Big Man on Campus Essay Example for Free

Big Man on Campus Essay Without the philanthropic mind and the kindness of Leigh Anne and her husband, Sean, Michael Oher would have remained a timid dejected soul in an American ghetto. But it was not to be, as this huge child with a gentle soul, would be patiently coached to open up and in the ultimate process, astound not his community, but even rose to national fame. After a mere first practice in football, coaches came in platoons to offer him scholarships, with one of them labeling him the best in the nation† to which USA Today agreed. It took Leigh Anne’s legendary patience to cajole him to open up, and anyone would have easily given up—in the face of the tenacity with which the insecure big young boy evaded probing basic questions. The big boy feared even just showing anyone he was in pain, although he could cry like a child. I shall not delve on the story which everyone read. (Lewis: 3 online version) Surname 2 My piece will instead focus on Leigh Anne’s efforts to re-build the insecure, young, and athletically- endowed character, and in her effort to recover the boy’s trust in himself and society. Leigh Anne was a revelation to me on what educators ought to be to their students. An educator ideally should not give up too soon on exceptional cases of strange behavior or academic neglect. There could be deeper reasons why individuals act strange or in a manner that no one can immediately understand. Indeed Leigh Anne’s patience in monitoring Michel’s background, motivations, and psychological frame up was a model for the ideal or ultimate teacher. Leigh Anne also showed deep particular interest on behavioral motivations. An ordinary reaction to aberrant behavior could be acceptance of it as a given. Instead, Leigh Anne was motivated by a desire to learn the roots of the behavior and help â€Å"Big Michael† overcome it. Leigh Anne was not a cold psychology specialist treating a patient. She was a human being caring for another human being. Hers is an example even for psychologists. A discipline must humanize: it ought not to lose its human dimension. Educators cannot always end up like Leigh Anne who went all the way to adopt Michael, who found a family in her home. But the desire to build lives is the essence of what an educator should aspire for every student entrusted to him. Surname 3 Sean and Leigh Anne Tuohy jointly probed and observed Michael’s every revelation of his past, or any bit of information that could lead them to understand the bigboy. They were rewarded not just with the revelation of his childlike character, but with having a new family member they loved like a son. As Leigh Anne put it, I loved him as if I birthed him. † (Lewis:4 online version). Work Cited Lewis, Michael. Big Man on Campus From the Readers Digest . Retrieved Dec. 15,2008 from: http://www. rd. com/your-america-inspiring-people-and-stories/big-man-on-campus/article30250-3. html

