Public Schools then And Now Education Essay

Public Schools then And Now Education Essay Desegregation of the nations public schools was mandated by the Supreme Court on May 17, 1954 with the Brown v. Board of Education of Topeka ruling. Nine years later, racial tensions related to segregation reached a critical point. Early in 1963, the Alabama Governor George Wallace kicked off his reign by stating segregation now, segregation tomorrow and segregation forever (Elliot, 2003). Later that year, Wallace would stand in the doors of the University of Alabama in an attempt to physically prevent African-American students form enrolling. Civil rights leaders championed Wallaces failures as a victory for school desegregation and proof that the movement was progressing. Wallaces failed attempts did not kick start the movement as most civil rights leaders had hoped, however. In 1975, Marian Wright Edelman (1975) of the Childrens Defense Fund in Washington, DC, wrote: The current status of school desegregation is complex. Twenty-one years after Brown v. Board of Education of Topeka, school desegregation is caught in a crossfire of opposition. There are those who have always opposed it; those who say they are for it but eschew the means to achieve it; those who feel the costs of achieving it are not worthwhile because the early experiences have not produced instant brotherhood or IQ gains; and those who, after twenty years of resistance, struggle, and mixed progress, pronounce it irrelevant and a failure because three hundred years of slavery and segregation have not died by decree. Edelman went on to conclude that if school desegregation continued to progress t the same pace as housing desegregation in the 1960s, then America would see schools desegregated in about twenty-five decades. While the ruling most often regarded as the foundation for school desegregation is Brown v. Board of Education, not much changed in public schools following the Supreme Court decision. A full decade following Brown saw less than one percent of black students in the south begin attending previously all white schools. It was not until the Civil Rights Act of 1964 passed that desegregation began transforming the face of public schools, especially in the south. While the broad language of the legislation gave minorities the right to file suits forcing desegregation, Title VI of the Act allowed the federal government to withhold funding for any programs that discriminated against students based solely race. By the end of 1968, the percentage of black students in the south enrolled in previously all white students had climbed to twelve percent. By 1973, these numbers had climbed from less than one percent in 1964 to over forty-six percent (Edelman, 1975). While the desegregation movement has hit stumbling blocks along the way, the policy has long been instituted in the nations public schools. What have been the results? Some would argue that todays public schools are more segregated than schools prior to Brown. Much of the discussion about school reform in the United States in the past two decades has been about racial inequality. While goals of the No Child Left Behind Act and institution of high stakes testing in high schools have been to end a perceived low-expectation from all students, especially minority students, a disproportionate number of the schools being officially labeled as failures have been segregated minority schools. Inner-city school systems are making major efforts to break large segregated, high-poverty high schools into small schools. This is being done in an attempt to create schools better equipped to reduce inequality. Some argue that charter schools and private schools could substantially reduce racial inequa lities, even though both of these settings often create more segregated schools than traditional public schools. Additionally, Harvard University researchers have found no evidence to support claims for either of these school settings (Orfield Lee, 2005). Even so, court orders and plans for equal opportunity and desegregated schools are being challenged in court and sometimes terminated. Leaders of the small number of high achieving segregated schools in some inner-cities are being heralded as proof-positive we can have educational success within the context of existing segregation (Thernstrom, 2003). It appears that the new movement champions the idea that separate schools can be equal. In fact, since the 1980s, there