Florida- Blind, Deaf, and Dumb Essay Example for Free

Florida- Blind, Deaf, and Dumb Essay Coleman already knew one thing for sure about his future, and that was that he wanted to make educating children his life’s work. Coleman knowing about the lack of educational decrees in Florida decided to take the opportunity to advantage, by writing to Governor William D. Bloxham asking for a sum of $20,000 minimum appropriation to start a school for the deaf and blind. Coleman’s hopes came true when in 1883 Florida’s legislature establishes an institution for blind and deaf children for two years at ,000. The location of the school was put to a biding between the towns in Florida. Captain Edward E. Vaill offered St. Augustine the biggest bid of $1,000 and 5 acres. The original three wood buildings were erected by contractor William A. MacDuff at $12,749. The school was completed in December 1884. The first class entered in 1892 with 62 students. The two first graduates were both deaf, their names were Artemas W. Pope of St. Augustine and Cora Carlton of Island Grove. The two later married and became parents of Florida Senator Verle A. Pope. The first blind student graduated in 1908. The first African American graduates were Louise Jones a blind student in 1914, and Cary White a deaf student in 1925. The school originally only had 5 trustees in 1905, until 1963 were there were 7. Taylor Hardwick began construction on new dormitories in late 1958 and opened in 1959. The school is now the largest of its type in the U. S. The school now has 47 buildings and 72 acres. The school’s annual budget is over $30 million dollars. The schools no longer an boarding school but, now a public school. It’s the only school in Florida that is pre-school through 12th grade. It also has a post-secondary program. The school is accredited by the Southern Association of Colleges, and Schools. The Conference of Education Administrators serving the deaf, and the National Accreditation Council for Agencies Serving the Blind and visually handicapped. The school has two departments: the Deaf department, and the Blind department. The school also has outreach programs for parents, teachers, and other staff in small and rural school districts in Florida. The also has a healthcare center on campus for students, as well as two well-appointed auditoriums. The school boasts the Copeland recreation and fitness center, which is specially designed and constructed for the blind. The center is the site of the annual USABA’s youth national goalball tournament. Not only that but blind high school students get state of the art sound system within the school. The school has 11 sports you can join at the school: Football, Soccer, Volleyball, Basketball, Little League Baseball, Track, Cross Country, Swimming, Goalball, Wrestling, and Cheerleading. They have preforming arts groups, the deaf department has a traveling dance troupe, and the blind department has a band known as the OuttaSight. The school also has several clubs: the blind skier, academic bowl team (competitive), and a traveling math club called MathCounts. -Notable Alumni- * Ray Charles- He learned to read braille here. When he went to the school it was known as the Institute for the Blind, Deaf and Dumb. * Ashley Fiolek- A very well-known rider in motocross racing. * Marcus Roberts- A famous Jazz pianist. -My Perspective- I really enjoyed researching and writing this essay. Originally the essay was supposed to be about all deaf culture related things in Florida but, as I started one of the things that kept popping up was the Florida school for the Deaf and Blind. Since it kept popping up I clicked on it and was amazed that it was in St. Augustine (which is where I was going to go for spring break), and that it was the oldest school for the deaf in Florida. All of a sudden I knew that I wasn’t doing my project on the deaf culture in Florida but instead a certain school for the deaf in Florida. Then I realized I had to make a decision; the schools name is the school for the Deaf and Blind. Meaning I would have to decide if I wanted to do my project on the school as a whole which means the Deaf and Blind, or just the Deaf department. As you already know (because hopefully you read the essay) I choose to both. The reason I choose to do both is because if I’m writing (or typing) this essay about the school than I’m going to write about the school in a whole. When I saw the school in person was when I finally realized just how big 47 buildings and 72 acres is. the school is huge and looked like it could swallow are school times two. I wasn’t able to go into the school. I was also surprised that I didn’t see that many people who were either deaf or blind from what I could tell at least. I do remember seeing this one girl who was deaf a couple times, I think she might have been a tourist though because I saw her at a tourist spot. The first time I say her we were sitting across from each other at a restaurant. My dad kept telling me to go say hi, and I swear I told him a million times that I couldn’t and that it would be considered rude. All in all I feel extremely pleased with what I came up with for this essay, and I hope you are too.