Social exclusion and poverty

Social exclusion and poverty Within this essay I will attempt to examine what is meant by the term social exclusion, its issues and causes and how it links with poverty. I will also identify groups that face social exclusion, their experiences, the affects it has on them and the role of the social worker in overcoming this. I will touch upon the media and legislation and the part they play in social exclusion. Finally I will endeavour to define anti-oppressive practice, the role of the social worker regarding it and how it can lead to social inclusion. Social exclusion is defined by Pierson as the act by which certain people are excluded from partaking in activities within the society of which they should be part of. This includes individuals, families, groups and whole neighbourhoods. Predominantly, this is a result of poverty, however, other influences can consist of discrimination and lack of educational attainment. Those who are socially excluded are unable to participate in the activities, services and opportunities that most of a society are able to take advantage of (Pierson, 2010). It has been recognised within this definition that poverty can be a factor within the causes of social exclusion and many writers on the subject of social exclusion and poverty, including government, will pair these two together. Other causes include unemployment, lack of social networks, geographical location and limited access to services. These are all interlinked, with poverty being a theme throughout. People who face social exclusion can be locked within this deprivation cycle making it difficult to escape (Pierson, 2010). However, Pierson notes that these causes of social exclusion are also the keys to overcoming it as he discusses the â€Å"five building blocks for tackling social exclusion† (2010, p.48). These building blocks which comprise of maximising income, strengthening social networks, building partnerships, creating effective participation and community-level practice, should be used by social workers who are working with those who are socially excluded to supp ort them into becoming participative members of a society (Pierson, 2010). It is worth noting that anyone could face social exclusion at some point of their life, although those who are most likely endure it consist of ethnic minorities; as they make up a small proportion of the population, people living in poverty; to illustrate this, in 2011/12 15% of the population of Wales were living in relative low income (ONS, 2014), the unemployed; although it has been highlighted in the press that many people are in poverty despite being in employment (Gander, 2013), those with a long-term illness, those in the lower social classes in accordance with The Registrar General’s Classification of Social Classes, the disabled, those with low educational attainment, the homeless and the elderly, to name but a few (Trevithick, 2005). These marginalised individuals or groups face discrimination and often have a stigma attached to them. If I concentrate on ethnic minorities, in particular immigrants, this group and the individuals within it face a stereotype which bec omes a barrier that keeps them socially excluded. This stigma is based on ideas of racism. The media also play a part in this with headlines suggesting immigrants are taking away jobs from the British labour force, which in turn only fuels racist feelings and further stigmatises individuals (Paton, 2013). One priority for the social worker when dealing with social exclusion would be to promote positive change for those they are working with, to do this it is important that they understand what is going on for individuals and appreciate why it is happening, this is essential if a difference is to be made (Trevithick, 2005). Change can be made at an individual level, in the work that social workers do directly with people, empowering these individuals to make a positive difference to their lives and therefore enabling them to become socially inclusive. Social workers may also tackle social exclusion at a higher level by promoting the rights of individuals on a wider societal platform, this could be, for example speaking with other agencies and local authorities to get changes made to public transport to enable individuals or groups with mobility issues to access this service where they had not previously been able to (Wilson et al, 2008). According to Pierson (2010) social workers are i n the best position of all the health and care professionals to tackle social exclusion and achieve social justice due to the knowledge and skills they have, which have been gained not only from their education but also from their experiences in practice around dealing with the complex issues at all levels of society (Pierson, 2010). It states within the Code of Practice laid out by the Care Council for Wales, who oversee social work within Wales, that â€Å"as a social care worker, you must protect the rights and promote the interests of service users and carers† (CCW, 2011), it is therefore clear that overcoming social exclusion and challenging stigma is an expected aspect within the role of the social worker. The British Association for Social Workers defines social work as a profession that is about people. It is about improving outcomes for individuals and families by working with them and supporting them, advocating for them and signposting them to services. They will work with other agencies including education and health to ensure that service users are offered the best service available (BASW, 2014). It is the impression of Williams that in Wales, social workers can be the voice of the service users and their families, speaking up alongside them ensuring that their interests are heard. From reading the policy document Fulfilled Lives, Supportive Communities (WAG, 2007) she understands that social workers should be â€Å"actively involved† (p.191) in the influencing of policy making at both national and local levels (Williams, 2011). This power can be used by social workers to impact on discrimination, poverty and social exclusion. Disability Wales states that people with a disability are often disadvantaged because of society’s perceptions. When a person with a disability does not access a service this may be seen by mainstream society as a result of their impairment rather than the need for environmental changes. However many people with disabilities feel that although their bodies have an impairment it is societal barriers that cause them problems. Examples of this include badly designed buildings with no ramps or lifts and lack of accessible parking which are the problem for a person in a wheelchair, rather than the wheelchair being the problem. This hypothetical badly designed building may not only be the place of potential employment but could also be the job centre that this individual needs to access to enquire about work or the benefits office where they can find out about financial entitlements. These examples can mean the difference between a person with a disability gaining employment, escapi ng poverty and becoming socially inclusive and a person continuing to be socially excluded (Disability Wales, 2014). Research produced by Class (Centre for Labour and Social Studies) in association with Red Pepper dispels the myth that many people would rather claim disability benefits than work. The reality is that employers are less willing to employ a disabled person in spite of anti-discrimination legislation put in place by government which expects employers to make reasonable adjustments to their premises to accommodate people with disabilities (Class, 2013). In 2013 the UK government fronted an initiative to get more disabled people into mainstream employment through the Access to Work scheme (GOV, 2013). This initiative saw the closure of the few remaining Remploy factories, who employed mainly disabled people, with the view of