has been increasing segregation among both African-American and Latino students. A common misconception over the issue of re-segregation of schools is that many people view segregation as a simple change in the skin color of the students in a school. If skin color were the only variable and other issues associated with inequality were not linked to varying skin tones, then skin color would be of little or no significance to social policy, including educational policy. In our society, however, no issue is so simple. Race is linked to many other issues in society. Like some experts, I take the position that schools today are more segregated than schools of yesterday, but not necessarily by race. Instead, it is socioeconomic status of families and students that have led to segregation by income in many cases. Socioeconomic segregation multidimensional and causes much of the educational inequality in todays society. Our nations schools contain less Caucasian students than ever. Forty-one percent of all students are not white and the great majority of the nonwhite students attend schools which show substantial signs of socioeconomic segregation (Orfield Lee, 2004). Achievement scores are strongly linked to school racial composition the presence of highly qualified and experienced teachers (Schellenberg, 1999). The high level of poverty among children, together with many housing policies and practices which exclude poor people from most communities, force families living in poverty into inner-city neighborhoods with housing projects or low-value property. This geographical isolation of low-income families mean that students in inner-city schools face isolation not only from more prolific community members, usually white families, and from middle class schools. With only access to poverty-st ricken schools, children from poverty have limited access to resources that will help break the poverty cycle. Because of this, minority children are far more likely than whites to grow up in persistent poverty. Another reason for the apparent re-segregation of schools is immigration. African-American students are no longer the most prolific minority. As the number of black students grew slowly during the last 15 years, the number of Latinos and Asian students exploded. Proportionally speaking, white enrollment continuously declined. The total number of white students did not decrease, but the percentage of white enrollments compared to minority enrollments has continued to fall. Latinos are now the largest minority group at 18 percent, closely followed by black students at 17 percent. Together, these two groups are now more than a third of the total student population (Orfield Lee, 2005). African-American and Latino students comprise at least 30 percent of the student population in most of the states. Asians now outnumber black students in some regions of the West while Latinos are the most prevalent minority in the Northeast. With the decrease in white students and the increase in minority presence in education, one may conclude that segregation should be a non-issue. It is important to understand that segregation was never just a black-white problem. It was never just a Southern problem and most definitely not just a racial problem. By the time Dr. Martin Luther King organized his last movement, the Poor Peoples Campaign, his approach was openly multiracial, emphasizing poverty as well as racial discrimination. Just a few days before his assassination, Dr. King addressed this issue directly by saying that it was absolutely necessary now to deal massively and militantly with the economic problemà ¢Ã¢â€š ¬Ã‚ ¦. So the grave problem facing us is the problem of economic deprivation, with the syndrome of bad housing and poor education and improper health facilities all surrounding this basic problem (Washington, 1986). This raises some intriguing questions. What would have happened if Dr. King had not died s o abruptly? Would the relationship between racial and economic isolation have been brought to the forefront of American politics? Would desegregation of public schools actually have addressed the issue at the heart of student performance, socioeconomic status not race? In the purest sense of the words, the civil rights movement was never about blacks sitting next to whites on busses or in restaurants. It was about equalizing opportunities. Opportunities for education are of the utmost importance. If high poverty schools