Insecure, Pressured, Over-taxed and Debt-ridden Youth (IPOD)

Insecure, Pressured, Over-taxed and Debt-ridden Youth (IPOD) THE IPOD GENERATION The young adults of today, the under-35s, are often referred to as the IPOD generation. This both connects them with the latest technology and design that the sleek IPOD represents, and according to David Smith in a recent article in the Sunday Times, stands as an acronym for insecure, pressured, overtaxed, and debt-ridden. Labels such as these designate a generation that is experiencing and environment and reaction both negative to itself and to the future prosperity of Britain. They call to question both whether the current situation could have been avoided, and what can be done to more fully integrate the IPOD generation into British prosperity now. It is perhaps easiest to consider the four labels of the IPOD acronym in reverse order. First, the generation is debt-ridden. This is due not only to an increase in ease of acquiring consumer credit, but also to changing attitudes about debt and an increase in educational costs. Credit is easier to obtain than ever before, with many if the IPOD generation having multiple credit cards and getting them whilst still in school. Various banks and lending institutions, who make high profits from consumers carrying credit balances on such cards, often target young adults who may not be ready to responsibly manage debt. Where once young adults assumed they would need to work and save to emulate their parents standards of living, todays young adults are encouraged towards immediate gratification. They can buy a car on credit, fill the tank on credit, furnish their first place on credit, and so on until their credit limits are reached. Then they are strapped, spending years paying off a quick path to a â€Å"higher† standard of living. Additionally, many young adults leave university with high student loan debt. This reflects both a change in education and a change in the overall British economy. At one time there were well-paying jobs for those chose not to attend university. Many could enter into manufacturing and similar positions with an expectation of job stability and reasonable pay and job security. However, in the past twenty years the British economy has shifted. Many of these â€Å"secure† manufacturing jobs have been transferred to Asia and similar countries, where companies can secure workers for much lower wages. Computers and technology have changed the face of many of the jobs that remain, requiring a higher educational level for those wanting a reasonable wage. As a result, the number of young adults going on to university has increased eight times over since the 1960s. Although they feel it necessary to extend their education to have any shot at a well-paying job, this has made university ed ucation more commonplace and therefore worth less in the marketplace. Most students have responsibility for some or all of their educational expenses, and resort to loans. Many of the IPOD generation are therefore leaving university having pounds ten or twenty thousand or more in student debt without the job prospects previous generations enjoyed. They spend years in unstable positions, combating their acquired debt and high rents. The property ladder is not even a consideration, at least not for many years. To make matters more difficult, the IPOD generation is also over-taxed. This is the first generation who is on the losing end of the welfare bargain, who will pay more into the system than they receive from it. First, the large number of aging baby boomers require greater expenditures by the government on health care and pensions. This requires current workers, including young adults, to shoulder a greater share of the tax burden. This is likely to only become worse over the next two decades, and politicians continue to be slow to cater to the needs of young adults, as the IPOD generation is both fewer and less likely to vote than their older counterparts. Young adults also receive fewer benefits from the state. They are not only expected to pay for their own education, as mentioned above, but health care and pension costs previously mentioned leave less money for other government programmes that might benefit them. Their tax burden, therefore, is disproportionate and a great hampera nce to their full integration into and enjoyment of economic opportunities. A combination of these high taxes and debt leave the IPOD generation pressured. There is a societal expectation that they should be exceeding their parents in lifestyle and success, yet good jobs are few and they have greater obligations from society economically. They must learn to juggle high debt and high taxes at increasingly an young age, often with little hope of escape from such a situation. For example, moving to another part of