College Education Geared Towards a Specific Career Essays

College Education Geared Towards a Specific Career Essays College Education Geared Towards a Specific Career Essay College Education Geared Towards a Specific Career Essay College Education Geared Towards a Specific Career Would you buy certain groceries just because the store says you need them in order to purchase your other items, when you know you will never eat them? Throughout life, phrases such as â€Å"do not spend money on things you do not need† and â€Å"money does not grow out of trees† are commonly heard, because the previous generation has hopes of teaching unknowledgeable not to spend money wastefully. It is interesting how even though someone can be taught something all their lives, when faced in the ultimate situation, they fail. College students spend thousands in loans, scholarships, and pocket money taking classes they do not need just to get enough credit hours to advance to the next grade level. College itself is an expensive investment, why spend extra money if it is not needed? Just like the example, it does not seem logical for the college community to spend money towards taking class that will not prepare them for the specific career they came to college to pursue. Being a college student is the opportunity for many to have their first experiences of the good, the bad, and the ugly in life. College life is a promotion of freedom, which is exerted by making one’s own decisions such as choosing their classes, times, and deciding whether they should attend or not. Just as in high school, there are courses that are deemed a necessity in order to graduate,the only difference is in high school one doesn’t pay for those classes. College board states that â€Å"Public four-year colleges charge, on average, $7,605 per year in tuition and fees for in-state students. The average surcharge for full-time out-of-state students at these institutions is $11,990. Whether it is one or six classes, the majority of students will never use the information acquired in those extraneous classes for their esteemed career. If the primary purpose of a college education was to prepare for a specific career, less money, time, and energy would be spent. Going to college and taking classes with the sole purpose of constructing a foundation for one’s career not only saves persona l money, but it boosts the economy. By eliminating the unnecessary classes, the overall cost of the college or university goes down. When the cost goes down, students save more money which turns into more money in personal savings accounts. The more money in personal savings accounts means the bank has more money to lend out to businesses. Businesses’ having more capital translates into more jobs. Having more jobs never hurt anyone, and nor will going to school with the primary intent to prepare for a career. America is known as a country of opportunity. People from all around the world strive to come to America and live the quintessential American dream. Although America may be the home of opportunity, it has its downfalls. America is set up in a manner in which an individual must have one of two situations to be considered successful, they must come from a wealthy family, or have a college education, and neither or those are a guarantee of success. The United States basks in glory because of their appearance to other countries when they should focus on following in the footsteps of one of its top competitors, China. China has an education system unto which all types of citizen have the possibility of succeeding. All Chinese citizens must attend school for a minimum of nine years. After the required schooling, students can decide whether to take an entrance exam to go on to what they call senior or mid-level schools, or if they are not the school type of person, they have the option of specializing in a particular area of work. While going on to the higher levels of schooling, the Chinese teach their students only what is required of their profession. When students specialize in the particular subject they wish without taking anything other than those classes, it can be analyzed by China’s past, and current success that they will always succeed. That is why China â€Å"[stands] as a leading civilization, outpacing the rest of the world. † All in all, the United States needs to embrace their country of boundless opportunities and use college as a stepping stone to achieve the future successes of the world, rather than a meaningless form of spending money just to say they did. Works Cites CIA The World Factbook. Welcome to the CIA Web Site - Central Intelligence Agency. Web. 27 Jan. 2011. . College Costs Average College Tuition Cost. College Admissions SAT University College Search Tool. Web. 27 Jan. 2011. .