supporting them into mainstream jobs rather than segregate these individuals from society. Despite the intentions of this scheme to encourage disable d individuals to become socially inclusive, an article from BBC news suggests that there are currently 30% fewer people with disabilities in employment now compared with when the factories were still in use, further excluding them from society (Fox, 2013). However, government statistics show that there has been a recent increase in the number of people finding employment through the Access to Work scheme suggesting progress is being made (GOV, 2014). The role of the social worker within this example would be to challenge the barriers faced when getting people with disabilities into employment and working with individuals to overcome them. Often, this may include liaising with family members and other agencies to ensure the best outcomes possible. In tackling social exclusion, the social worker would also need to work at a wider level, challenging services and legislation that may be oppressing these individuals and groups (Horner, 2006). Oppression occurs due to disproportions of power resulting in dominant groups within society holding control over others leading to the creation of institutions, parliament for example. Dominant groups typically consist of white, wealthy, able-bodied males. These institutions go on to promote the interests of the dominant group, providing them with power. Those who do not have control or power therefore find difficulty in making their opinions and values heard, this can lead to oppression (Pierson, 2010). The purpose of the social worker when embracing anti-oppressive practice (AOP) is to work holistically with an individual, understanding their circumstances and values, the distinctiveness of their situation and their self-determination whilst also challenging the effects society has on this person. The effects of oppression de-value not only the individual but other individuals within the same marginalised group. Looking again at the example of people with disabilities, the social worker should recognise that all disabled people face oppression however each individual within that group will experience that oppression differently (Horner, 2006). This allows practitioners to embrace individualisation which not only sees the individual but also sees that person on a wider platform encompassing their socio-political situation (Thomson, 2005). Placing themselves in the position of the individual allows the social worker to empathise with them, from here social workers are able to underst and their values and promote the rights of the individuals. Social workers should also be mindful of how they approach people, what level of understanding the service user has and adapt to this, being aware of the language they use for example (Horner, 2006) AOP has no permanent definition, rather a fluid meaning that changes in reflection to social, political, historical and economic factors facing the reality of the service user (Dalrymple et al, 2006). Pierson finds that although AOP is valuable within social work practice, it is also faced with boundaries. He believes that it fails to recognise the importance of poverty within the realms of social injustice for individuals and that AOP ignores the power that neighbourhood can hold in tackling social exclusion by encouraging community participation from individuals. It is seen however as an institution that has one voice speaking for a whole community (Pierson, 2010). Using an ecological approach, looking holistically at an individual by mapping out their connections with their society, neighbourhood and family, it is possible for the practitioner to understand how they have reached social exclusion and potentially oppression. This approach will highlight areas that need addressing which may have been missed and can aid practitioners into supporting service users into social inclusion (Pierson, 2010). This assignment has determined what is meant by social exclusion. It is evident that socially excluded individuals and groups face great difficulty in attempting to overcome it. Discrimination and social attitudes play a part in this although I have found poverty to be the main barrier. The role of the social worker is therefore a vital component, by empowering individuals and challenging legislation and services it can be possible to tackle social exclusion. This should be done at both individual and wider societal levels. What is also apparent is that although social exclusion and oppression are closely linked they may also undermine one another. I have also acknowledged that legislation that is put in place to overcome oppression can sometimes have the opposite effect, this was found when examining the governments initiative to get more disabled people into mainstream employment. As well as anti-oppressive practice, a multi-agency and ecological approach is needed for social worke rs to address and overcome social exclusion, which according to the Code of Conduct set out by Care Council for Wales is an expected role within social work practice. References BASW (2014) Social Work Careers [online]. Birmingham, The British Association of Social Workers. Available from: https://www.basw.co.uk/social-work-careers/ [accessed on: 30/10/2014] Care Council for Wales (2011) Code of Practice for Social Care Workers. Cardiff, Care Council for Wales Class (2013) Exposing the Myths of Welfare [online]. London, Centre for Labour and Social Studies. Available from: http://classonline.org.uk/docs/2013_Exposing_the_myths_of_welfare.pdf [accessed on: 31/10/2014] Dalrymple, J and Burke, B (2006) Anti-Oppressive Practice, Social Care and the Law (2e) Berkshire: Open University Press Disability Wales (2014) Social Model [online]. Caerphilly, Disability Wales. Available from: http://www.disabilitywales.org/social-model/ [accessed on: 30/10/2014] Fox, N (2014) What are Remploy workers doing now? [online]. London, BBC News. Available from: http://www.bbc.co.uk/news/uk-29843567 [accessed on 31/10/2014] Gander, K (2013) Millions of families living in poverty despite being in employment says new study [online] London, The Independent. Available from: http://www.independent.co.uk/news/uk/home-news/millions-of-families-living-in-poverty-despite-being-in-employment-says-new-study-8991403.html [accessed on: 30/10/2014] GOV.UK (2014) Access to Work: Individuals helped to end of June 2014 [online]. London. Gov.uk. Available from: https://www.gov.uk/government/statistics/access-to-work-individuals-helped-to-end-of-jun-2014 [accessed on: 31/10/2014] GOV.UK (2013) Drive to get more people into mainstream jobs [online] London, Gov.uk. Available from: https://www.gov.uk/government/news/drive-to-get-more-disabled-people-into-mainstream-jobs [accessed on: 31/10/2014] Horner, N (2006) What is Social Work? Context and Perspectives (2e) Exeter, Learning Matters Ltd. ONS (2014) Social Indicators [online]. Newport, Office for National Statistics. Available from: http://www.ons.gov.uk/ons/guide-method/compendiums/compendium-of-uk-statistics/social-indicators/index.html [accessed on: 30/10/2014] Paton, G (2013) Immigrants fil one in five skilled jobs [online] London, The Telegraph. Available from: http://www.telegraph.co.uk/education/educationnews/10424148/Immigrants-fill-one-in-five-skilled-British-jobs.html [accessed on: 30/10/2014] Pierson, J. (2010) Tackling Social Exclusion (2e). Oxon: Routledge Thompson, N (2009) Understanding Social Work (3e). Hampshire: Palgrave Macmillan Trevithick, P. (2005) Social Work Skills: a practice handbook (2e). Berkshire: Open University Press WAG (2007) Fulfilled Lives, Supportive Communities. Cardiff: WAG Williams, C (2011) Social Policy for Social Welfare Practice in a Devolved Wales (2e) Birmingham, Venture Press Wilson, K., Ruch, G., Lymbery, M and Cooper, A (2008) Social Work: An introduction to contemporary practice. Essex, Pearson Education Ltd 1