the country with lower taxes also typically means fewer job prospects and those jobs having lower wages. In addition, some believe the integration of the UK into the European Union also puts pressure on the IPOD generation. On one hand, British participation opens the opportunities for companies to sell product in a wider market. However, this is more likely to benefit business owners, whom are typically of the older generations, rather than entry-level workers. Increased opening of British job markets to other Europeans actually increases the number of potential workers. This also disproportionately affects younger adults, as workers from some other countries will compete for entry-level and less-skilled jobs, and are often willing to work at much lower wages. This means young adults from Poland, for example, can compete for British jobs, although British young adults are unlikely to benefit similarly from job opportunities in Poland. Such political changes in the both the UK and global environment put additional pressure on the IPOD generation. All the above leaves the young adults of today increasingly insecure. They can no longer count on job opportunities, even if they have invested the time and expense in additional education. Debt and high tax burdens leave todays young adults with less available capital, and less prospect of available capital. This makes them less inclined to risk or to venture into entrepreneurial activity. The IPOD generation in Britain are not only less likely to engage in entrepreneurial pursuits than previous generations, but, according to Smiths report in the Sunday Times, less likely than youth in America, Australia, New Zealand, or Ireland. This indicates such insecurity is particularly a British phenomena, even with the number of wider economic shifts that contribute. Concerns are rising of the impact of all of this on the future of the British economy. An insecure generation that does not create business also does not create jobs or a tax base. Over time, this further opens British markets to competition from non-British firms. The economy begins to slide, increasing the tax burden on those who are working or trying to develop business pursuits, which hampers their success and makes other potential British entrepreneurs even more insecure and adverse to risk. This has the potential to become a downward circle, with continuing negative impact on the UK economy as a whole and the IPOD generation in particular. Whilst there are certainly steps that could have been undertaken to lessen the pressure on the IPOD generation, as noted above some of the impact is simply the result of economic and demographic shifts in the economy. In regard to debt, tighter government regulation of credit and tighter credit requirements would reduce debt in the IPOD generation, as would increased government investment in higher education, and programmes to provide other job skills as an alternative to university. Certainly the government could have also anticipated rising health and pension costs and taken steps to alleviate some of tax burden on todays young adults. Instead, the government appears to be making decisions based on current votes, rather than future economic needs. Increasing affordable housing or programmes for new businesses would additionally address the pressure and insecurity experienced by the IPOD generation. However, all these require both advance planning and the willingness of the governme nt to make difficult decisions that will be also undoubtedly unpopular to older people. Politically, this appears unlikely, although such steps could still be undertaken now. Some possible avenues to address the needs of the IPOD generation, however, are being considered. A Reform study of the problems facing the IPOD generation contradict Tony Blairs agenda to increase school leavers who pursue additional education to fifty percent. That plan, the study contends, would flood the job market with over-educated workers who will not be able to get ample return on their educational investment. The Reform study instead recommends focusing on increasing job skills based on the countrys economic needs. Suggestions include changing recruitment of school leavers and job seekers to assist young adults in securing stable, reasonably paying employment, and implementing apprenticeship plans where young adults can develop job skills needed by the current and future economy without incurring high debt or investing potential earning years in university education that may not provide the same return that it did for previous generations. Both these suggestions would be a step towards assisting the IPOD generation in becoming more economically viable, but larger issues requiring government intervention, as discussed above, are additionally needed to truly address the situation.