are systematically unequal and segregated minority schools are almost always high poverty schools, it is much easier to understand how schools segregated on the basis of socioeconomic status do not provide the same equal access to educational opportunities as non-segregated schools. Plans must be enacted to addresses what some educators and sociologists have long known to be the greatest barrier to equal educational opportunity: poverty. We must recognize that separate schools for rich and poor are, by design, unequal. Consideration of socioeconomic status also makes sense in the broader context of school desegregation. While it is inappropriate for todays educational leaders to say that predominantly black schools are inherently in ferior or that blacks need to sit next to whites in order to learn, it needs to be understood that if we educate rich and poor students in separate schools, the high-poverty schools will undoubtedly be of lower quality. It is important to understand that regardless of ethnic makeup, research has found that a student of low-socio-economic status will perform worse academically at a low-income school than if that same student attends a predominantly middle-class school. In fact, the converse has been found to be true as well. Students from middle and upper-class families perform worse at high-poverty schools as well (Kahlenberg, 1999). Critics of these findings suggest that steps be taken to supplement high-poverty schools rather than desegregation by socioeconomic status. Some have said to simply provide more funding to supplement needs or to raise standards if the curriculum is watered down. If teachers in such schools are not qualified or unprepared, simply improve teacher training . While each of these ideas may be worthy of consideration, could we not achieve more sense of equality by addressing the underlying cause of school inequality, economic segregation. High-poverty schools, even with extra funding, are problematic. A good school fosters a student culture that values learning. Students learn from one another. For instance, students expand their vocabularies when exposed to classmates who know more words than they do. Often students have a broader vocabulary that comes from experiences outside of the school that are often missing in low-income students lives. Instead, poor practices and misconceptions are often reinforced by peers because actions are accepted as the norm. Some experts point to this phenomenon as the root cause for the developing ebonics dialect among students from some inner-city schools. Rather than encouraging advancement, peers may actively denigrate achievement in high-poverty schools. The extra needs poor students often bring to school can effectively overwhelm schools with large numbers of needy kids. How do we address these issues as a nation? What is the next step? San Francisco officials have implemented a unique approach to school zoning that attempts to address the issue of socioeconomic segregation. Historically, in San Francisco and other cities across the country, policy has not attacked poverty concentrations. Instead, policy has focused solely on racial desegregation, in part because the 14th Amendment has been read to address segregation by race but not by class. Today, school districts are beginning to turn directly to the socioeconomic factors in determining a schools quality. This has led leaders to work to redraw school zones based on socioeconomic considerations. San Francisco is considering many socioeconomic factors in developing school zones, including parental education, income, and geographical location. Children with parents who did not attend college and children who receive free or reduced-price lunch, live in public housing, or live in high-poverty neighborhoods will be integrated with more-affluent students. Goal of the redistricting is to distribute the citys wealth throughout the school system so that no one school is wealthier than another. Likewise, no one school will have a higher percentage of low-income students than another (Kahlenberg, 1999). While this seems like a novel concept, San Francisco has set in motion a plan that, if enacted correctly, will sufficiently desegregate city schools in a manner consistent with the goals of the civil rights movement. The concept is not new. Reaching back to Horace Manns concept of common schools, the plan will provide all students equal access and opportunity to a quality education regardless of socioeconomic status. While the concept may be foreign to many in the education field, this concept, is adopted nationally, is the best process for once again making public schools engines for social mobility.