Thoreaus Message in Walden Essay example -- Thoreau Walden Essays Phi

Thoreau's Message in Walden    In Walden, Henry D. Thoreau presented a radical and controversial perspective on society that was far beyond its time. In a period where growth both economically and territorially was seen as necessary for the development of a premature country, Thoreau felt the opposite. Thoreau was a man in search of growth within himself and was not concerned with outward improvements in him or society. In the chapter entitled "economy," he argued that people were too occupied with work to truly appreciate what life has to offer. He felt the root of this obsession with work was created through the misconstrued perception that material needs were a necessity, rather than a hindrance to true happiness and the full enjoyment of life. He felt that outside improvement can't bring inner peace and also working took all their available time. That is why he disapproved the idea of Industrial revolution as it provided work for the people. Walden was written at the time of the Industrial revolution. The Industrial revolution created enormous opportunities for the people. Everyone had his or her own work, doing the exact same things day in and day out. As Thoreau stated, "He has no time to be anything but a machine"(3). He argued that excess possessions not only required excess labor to purchase them but also disturbed the people spiritually with worry and constraint. As people supposed that they need to own things, this need forces them to devote all their time to labor, and the result is the loss of touch with their inner selves and also nature. He believed that people did not know the true meaning of life. That was why Thoreau voluntarily went to live in Walden Pond for two years. He discovere... ...ole concept of work, for it not only separated man from nature but also destroyed it. For instance, trains needed railroads to function. Trees were needed for the foundation of the tracks. Therefore, the cost of building these railroads and other technological improvements was the destruction of nature. Throughout the reading, it is evident that Thoreau is trying to portray to us that man is one with nature and that nature is the universal provider. However, at times he does seem to contradict himself, when he himself states that he gains satisfaction from working with his beans. All said and done, Thoreau still believed that people could do without excessive worldly possessions and just rely on nature.    Work Cited: Thoreau, Henry David. Walden.   Norton Anthology of American Literature.   Shorter Fourth Edition.   New York:   W.W. Norton, 1995.