Explain and describe what a limiting factor is

Explain and describe what a limiting factor is Limiting factor is any factor that restricts a company or an organisations activities. In simple words, a limiting factor is the factor which is limited or not freely available to the company. Limiting factors in an organisation can be labour time, raw material, machine hours or space. For example, when sales demand excess the productivity capacity, the company do not have enough resources to produce the product, the scarce resource will be the factor that restricts the companys activities. The production constraints can be removing and additional resources can be acquired when the scarce resources are existed. Hence, the scarce resources should be identified to make sure the company has enough resources to produce their products as many as their wish. By using limiting factor, we can maximize the profit when obtained the greatest possible contribution to profit each time. Example1: A B C Contribution per unit of output RM 24 RM 20 RM 12 Machine hours required per unit of output 6 hours 2 hours 1 hours Estimated sales demand 3,000 units 3,000 units 3,000 units Required machine hours 18,000 hours 6,000 hours 3,000 hours The machine hour is limited to 18,000 hours for the period because of the breakdown of one machine. Consider Example 1. From the example 1, we know that the company required total 27,000 machine hours to produce the total sales demand of the product A, B and C that they estimated. However, the company only has 18,000 machine hours for the period because of the breakdown of one machine. In this situation, companys activities are limited in the available of machine hours. When we looking at the available information, we will think that the company should produce the product A first since the contribution per profit for product A is the highest but this assumption can be wrong. This is because produce a product A required 6 machine hours, whereas product B required 2 machine hours and product C required 1 machine hours only. The company can concentrates on producing 3,000 units of product B and C respectively and still have machine hours left to produce product A. In other words, if the company only concentrates on produce the product A, there will no machine hours left to the company to produce B and C. In order to maximize the companys profit, we should use limiting factor to calculate the greatest possible contribution per profit for each product and rank profitability of the product to obtain the optimum production plan. (b) Explain the techniques that have been developed to assist in business decision- making when single or multiple limiting factors are encountered (16 marks) Single limiting factor- Limiting factor analysis When single limiting factor are encountered, we have to use limiting factor analysis to help companies to identify the scarce resources and maximize profit by using the best combination of available resource. In limiting factor analysis, we should identify the bottleneck resources first. Secondly, we should calculate the contribution per unit for each product. Next, we should calculate the contribution per unit of the bottleneck resource for each product. After we get the contribution per unit of bottleneck resource, we can rank the products of the contribution per unit of bottleneck resource. Finally, we can allocate the resources from the highest contribution per profit to the lowest contribution per profit by the ranking. By doing so, we can obtained the greatest possible profit when resources are limited by single limiting factor. Example 2: X Y Machine hours per units 3 hours 4 hours Sales demand 2,000 units 3000 units RM RM Selling price 32 50 Less : Direct Material 10 20 Direct Labour 5 8 Variable Overhead 5 8 20 36 Contribution 12 14 The supply of materials for the period is unlimited, but the machine hours are limited to 15,000 hours. In order to maximize the profit, we should using limiting factor analysis to solve the problem when there is only one limiting factor. Step 1: Identify the bottleneck resource. At sales demand level: Sales demand Machine hours per unit Total machine hours X 2,000 units 3 hours 6,000 hours Y 3,000 units 4 hours 12,000 hours 18,000 hours Thus, machine hours are the limiting factor. Step 2: Calculate the contribution per unit for each product. The contribution has been given at the above. X Y Contribution per unit RM 12 RM 14 Step 3: Calculate the contribution per unit of the bottleneck resource for each product. To calculate the contribution per unit of the bottleneck resource for each product, the formulae is: Contribution per units of the machine hours = Contribution Machine hours Product X = RM 12 3 hours = RM 4.00 Product Y = RM 14 4 hours = RM 3.50 Step 4: Rank the products from the highest contribution per machine hour to lowest contribution per machine hour. Production should be concentrated on product X first, up to maximum sales available, then product Y. Step 5: Finally, allocate the available resources using that ranking that we decided at step 4 and calculate the maximum contribution. Production plan Units