History Of A Transparent Membrane Health And Social Care Essay

A regular flow of aqueous temper base on ballss through a squashy tissue, known as trabeculate net, and Schlemms canal. Flexing of the TM pumps aqueous temper from the anterior chamber to SC through a series of valves crossing SC. The valves deliver the aqueous temper further on to venas in the sclerotic coat [ 38, 50, 51 ] . The aqueous flow is controlled and powered by the force per unit area difference during systole and diastole of the cardiac rhythm, the respiration, eye blink and oculus motion [ 51 ] . The abode clip of about 100 proceedingss of the fluid allows the exchange of foods and waste to and from the lens and cornea [ 43, 52 ] . A force per unit area bead of about 0.8kPa ( 6 mmHg ) occurs as the aqueous temper progresses into the aqueous venas but this force per unit area bead can increase drastically in eyes affected by glaucoma [ 52 ] . Figure 2-8 illustrates how a force per unit area addition causes the aqueous valves within the TM to compact, diminishing the lms dr astically and cut downing outflow and hence doing an accretion of AH taking to still higher IOP [ 51, 53 ] . The maximal force per unit area that can happen in an orb is set by the highest force per unit area degree in the ciliary arteria, which is, on norm, about 60mmHg ( 8.0kPa ) ( Figure 2-6 ) . Beswick et Al. [ 54 ] and Heys et Al. [ 55 ] define the trabeculate net permeableness ( kTM ) which they estimate to be 2.1 A- 10-9ms-1Pa-1 for normal IOP. The cornea is a crystalline membrane and belongs to the external portion of the outer hempen adventitia. The chief map of the cornea is to refract light into the oculus. The curvature of the cornea is greater than the remainder of the oculus and the junction with the sclerotic coat is known as sulcus sclerae. The thickness of the cornea varies between 1.2mm and 0.5mm from the outer ring of the cornea, the sulcus sclerotic coat, to the Centre. The cardinal corneal thickness ( CCT ) varies by +/-20 % between persons [ 13, 56 ] . Feltgen et Al. [ 57 ] reported that they had measured CCT in 72 patients and found a scope of 0.448 to 0.713mm. Elsheikh et Al. [ 58 ] have used CCT values of 0.32mm to 0.72mm in their numerical theoretical account to imitate distortion differences of the cornea when using an applanation device ( Goldman applanation tonometer ) . Doughty and Zaman [ 56 ] calculated the CCT from 300 informations sets from literature ( from 1968-1990 ) and calculated the CCT for corneas which were designated as normal and found the norm to be 0.534mm. The radius of curvature of human corneas has been found to be 7.9mm [ 56, 57, 59 ] . The cornea consists of 5 beds: the corneal epithelial tissue, the anterior modification membrane ( Bowman ‘s membrane ) , the chief organic structure of the cornea, substantia propria, the posterior modification lamina and the endothelium of the anterior chamber ( Figure 2-9 ) . The Young ‘s Modulus of cornea has been measured utilizing a assortment of trial methods. Smolek et Al. [ 61 ] , for illustration, have applied an internal force per unit area to human orbs in vitro and have measured the ensuing radius of curvature. They so calculated the Young ‘s Modulus utilizing LaPlace ‘s Law, i.e. presuming that the orb behaves as a thin-walled domain with changeless radius of curvature and wall thickness: where P is the known force per unit area in the orb, R is the known mensural curvature radius which can be rearranged to strive in the cornea and T is the known mensural cardinal cornea thickness. In the force per unit area scope of 2.1kPa ( 16mmHg ) to 2.8kPa ( 21 mmHg ) they found Young ‘s Modulus to be changeless at 1.03GPa. Hoeltzel et Al. [ 37 ] carried out uniaxial cyclic tensile trials on four cornea strips cut from human eyes of mean CCT 0.82mm, length 10mm-30mm and width about 2mm. The samples were tested up to strains of 0.08 % at a strain rate of 2.7A-10-4s-1 to 8.3A-10-4s-1 depending on sample length ( changeless distortion rate 0.05mm/min ) . To qualify the information, the same power jurisprudence was used as Hubbard and Chun [ 37 ] ( Equation ( 2-1 ) ) . The value of I? was about changeless at near to 2.0 for all 4 cyclic burdens, co-occuring with the