No Prison Time for Juvenile Crime and Violence Essay -- Argumentative

No Prison Time for Juvenile Crime Students are shooting up schools across the country. Kids as young as twelve and thirteen are being convicted of murdering their peers. Right here in Hanover, two teens have been charged with the murders of Dartmouth professors. Although juvenile crime across the country may not be on the rise, high publicity, headline-grabbing juvenile-perpetrated homicides certainly are. Prosecutors, attempting to satiate public demand for "justice," have begun trying these juvenile offenders in adult courts and sending them to adult prison. But is it really fair to send children into a penal system like ours, which ignores rehabilitation and is almost exclusively focused upon retribution? Is it right to essentially give up on these children at such a young age? Is this aggressive prosecution tactic in the best interest of the juvenile defendant or the community as a whole? No. Most studies and statistics suggest that sending juveniles to adult prisons increases recidivism rates among those teens transferred. Jeffrey Fagan, who spearheaded an extens... ... Responsibility must be instilled on these kids, and punishment must be administered, but dooming children to hard time is hardly justice. When kids perpetrate violence they must be punished, but these kids also deserve a second chance, and this country has the means to support that second chance. No 12-year-old should spend the rest of his or her life in jail; no 13-year-old should spend time in an adult prison; and no 14-year-old should be denied a reasonable chance to turn his or her life around. This country must strive for something better.

Thoughts on Jack Finneys Novel Time and Again :: essays research papers

Time and Again A novel by Jack Finney Despite the fact Time and Again is fictional, it makes one wistful, thinking of how incredible it would be to be in Simon Morley’s place. To be able to see the world exactly as if a day had not passed in the time of 1882, to converse, to touch, to just breathe the air of the past – is merely dreaming. Author Jack Finney describes how such a thing would come to pass – travelling back in time – and for a moment or more, I could believe every word. However far-fetched or seemingly plausible the novel was, it was told brilliantly, and the sketches helped one immerse themselves more and more into the tale. The novel had the similar effect of Dan Brown’s novels (The Da Vinci Code, Angels & Demons, Deception Point) with meticulous research and facts, coupled with smart and abstract characters, and a theory or two, making for a convincing novel. But unlike Dan Brown’s novels, told with much suspense, heroism, and a distinctive hard-edged writing style, Time and Again was spun enthrallingly, but with a softer side, in the way character Simon Morley addressed the reader, almost in a conversational way. At some point in the story, most major characters had a moment where I felt as if it was truly summing up the character or their feelings, a moment where I truly felt as if I was seeing a depth in the character that was unknown before. Such as Jake Pickering, Julia Huff’s supposed husband-to-be, and his very unanticipated tattooing of JULIA across his chest – in defiance of Simon’s interference and his assertion of ‘owning’ Julia and her love, a very desperate act by a desperate man. Julia herself had many of these defining moments, but what I felt to be the most striking was her initial reaction the present as Simon took her back into his time. Julia’s alien-like wonder at such things as television, and the shortness the skirt Simon bought for her (knee-high). But it is how easily Julia adjusts to the newness all around her, and her innocence and horror at the violence we tolerate that truly made it a very prominent scene. It was a moment to reflect upon how we (North America especially) so easily accept the violence around us. As for Simon, he had many moments with much depth as well, but I found myself feeling very compassionate towards him when he returned back to 1882 for around the third or fourth time.