produced Machine hours per unit Total machine hours Balance of machine hours 15,000 hours Product X 2,000 units 3 hours 6,000 hours 9,000 hours Product Y 2,250 units 4 hours 9,000 hours So, the maximum contribution is as follow: RM Product X ( 2,000 units x RM 12) 24,000 Product Y (2,250 units x RM 14) 31,500 55,500 Multiple limiting factors- Linear programming We can use limiting factor analysis when there is one limiting factor. However, when there is more than one of scare resources which restricts organisations activities, we can use linear programming to solve the problem. Firstly, we must defined the variances when we using linear programming. After this, we can define and formulate the objective. Thirdly, we can formulate the constraints to formulating the problem. Next, we must draw a graph to identify the feasible region and we can get the optimum production plan from the graph. Finally, we can solve the problem and get the maximum contribution by doing so. Example 3: A B Contribution per unit RM 20 RM 10 Machine hours per unit 6 hours 3 hours Kilos per unit 4 kilos 8 kilos Maximum available : Machine hours = 18,000 hours Kilos = 24,000 kilos What should be the production plan? To answer the example 3, we should use linear programming to get the optimum production plan because there is two or more of scarce resources. Step 1: Define the variances Let x = the number of units of the product A. y = the number of units of the product B. Step 2: Define and formulate the objective function. The objective is to maximize the contribution C, given by: Maximum contribution = 20 x + 10 y Step 3: formulate the constraints. The limitations here are machine hours and kilos. For the machine hours, product A required 6 hours and product B required 3 hours machine hours. So, total machine hours required = 6 x + 3 y For the kilos, product A required 4 kilos and product B required 8 kilos. So, total kilos required = 4 x + 8 y Constraints Utilised Available Machine hours 6 x + 3 y Ë‚ 18,000 Kilos 4 x + 8 y Ë‚ 24,000 Step 4: Draw a graph and identify a feasible region. For the equation 6 x + 3 y = 18,000 machine hours When x = 0, y = 18,000/ 3 = 6,000 When y = 0, x = 18,000/ 6 = 3,000 Draw a straight line between the point (0, 6000) and (3000, 0) on the graph to represent the line for machine hours constraint. For the equation 4 x + 8 y = 24,000 kilos When x = 0, y = 24,000/ 8 = 3,000 When y = 0, x = 24,000/ 4 = 6,000 Draw a straight line between the point (0, 3000) and (6000, 0) on the graph to represent the line for kilos constraint. The constraints can be show as below: The original constraints were Step 5: Determine the optimal solution Calculate the contribution earned at each point P, Q and R Point P = RM 20 (0) + RM 10 (3,000) = RM 30,000 Point Q = RM 20 (2,000) + RM10 (2,000) = RM 60,000 Point R = RM 20 (1,500) + RM10 (0) = RM 30,000 Point Q gives the maximum contribution. Step 6: Answer the question The optimal point is at x = 2,000 and y = 2,000. This gives a maximum contribution of C = (20 x 2,000) + (10 x 2,000) = RM60, 000 (c) Explain the management idea known as throughput accounting. State and justify your opinion on whether or not throughput accounting and limiting factors are the same thing. (18 marks) To reduce companys cost and improves the profitability, every companys managers are using cost accounting to help them on decision-making. Theory of constraints (TOC) or Throughput accounting (TA) is another method for decision making others than Standard Based Costing, Activity Based Costing and Marginal Costing. TOC/TA is new management accounting approach based on factors identification when constraints are restricts companies to achieving their goals and hence reduces companys profits. Throughput accounting is used when there are only few constraints, normally just one. The constraint can be a resource, company policy or management mindset. According to Goldratts ideas, TOC is forecasting on a limit capacity at certain critical points in any production plan. TOC can maximise organisations profit by increases the speed of producing through an organisation to eliminating bottlenecks. Additionally, throughput accounting is not costing because it does not allocate all expenses (variable and fixed expenses, including overheads) to the products and services. Thus, throughput accounting helps managers to get better management decision in order to improve organisations profits by three measurements. They are: Throughput (T) is the rate that company produces goal units. When the goal units are money, throughput is net sales (S) less total variable costs (TVC), usually is cost of raw materials ( T = S TVC ). However, T exists when there is only one product or service sold. Besides, finished goods of inventory in a warehouse are not count because it has not yet sold. Operating expenses (OE) is all others expenses except the total variables cost that used to calculate the throughput. Basically, OE is total cost to operating the production system. Fixed or partially fixed costs no difference in throughput accounting. On the contrary, there only have either total variable cost or operating