power coefficient for collagen obtained by Hubbard and Chun. The I ±-value increased from 54.32MPa for the first rhythm to 98.97MPa for the 4th rhythm. The tangent moduli to the emphasis degrees of 6.4kPa and 260kPa were 0.34MPa and 0.56MPa severally, approximately tantamount to internal force per unit areas of 1.3kPa and 53kPa ( 10mmHg and 400mmHg ) severally. Elsheikh et Al. [ 62 ] presented values of Young ‘s modulus in relation to intraocular force per unit area and age. They used a cornea-sclera subdivision and applied force per unit areas up to 3.1kPa ( 35mmHg ) . Three different age groups ( 50-64, 65-79, 80-95 ) were tested and two different rates of addition of force per unit area were used ( 37.5mmHg/min and 3.75mmHg/min ) [ 63 ] . The consequences can be seen in Figure 2-11 and demo a clear decrease in Young ‘s modulus for lower rates of addition of force per unit area and a clear addition in Young ‘s modulus with age. All the measured Young ‘s moduli were in the scope of 0.16MPa and 0.96MPa. FEM simulations of the cornea have shown that values below 0.01MPa are non realistic due to the fact that the curvature radius would increase to twice that of the unpressured status when pressurised with 2.1kPa ( 16mmHg ) and that would imply a 400 % volume enlargement [ 59 ] . The big fluctuation in the mensural belongingss reviewed above can be explained with the different trials used to mensurate the belongingss ( rising prices and tensile testing ) and the extremely visco elastic behavior of the cornea which leads to a nonlinearity of the stress-strain curve and sensitiveness to fluctuations with strain rate. Therefore the â€Å" known † Young ‘s modulus varies from 0.01 to 1000MPa [ 54, 58, 59, 61, 64-67 ] . In simple footings, aqueous temper flows from the posterior chamber through the posterior tract ( spread between lens and flag ) to the anterior chamber and drains at that place through the trabeculate net ( Figure 2-10 ) . Glaucoma is defined as the status whereby aqueous temper is non able to run out at the normal rate through the trabeculate net. Even though the escape is limited, the production of aqueous temper in the ciliary organic structure continues and this leads to a force per unit area addition in the orb. The force per unit area addition distorts soft tissue within the oculus because the oculus can non freely spread out due to the hempen coating around the sclerotic coat. If the force per unit area in the oculus reaches dual its normal force per unit area of about 2kPa ( 16 mmHg ) , deformation of the nervus fibres Begins and the ocular field reduces or becomes out of focal point. Because the ocular nervus has to go through through all three adventitias ( hempen adventit ia, vascular adventitia and nervous adventitia ) , it is non enclosed in connective tissue and this makes it vulnerable to damage in glaucoma [ 38 ] . If glaucoma can be recognized at its early phases, it might be treatable utilizing drugs which cut down the production of aqueous tempers and/or constrict the student and put the border of the flag into tenseness which makes its surface more permeable to aqueous temper [ 68 ] . whereas secondary glaucomas are those where the addition in IOP is due to injury, redness or tumor of the orb. The two most common types are primary unfastened angle glaucoma and primary angle closing glaucoma. Primary open-angle glaucoma ( POAG ) is the taking cause of sightlessness [ 69, 70 ] . It can be characterised by an intraocular force per unit area above 21mmHg, an unfastened, normal looking anterior chamber angle, no eyepiece or systematic abnormalcy that might account for the raised IOP and typical glaucomatous ocular field and ocular nervus harm [ 71 ] . Figure 2-12 shows the addition of IOP caused by POAG. The black pointer shows the flow of aqueous temper from the posterior chamber to the anterior chamber. When the fluid reaches the trabeculate net it can non run out through the TM due to blockage and the force per unit area increases in the orb. Patients with primary angle-closure glaucoma ( PACG ) besides exhibit an addition in IOP ( higher than 21mmHg ) , the oculus is ruddy and the student is mid-dilated. To prove whether the trabeculate net is blocked by the flag it is necessary to measure the anterior chamber angle. Figure 2-13 illustrates how the flag can contract the angle between itself and the cornea thereby barricading the escape of aqueous tempers through the TM [ 71, 72 ] .