Religious Traditions and History Essay

Polytheism, the belief in many gods, is perhaps the oldest known religion. The best known example is the Greek/Roman mythology, which included Zeus, Apollo, and Aphrodite, among others. One trait that is true of most Polytheistic sects is that there is a god that is above all others. â€Å"All African religions are monolithic in the sense that there is a single High God, who is said to be the creator of the world, and of mankind, and a central source of order and of whoever sense is to be found.† Another example would be Zeus. Most ancient societies believed in gods that were in charge of specific areas, such as rain, fertility, and a god of nature. These types of societies cooperate with nature. This doesn’t mean that all Polytheistic societies revered the natural world. The Romans exploited the natural resources of their surroundings. One common thread in most of these societies is that, compared to other religions, Polytheism is much more tolerant with the individual . Hinduism and Polytheism Hinduism is a religion founded in India around 1000 B.C. The religions practice a form of Polytheism. This religion doesn’t believe in one form of a god. They believe in the authority of the Vedas and Brahmans. These fundamental beliefs differentiate Hinduism from monotheistic, believing in one god, and most of the world’s major religions. There are many different gods in the Hindu religion. The most common are Ganesha, Shiva, Hanuman, Durga, and Lakshmi. What developed was a caste or class system called ‘varnas’. The different castes were assigned a task that was fitting for their class. â€Å"The expansion of towns brought about an increase in the number of artisans who were organized in guilds (shreni).† This system was good for commercial activities. The main goals of Hinduism are life-affirming goals of Dharma (virtue), Artha (success) and Kama (pleasure), while the life-negating goal is that of moksha (release). All except moksha can be done in any part of a person’s life. Confucianism and Buddhism People think that Confucianism and Buddhism are one and the same. Confucianism, which originated in China, teaches honesty, kindness, respect the earth, and good moral character. Confucius had a distain about gods and spirits and preferred to try to understand man. â€Å"Confucius (the Master) is more correctly Kong Qiu or Kong Fuzi (551-479 B.C.). He was the founder of a way of life, philosophy, or religion named Confucianism after a Latinized form of the founder’s name.† Buddhism, which started at about the same time as Confucianism, was started by Siddhartha Gautama, the Buddha. Buddha, which means â€Å"the enlightened one†, which was the name he received from his followers. Buddhism is different from Confucianism in that it didn’t teach about the family or rituals of this world, rather it taught enlightenment which leads to nirvana. There are eight awarenesses of enlightenments. â€Å"Freedom From Desire, Satisfaction, Serenity, Meticulous Effort, Correct Remembrance, Samadhi, Wisdom, and avoiding idle talk.† The Chinese during this time asked the Buddhist monks, why do you not marry? Their answer was â€Å"Wives, children, and property are the luxuries of the world, but simple living and inaction are the wonders of the Way.† The Buddhist’s wanted was to live a simple life and reach enlightenment and thus nirvana. Christianity Christianity is a salvation religion. Christians and Buddhists turned to the idea of salvation around the same time. Salvation means escape your earthly bonds. If you don’t follow a righteous path, meaning free of sin, then you are destined to be cast into the pit of darkness, otherwise known as hell. The new testament of the bible is what guides these true believers. The Catholics say, for instance, that if you sin and repent by going to confession your sins will be forgiven. This is the only way to ensure that the soul is clean. The idea of all Christian orthodoxy is that they follow the teachings of Christ, which has many different interpretations. Thus it follows that when you die you will go to heaven. Some believe that the Earth is 6000 years old and believe that the bible is literally god’s word. They refuse to believe in science, saying that it’s flawed in some way. Others believe that the Earth is indeed older than 6000 years. These Christians believe that the bible is a parable, teaching them how to live everyday life as a Christian. Modern orthodoxy believes that Christian’s are observers of nature, rather than one with the Earth. Religion, Science and Nature Religion has a profound imprint on our natural surroundings. In general, the Eastern and most Polytheistic religions are more reverential toward nature. The Western religions tend to abuse nature. The invention of the plow is a prime example. The West thinks of it as a means to increase the food supply and disregards the environmental impact. The East and the Polytheist refer to it as â€Å"Mother Earth† and treat her much more delicately. The contrast between the two couldn’t be more stark. The East will try to balance their needs with nature. The West uses nature and sometimes destroys parts of it. The idea that we are separate from nature is a Western ideal. The East, in general, believes that we are one with nature and must take care of it. Science in the West was not in tune with medieval orthodoxy. It was interested in facts. The Eastern philosophy used science with a spiritual twist. Fang Yizhi observed of western science, â€Å"use a variety of techniques for swift computations, but they are still out of touch with general principles.† They used the mind and not the natural world. Summary There are many different religions that teach many different methods of how to live your life while on this world. Most worship one god, monotheistic, others worship many gods. Polytheists, which literally mean many gods, roots are seen in Greek/Roman mythology. Buddhism believes that there is no god, just a path to enlightenment. Once they’ve reached enlightenment, they’ve achieved nirvana. Confucianism and Buddhism are from China, but have very different belief systems. â€Å"Confucianism is perhaps best understood as an all-encompassing humanism that neither denies nor slights Heaven.† They believe that they are one with nature. Christians recognize only one god. They are labeled as a salvation religion. They hope to be able to break the bonds of this Earth by living a relatively good life with the reward being heaven. If you don’t accept Jesus into your life, you are destined to eternity in hell. It’s safe to say that the world’s religions have varied belief systems. Some believe in the after-life, while others believe that feel that we are Earth bound only. Most of the world believes in a single god. Polytheism and Hinduism say that there are many gods. They differ from Eastern religions in that they see themselves as observers rather than one with the Earth. The East and West see nature differently. While the West observe nature, the East embraces the idea of being part of nature. This is a very fundamental philosophy that can’t be overstated. The bottom line is that there are almost as many belief systems as there are people on Earth. It includes, but not only, monetary considerations, faith, and devotion. The only ones that know what’s going on, assuming there is an after-life, are the dead and buried. Citations The West and the World, A History of Civilization, From the Ancient World to 1700, Kevin Reilly, 95 2 The West and the World, A History of Civilization, From the Ancient World to 1700, Kevin Reilly, 334 3 The West and the World, A History of Civilization, From the Ancient World to 1700, Kevin Reilly, 146 4 http://ancienthistory.about.com/od/china/f/022808Confucius.htm 5 http://buddhism.about.com/od/basicbuddhistteachings/tp/awarenesses.htm 6 The West and the World, A History of Civilization, From the Ancient World to 1700, Kevin Reilly, 103 7 Kevin Reilly, The West & World: A History Of Civilization from the Ancient World to 1700, Page 349 8 http://www.religionfacts.com/a-z-religion-index/confucianism.htm