expenses in throughput accounting. Examples for OE include maintenance, utilities, rental, etc. Investment (I) is total amount of money that invest in a new system to enhance its ability to improve the capacity, for examples machinery, inventory, building, and other assets and liabilities. Therefore, throughput accounting use difference formulas to make difference types of accounting decisions by combined the throughput, total variable costs and operating expenses: Net profit  (NP) = Throughput Operating Expense = T-OE Return on investment  (ROI) = Net profit / Investment = NP/I Productivity  (P) = Throughput / Operating expense = T/OE Investment turns  (IT) = Throughput / Investment = T/I We can use the above formulas when making a decision that related to changes in revenue, expenses or investments to get the right decision, which must generate a positive answer from one out of three questions below: Does it increase throughput? Does it reduce operating expense? Does it improve the return on investment? Finally, there are five steps in the TOC to help managers maximize the throughput which causes them to achieve organisations goals. The five steps are as follows: Identify the system constraints. There is an internal constraint? For example, in production, engineering or planning. There is an external constraint? For example, in the market. The constraints a resource or a policy? Decide how to maximise the output from the constraint. Prepare all other activities subject to this decision. While Non-constraints need to be subject to constraints. Consider the appropriate level of resources once the resource constraint has been identified. Therefore, the capacity constraints can be improved. Enhance the systems constraints. Once the constraint has been corrected, return to Step 1 to determine the next most serious constraints and duplication. In my opinion, throughput accounting and limiting factor is not the same thing but there are similarities and differences in between throughput accounting and limiting factor. For example, throughput accounting and limiting factor are using to assist companies to identify bottleneck resources instead to maximize companies profits. However, throughput accounting is used when there are very few constraints; often just one but limiting factor is used when there are one or more than one constraints. Besides, limiting factor is focus on working to obtain greatest contributions while throughput accounting is focus on the premise that the limited capacity in some critical point of any production plan. In addition, limiting factor maximise the organisations profit by using the best combination of available resources but throughput accounting is maximise the profit by increase the producing speed through organisation to eliminate bottlenecks. Throughput accounting calculates the products throughput as the selling price minus all variable costs. Variable costs or in another words cost of materials in throughout accounting included direct material costs only, labour and overhead costs are fixed and categories to total factory costs. In contrast, limiting factor calculated by sales price minus variable costs to get the contribution but variable costs in limiting factor are including the labour and overhead costs, this is difference from throughput accounting.

A History of the Overture and its Use in the Wind Band: An Annotated Gu

A History of the Overture and its Use in the Wind Band The term overture is be defined as "a piece of music of moderate length, either introducing a dramatic work or intended for concert performance" (Sadie, 1980). It may be a single or multi-movement composition preceding an opera, ballet or oratorio; a single movement prelude to a non-musical dramatic work; or a single movement concert piece detached from its original context intended to be performed alone (Peyser, 1986). The overture grew out of 17th century baroque dramatic works which began with either a French ouverture, the word from which the term is derived, or an Italian overture (Sadie, 1980). Composers such as Lully, Purcell and Handel used the French overture which is in two sections, each marked with a repeat. The French overture begins with a slow homophonic section frequently using dotted rhythms often ending on a half cadence and then moves to a faster fugal or "quasi-fugal" section which usually makes a return to the slow tempo and rhythms of the first section (Stolba, 1998). The Italian overture, or sinfonia as it was sometimes called, was written in three movements which are fast-slow-fast in order, the finale often written in a dance like character (Peyser, 1986). By the eighteenth century, this type of overture prevailed for operas even in France with the first movement becoming longer and more elaborate. Sonata form was generally used and a slow introduction would often begin the work (Sadie, 1980). Due to the loose terminology of the eighteenth century, symphonies and suites were sometimes called overtures (Peyser, 1986). The slow-fast-slow alternation of tempos foreshadowed the order of movements in the Classical symphony, lacking only the menue... ..., Volume 