Robert Frost Wrote The Revered Poem, “Stopping By Woods

Robert Frost wrote the revered poem, â€Å"Stopping by Woods on a Snowy Evening† at his home in Shaftsbury, Vermont in 1922. It appeared in his fifth collection of poems entitled, â€Å"New Hampshire,† published in 1923, which won his first Pulitzer Prize. In this poem, the reader is privy to a few moments of the thoughts of a man who pauses in the silence and solitude of the winter woods. It’s a poem with such simplicity that a child can commit it to memory and such complexity that scholars repeatedly explicate it. â€Å"Stopping by Woods on a Snowy Evening† is a closed form, lyric poem that’s written in iambic tetrameter, containing a total of eight syllables in each line. It has four quatrains that follow the rhyme scheme aaba, bbcb, ccdc, dddd. The†¦show more content†¦Having experienced his first success in London, he returned to New Hampshire where his work continued to reflect the scenes and values of nature he experienced there. In 1947, Frost spoke of the poem to a student at a reading he was giving at Bowdoin College. When asked which of his poems his favorite was, Frost replied, â€Å"I’d have to say ‘Stopping by Woods on a Snowy Evening’ is that poem† (Bleau 175). Continuing, he revealed the inspiration for the verse was a personal experience he had just before Christmas in 1905. Frost failed to sell his produce at the local market and had no money for gifts for his children. As he neared his home on that snowy evening, he stopped his wagon. Overwhelmed, he cried in frustration. Beginning with the title, Robert Frost sets the scene and topic for the poem: an informal, spontaneous â€Å"stopping by† a private wooded spot during a snowfall at the end of a day. The narrator’s progression of thought during his contemplation is seen in each stanza. In the first stanza, the speaker thinks about the owner of the woods. He considers he might know who the woods belong to , but he is not certain. Even though, he knows the owner lives in town and is not nearby. So, he won’t see the traveler, or trespasser. The narrator is safe and alone in his briefShow MoreRelatedBiography and Works of Robert Frost794 Words   |  3 PagesBiography: On the outside, Robert Frost’s life seemed easy, but what happened in his life explains why he wrote about a darker side of human nature. Frost was born on March 26, 1874 in San Francisco. According to â€Å"Frost’s Life and Career† on Modern American Poetry, Frost lived there until he, his mother, and his sister moved to Massachusetts after the death of his father. That is where he married Elinor Miriam White, and had six children, two of them dying as babies. Frost grew tired of the MassachusettsRead MoreRobert Frost Essay1396 Words   |  6 PagesRobert Frost Robert Frost is one of the few twentieth century poets to receive critical acclaim and popular acceptance (Magill 728). His simplistic style appeals to the novice and expert poetry reader alike. Robert Frosts understated emotional appeal attracts readers of all literary levels. Frost develops subtly stated emotions and a clever use of imagery in his poetry. Influences on his poetry include his family, work, and other life experiences (Oxford 267). Frost also works to develop

Personal Statement My Mission - 1043 Words

Personal mission statement: My mission in life is to be an instrument of positive change of Georgia College, my sorority, among my friends, and as a future educator. To start every day with a smile and continue the day with passion for life and those around me. I will later use my compassion for children to make a difference in the future of society but for now I hope to leave a positive imprint on the campus of Georgia College as well as my sorority’s chapter. What have I gained from my chapter experience: During the first few months of joining Alpha Omicron Pi, I gained an immense amount of courage and motivation to continuously better myself. I learned to love myself and who I was becoming as a sister. In the more recent months, I†¦show more content†¦I often find it easier to boost others and turn around and reject myself. Communication style and example Communication is a crucial part of any team, group, or family. I think the best way to communicate is being clear and precise as well proactive. This could be applied in multiple aspects like in person or over written message. I currently make the calendar for my sorority which has multiple moving parts. This requires communication with those who have events for the calendar as well as our headquarters. I like to clearly inform everyone the guidelines we have to follow as well as my thoughts. Being proactive is important to communication as well. I inform and remind everyone involved of when the meetings are and what steps we need to take to continue as successful agenda. Which of your chapter and personal values best apply to the role of being a Recruitment Counselor and why? AOII uses the phrase â€Å"Exceed the Expectations† to encourage their members to be the best they can be. I would apply this value by going above and beyond what was is asked of me while being a recruitment counselor. I would hold myself to the expectation by applying myself and giving all my effort towards this position especially during work week and recruitment. This means welcoming the potential new members and from the start making it clear I am there to support them and help guide them to the best of my abilities. A personal value of mine that goes along with is isShow MoreRelatedPersonal Statement : My Mission Statement1781 Words   |  8 Pagesthe Paper A personal mission statement is a philosophy or creed that one plans to follow in daily life. It is usually designed with positivity, purpose, and with personal goals for every aspect of life such as career, finances, etc. It also focuses on personality traits that one would like to possess and the accomplishments that one wants to achieve, both short-term and long term. It also houses the individuality of the person writing it. 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