High School Drop Outs vs. College Graduates

High School Drop Outs vs. College Graduates Think about it, how many people actually get through high school and graduate? How many people actually graduate from college as well? High school dropout rates and college graduate rates are very different. High school dropouts are more likely to be Hispanics, African Americans, and American Indians in Maryland. Also, in Maryland high school dropout rates have come to 23% over the years according to the National Dropout Rates by www. boostup. org. For college graduates, 31. 3% of all students graduate out of a public, 4-year university.On the other hand, 52. 4% of students graduate from a private, non-profit institution according to CBS News. All the students who drop out of high school and graduate college are different by the determination and work ethic, the lifestyles and the potential earnings they might get. The determination and work ethic can make a total difference in getting into college or not graduating high school. High school drop outs don’t have good determination or work ethic. They don’t want to go to school, so they don’t and stay home. They don’t want to do their work, so they don’t do it.They think they don’t have to do any work and get by in life, but in reality that’s not how life works. College graduates either love doing school work or they hate it, and do it anyways. Their work ethics are great, because they want to do great work, so they get amazing grades. They just get it done, so they don’t have to worry about it when they want to go out and have a fun time with their friends. High school drop outs and college graduates are only a product of the way they grew up; the lifestyle they were raised in.The lifestyle of a high school dropout and a college graduate can be totally different, but could also be the same. With a high school dropout, the world they grew up in could be a low income family and they don’t have much money; bar ely enough to get by. With not much money the student who drops out could want to leave school and work. But on the other hand, they could be getting by, and never want to go to school. A college graduate could have two different lifestyle extremes. They could have loads of money and their parents pay for everything they own or they have just enough to get by.The college graduates who are just getting by want a higher education, so they go to college anyways with all the financial help they can get. According to the National Center for Children in Poverty 40% of all American kids are living in a low income family, but I think those children should still go to school and figure out what kind of person they really, truly are. Even though some people go to school and don’t receive good grades should go anyways to figure out who they really are. To figure out what kind of friends they hang out with and why they hang out with them. They also find out who their true friends are.Als o, by the type of friends they have is how they are reflected to the world. High school drop outs tend not to have the type of friends that push them to be better people, but only what they are today. For college graduates, they typically would have friends and other people pushing them and wanting them to go far in life. The motivations of the people they have in their lives are what make college graduates and high school dropouts different. All students who drop out of high school or graduate from college are different by their determination and work ethics, their lifestyles and their potential earnings.There should be more people wanting to graduate from high school and continue to graduate from college. Also students should want to learn and continue learning. Finally, lifestyles may be different and may effect who goes to college, but shouldn’t hold people back from learning, or achieving a higher education. Just because some people may drop out of high school and some p eople may graduate from college shouldn’t matter; everyone deserves to learn every day until the day they die.