2. Chicago, IL: GIA Publications, Inc. National Band Association (1997) Selective Music List for Bands 4th Edition. Nashville, TN: National Band Association. Peyser, J. (1986) The Orchestra: Origins and Transformations. New York: Charles Scribner’s and Sons. Sadie, S. (1980) New Grove Dictionary for Music and Musicians. London: MacMillian. Smith, N & Stoutamire, A. (1989) Band Music Notes. Lake Charles, LA: Program Note Press. Stolba, M. K. (1998) The Development of Western Music, A History, Third Edition. Boston, MA: McGraw Hill Stone, S. (1999) Charles Carter’s Symphonic Overture. The Instrumentalist, 54, 36, 38, 40, 42. Turner, D. L. (1990) Conductor’s Choice: Annotated Selective Music List for Band Greenville, SC: Bob Jones University Press. http://www.grovemusic.com/grovemusic//article/section/4/407/40774.3.5.html

The Negative Effects of Child Abuse and Neglect Essay -- Consequences

Children are beaten until their bodies no longer heal, they are scalded with boiling water, they are starved and so dehydrated that their skin shrivels around their fragile bones, they are sexually assaulted and forced to perform all sorts of perverted acts, and they are locked in closets or tied to bed posts for days on end (Koster and Swisher). In the year of 2012, more than four children a day were killed due to child abuse, and the number seems to be steadily rising (Child Abuse Statistics & Facts). Child abuse is a horrible crime that harms many of the children in today’s society. One problem with this crime is that it is a silent crime, one that most often happens in the privacy of a family’s home. It is sad fact that, due to the crime being hidden, children in society suffer in silence, and not all perpetrators get caught for their crime. However, people need to be aware of the problem, because child abuse has adverse psychological and social effects. Though child abuse has adverse psychological and social effects, to understand how these effects come about, one would need to know what child abuse is. Child abuse is an act â€Å"carried out by a child’s caretaker or allowed to happen, that results in a range of injuries ranging from death, to serious disabling injury, to emotional distress, to malnutrition and illness† (Gelles 14). All these different forms of injuries are what cause children to have psychological and social problems. Doctors, psychiatrists, and legal system all have different interpretations to what defines child abuse. There are varying forms of the definition, but the Child Abuse Prevention and Treatment Act defines child abuse as, â€Å"The physical and mental injury, se... ..., Jacquelyn Quiram, and Nancy R. Jacobs, ed. Child Abuse: Betraying a Trust. Wylie,TX: Information Plus, 1995. Lowry, Laura. Personal interview. 8 Nov. 2002. Mammen, Oommen K., David J. Kolko, and Paul A. Pilkonis. â€Å"Negative Affect and Parental Aggression in Child Physical Abuse.† Child Abuse and Neglect 26 (2002): 407-424. Academic Search Premier. EBSCO. Roesch Library, Dayton. 17 Oct. 2002 . Mitchell, Brandon J.A. Personal interview. 8 May 2015. Veltman, Marijcke W. M., and Kevin D. Browne. â€Å"Three Decades of Child Maltreatment Research: Implications for the School Years.† Trauma, Violence & Abuse 2 (2001): 215-239. Academic Premier Search. EBSCO. Roesch Library, Dayton. 18 Nov. 2002 . "Child Abuse Statistics & Facts" ChildHelp Web. 3 June 2015. https://www.childhelp.org/child-abuse-statistics/

Scientific Revolution Dbq

*The Scientific Revolution of the 16th and 17th centuries brings to mind great scientists like Galileo who dedicated themselves to math and science in order to help human learning. Advances were made in chemistry, astronomy, math, and even more branches of science by these men. However, they were not the ones whose thoughts were able to change that of the people in charge, i. e. , the Pope and the powerful rulers of that time.Without those people, the ideas of the scientists would never have been accepted by the general public. The thoughts of those people such as religious figures, philosophers, and even men working in the state were those that most helped to push the scientific revolution forward, because they broke boundaries and changed the way even society itself reacted to new ideas and developments. **The year 1554 was one of the first years that a free thinker came into the picture.John Calvin, a French Protestant theologian, disagreed with the fact that the study of astronom y should be outlawed by the Church, saying, â€Å"This study should not be prohibited, nor this science condemned, because some frantic persons boldly reject whatever is unknown to them,† (doc. 2). He had even formed his own religions, to become known later as Calvinism, because he so disagreed with the Church. Just a few years earlier, Polish priest and astronomer Nicholas Copernicus had agreed in a more mild way, saying, â€Å"The learned and unlearned alike may see that I shrink from no criticism,† (doc. ) meaning that he would continue his studies no matter what others told him. Both these religious men, though in different religions, thought the same thing about the fact that knowledge and learning