan  side of the great bridge a pedestrian bottleneck  became tightly packed, and the shoving of the crowd  sent people toppling down a short flight of stairs. People screamed. The crowd panicked, fearful that the entire structure was in danger of collapsing into the river. The crush of people on  the walkway became intense. Workmen  putting finishing touches on the bridge  raced along trusses to the scene and began tearing down railings to alleviate the crowding. People picked up babies and children and tried to pass them overhead, out of the crowd. Within just a few minutes the frenzy  had passed. But 12 people had been crushed to death. Hundreds more were injured, many seriously. The deadly stampede placed a dark cloud over  what had been a celebratory first week for the bridge. Detailed accounts of the mayhem on the bridge became a sensation in the highly competitive world of New York City newspapers. As the citys papers were still congregated in the neighborhood of Park Row, only blocks from the Manhattan end of the bridge, the story could not have been more local. The Scene on the Bridge The bridge had officially opened on Thursday, May 24, 1883. Traffic during the first weekend was very heavy, as sightseers flocked to enjoy the novelty of strolling  hundreds of feet above  the East River. The New York Tribune, on Monday, May 28, 1883, printed a front page story indicating that the bridge might have become too popular. It ominously mentioned that bridge workers, at one point on Sunday afternoon, feared a riot. The pedestrian promenade was popular on the Brooklyn Bridge. Getty Images Decoration Day, the precursor to Memorial Day fell that  Wednesday, May 30, 1883. After morning rain, the day turned very pleasant. The New York Sun, on the front page of the next days edition, described the scene: When the rain was over yesterday afternoon the Brooklyn Bridge, which had its crowds in the morning, but had become comparatively open again, began to threaten a blockade. With the hundreds who came down town to the New York gates were hundreds of men in the uniform of the Grand Army of the Republic. Most of the people strolled over to Brooklyn, and then turned back without leaving the bridge. Thousands were coming over from Brooklyn, returning from cemeteries where soldiers graves had been decorated, or taking advantage of the holiday to see the bridge. There were not so many on the bridge as on the day after the opening, or on the following Sunday, but they seemed inclined to loiter. There would be an open space of from fifty to one hundred feet, and then a dense jam. Problems became intense at the top of a nine-foot high flight of stairs built into the walkway, near the point at which the main suspension cables passed by the promenade on the Manhattan side of the bridge. The pressing of the crowd pushed some people down the stairs.   Did You Know? Predictions of the Brooklyn Bridges collapse had been common. In 1876, at about the halfway point of its construction, the chief mechanic of the bridge crossed between the Brooklyn and Manhattan towers on a cable to publicly demonstrate confidence in the bridges design. Somebody shouted out that there was danger, reported  the New York Sun. And the impression prevailed that the bridge was giving way beneath the crowd. The newspaper mentioned,  A woman held her baby over the trestle work and begged someone to take it. The situation had turned desperate. From the New York Sun: At last, with a single shriek that cut through the clamor of thousands of voices, a young girl lost her footing, and fell down the lower flight of steps. She lay for a moment, and then raised herself on her hands, and would have got up. But in another moment she was buried under the bodies of others who fell over the steps after her. She was dead when they got her out more than half an hour afterward. Men sprang upon the rails at the side and waved the crowds back from both the New York and Brooklyn sides. But the people continued to crowd on toward the steps. No police were in sight. Men in the crowd lifted their children above their heads to save them from the crush. People were still paying their pennies at both gates and swarming in. Within minutes the frantic scene had calmed. Soldiers, who had been parading near the bridge in  Decoration Day commemorations, rushed to the scene.  The New York Sun described the aftermath: A company of the Twelfth New York Regiment worked hard at dragging them out. Twenty-five seemed to be nearly dead. They were laid along the north and south sides of the pathway, and the people from Brooklyn passed on between them. Men and women turned faint at the sight of the swollen and blood-stained faces of the dead. Four men, a lad, six women, and a girl of 15 were quite dead, or died in a few moments. They had been found at the bottom of the heap. The police stopped grocers wagons coming from Brooklyn, and, carrying the bodies of the wounded and climbing down the planks to the road, laid them in the wagons, and told the drivers to hurry to the Chambers Street Hospital. Six bodies were laid in one wagon. The drivers whipped up their horses and drove with full speed to the hospital. Newspaper accounts of the dead and wounded were heartbreaking. The New York Sun described how one young couples afternoon stroll on the