should have no boundaries. Galileo himself was living proof of what these two men are discussing; his books were banned by the Church and put under house arrest for the last years of his life because his teachings disagreed with the Church.People all over the world, inc luding people within the Church like Copernicus, began to see that the Church was conflicting with the opportunity to discover many new things. **Many philosophers had the same ideas about learning and the fact that it must be expanded. Francis Bacon, as English philosopher of science, said that â€Å"the true and lawful goal of science is this: that human knowledge be endowed with new discoveries and powers,† (doc. 4). He believed that learning new things was absolutely necessary to all of mankind itself.Another philosopher that was way ahead of her time was Margaret Cavendish, an English natural philosopher. She said, â€Å"Were it allowable for our sex, I might set up my own school of natural philosophy,† (doc. 9). Though it would be many years before this would actually happen Cavendish, like these other men, wanted to open people's eyes up to new possibilities. She also wanted them to accept scientists, though she was speaking of the female gender. Thomas Hobbes, an English philosopher, talks not about how the Church would limit knowledge, but how the state itself would.He believes that, because geometry does not appear to matter to people because it has nothing to do with â€Å"ambition, lust or profit,† people will mostly leave it alone. But, he says that if some geometry postulate or theorem would â€Å"conflict with the interest of those who rule,† he knows that â€Å"it would be suppressed,† (doc. 7). Hobbes believes wholeheartedly that any king or queen would censor new discoveries should they not be want they want their people to know. *Despite Hobbes' views, there were some people involved in the state who tried to encourage scientists to gather their knowledge together. Henry Oldenburg, secretary of the English Royal Society, had wanted scientists to all come together as a community. He said, â€Å"Friendship should be spread through the world of learning, and established among those whose minds are above parti san zeal because of their devotion to truth and human welfare,† (doc. 6).Oldenburg believed that communities of learning would greatly benefit the world at that time, and all of mankind to come. Jean Baptiste Colbert, French finance minister under Louis XIV, wrote a letter saying how the state also must allow arts and sciences to flourish, and that he has been persuaded to establish many scientific academies to help science prosper (doc. 11). This can be shown being put into action a few years later, with a drawing of all the great minds and projects at work in the French Royal Academy, a place where learning could flourish (doc. 0). **Free thinkers of the Scientific Revolution such as religious men, philosophers, and statesmen, despite the fact that they were not considered â€Å"scientists,† made the most important contributions in these time periods. Though they did not actually change the way the people viewed the physical world like some scientists, they changed th e way the people of that time period thought. These were the people that opened their eyes so that they could see the new discoveries made by scientists. These were the

Slavery Today

Slavery in the 21st Century Sex trafficking is a modern-day form of slavery in which a commercial sex act is induced by force, fraud, or coercion. While this happens all over the world, it occurs much more frequently in the United States than one would think. Sex traffickers use a variety of methods to â€Å"condition† their victims including starvation, confinement, beatings, physical abuse, rape, gang rape, threats of violence to the victims and the victims’ families, and forced drug use. In modern day slavery, human beings are literally bought and sold as property on the market, for amounts ranging from $80 to $5,000. Like in the 1800s, victims might even be sold at auctions where they have been kidnapped or sold into slavery by their families or friends whom they believed they could trust. They have no control over their lives: where they live, what work they do, their sexuality, or their health. Escaping is nearly impossible as victims are often constantly drugged, and they fear being abused or even killed. This is very similar to slavery in the 1700s and 1800s. Right now there are many problems and issues being brought up about the United States, however sex trafficking has failed to be acknowledged by most as one of those issues. We should care more about sex trafficking since it is believed to be the 21st century’s version of slavery. In the 1800s slavery was abolished and ended with the Civil War, but now it has arisen once again in a different way. We should pay more attention to these issues in providing education on the topic by reporting on the statistics and effects of sex trafficking in the media. I don’t know if we can truly abolish slavery in every form, but we should try as history has shown the effects slavery has on the individual, as well as, society.