bridge turned tragic: Sarah Hennessey was married on Easter, and was walking on the bridge with her husband when the crowd closed in upon them. Her husband injured his left arm a week ago, and clung to his wife with his right hand. A little girl fell in front of him, and he was thrown upon his knees and kicked and bruised. Then his wife was torn from him, and he saw her trampled upon and killed. When he got off the bridge he searched for his wife and found her in the hospital. According to a report in the New York Tribune of May 31, 1883, Sarah Hennessey had been married to her husband John Hennessey for seven weeks. She was 22 years old. They had lived in Brooklyn. Rumors of the disaster spread quickly through the city. The New York Tribune reported:  An hour after the accident it was told in the vicinity of Madison Square that 25 persons were killed and hundreds wounded, and at 42nd Street that the bridge had fallen down and 1,500 had lost their lives. In the days and weeks following the disaster the blame for the tragedy was directed at the management of the bridge. The bridge had its own small police force, and officials of the bridge company were criticized for failing to place policeman at strategic place to keep crowds dispersed. It became standard practice  for uniformed officers on the bridge to keep people moving along, and the Decoration Day tragedy was never repeated. The fear  that the bridge was in danger of collapsing was, of course, completely unfounded. The Brooklyn Bridge has been renovated to some extent, and the original trolley track was removed in the late 1940s and the roadways changed to accommodate more automobiles. But the walkway still stretches down the middle of the bridge and is still in use. The bridge is crossed every  day by thousands of pedestrians, and the promenade with striking views that drew revelers in May 1883 is still an attraction for tourists today.

A Case Study Of A Small Business And A Reflection On A Program Of Essay

A Case Study Of A Small Business And A Reflection On A Program Of Reading I Have Implemented For The Course - Essay Example Simpson et al. (2011) noted that the use of internet technology is a fairly recent development in small business. They said further that in recent years, more and more small businesses are using internet technology. I tried to find a small business firm that appear to have acquired a wide global reach and yet continued to be a small business. I am interested to find out how a small business firm can do it and yet remain in the category of being a small business. For me such a case is important: the case can provide lessons on how one can have a global reach despite being small or despite being initially small. Towards the end of this work, I will be saying that being small is actually a business strategy for Marketii. Being small is a business decision and strategy that will allow her the greatest chances for survival and resilience in the competitive business world. This realization is an eye-opener that created in me a strong belief that the study of small business firms must reall y include the study of firms like Marketii: SMALL but the decision to be small is actually the result of a business strategy that will allow the firm to acquire the greatest profitability, chances of survival, resilience, and success. There are several ways of defining a small business. However, the way Marketii is being operated defies the expectations suggested from the definitions of Simpson et al. (2011) and D’Amboise & Muldowney (1988).... irms must really include the study of firms like Marketii: SMALL but the decision to be small is actually the result of a business strategy that will allow the firm to acquire the greatest profitability, chances of survival, resilience, and success. There are several ways of defining a small business. However, the way Marketii is being operated defies the expectations suggested from the definitions of Simpson et al. (2011) and D’Amboise & Muldowney (1988). Marketti’s small business structure may be a way of implementing downsizing as a business strategy (Appelbaum et al. 1999). 2. Study Method Because my means and resources are limited and also because I anticipated that business firms like Marketii would be strongly protecting its business secrets, I decided to employ a study method that would allow me to get a large amount of details on a firm by using records and data that are widely accessible to the public. In particular, I maximized the use of the internet for get ting data on Marketti. On hindsight, I believe I have not been wrong on my decision because the data that I have acquired on Marketii allowed me to have a very good and in-depth idea of how Marketii is being managed and on how firms like Marketii, small and yet conducting international operations, are being operated. The study method that I have employed is not inferior because in the process of studying Marketii by using data that are available to the public, I have obtained this important insight for small business: some of the small businesses that we actually see operating in the world of business are small not primarily because the business owners have capital constraints but they are small primarily because it is the business owner’s decision to keep their business small so it would be