How Simone de Beauvoir Inspired Second Wave Feminism

How Simone de Beauvoir Inspired Second Wave Feminism â€Å"One is not born, but rather becomes, a woman.† - Simone de Beauvoir, in The Second Sex Was Simone de Beauvoir a feminist? Her landmark book The Second Sex was one of the first inspirations to the activists of the Womens Liberation Movement, even before Betty Friedan wrote The Feminine Mystique. However, Simone de Beauvoir did not at first define herself as a feminist. Liberation Through Socialist Struggle In The Second Sex, published in 1949, Simone de Beauvoir downplayed her association with feminism as she then knew it. Like many of her associates, she believed that socialist development and class struggle were needed to solve societys problems, not a womens movement. When 1960s feminists approached her, she did not rush to enthusiastically join their cause. As the resurgence and reinvention of feminism spread during the 1960s, Simone de Beauvoir noted that socialist development had not left women better off in the USSR or in China than they were in capitalist countries. Soviet women had jobs and government positions but were still unfailingly the ones attending to the housework and children at the end of the workday. This, she recognized, mirrored the problems being discussed by feminists in the United States about housewives and womens roles. The Need for a Womens Movement In a 1972 interview with Alice Schwarzer, Simone de Beauvoir declared that she really was a feminist. She called her rejection of a womens movement a shortcoming of The Second Sex. She also said the most important thing women can do in their lives is work, so they can be independent. Work was not perfect, nor was it a solution to all problems, but it was the first condition for womens independence, according to Simone de Beauvoir. She lived in France, but Simone de Beauvoir continued to read and examine the writings of prominent U.S. feminist theorists such as Shulamith Firestone and Kate Millett. Simone de Beauvoir also theorized that women could not be truly liberated until the system of patriarchal society itself was overthrown. Yes, women needed to be liberated individually, but they also needed to fight in solidarity with the political left and the working classes. Her ideas were compatible with the belief that the personal is political. No Separate Womens Nature Later in the 1970s, Simone de Beauvoir, as a feminist, was dismayed by the idea of a separate, mystical feminine nature, a New Age concept that seemed to be gaining popularity. Just as I do not believe that women are inferior to men by nature, nor do I believe that they are their natural superiors either.- Simone de Beauvoir, in 1976 In The Second Sex, Simone de Beauvoir had famously stated, One is not born, but rather becomes, a woman. Women are different from men because of what they have been taught and socialized to do and be. It was dangerous, she said, to imagine an eternal feminine nature, in which women were more in touch with the earth and the cycles of the moon. According to Simone de Beauvoir, this was just another way for men to control women, by telling women they are better off in their cosmic, spiritual eternal feminine, kept away from mens knowledge and left without all the mens concerns like work, careers, and power. A Return to Enslavement The notion of a womans nature struck Simone de Beauvoir as further oppression. She called motherhood a way of turning women into slaves. It did not have to be that way, but it usually ended up that way in society precisely because women were told to concern themselves with their divine nature. They were forced to focus on motherhood and femininity instead of politics, technology or anything else outside of home and family. Given that one can hardly tell women that washing up saucepans is their divine mission, they are told that bringing up children is their divine mission.- Simone de Beauvoir, in 1982 This was a way of rendering women second-class citizens: the second sex. Transformation of Society The Womens Liberation Movement helped Simone de Beauvoir become more attuned to the day-to-day sexism women experienced. Yet, she did not think it was beneficial for women to refuse to do anything the mans way or refuse to take on qualities deemed masculine. Some radical feminist organizations rejected leadership hierarchy as a reflection of masculine authority and said no single person was in charge. Some feminist artists declared they could never truly create unless they were completely separate from male-dominated art. Simone de Beauvoir recognized that Womens Liberation had done some good, but she said feminists should not utterly reject being a part of the mans world, whether in organizational power or with their creative work. From Simone de Beauvoirs point of view, the work of feminism was to transform society and womens place in it. Read more of Alice Schwarzers interviews with Simone de Beauvoir in her book After the Second Sex: Conversations With Simone de Beauvoir, published by Pantheon Books in 1984.)

Hewitt v Debus Case Note Essay Example | Topics and Well Written Essays - 1250 words

Hewitt v Debus Case Note - Essay Example The vendor issued a notice of termination, and the solicitors for Debus alleged misrepresentation. Hewitt sold the property to another buyer, Mr. Darren Gillham, with their agreement being â€Å"subject to and conditional upon† termination of the agreement with Debus. Debus treated Hewitt termination as repudiation and she terminated the agreement herself. Debus did not seek a similar remedy, however she emphasized that her termination of the contract was valid and claimed substantial refund of the money she had paid. She demanded that Hewitt return the money she had paid. A trial judge decided that the purchaser was right because in accordance to the law, a purchaser cannot have both the land and purchase price. The vendor demanded leave to appeal. The application was heard on full submission so that, in case she was granted the leave to appeal, the appeal would be decided without a further hearing. The central matter in this appeal was whether the deed provided that time was important in the performance of Hewitt obligations to pay the amounts required by Clauses 1(c) and (d) and whether the contract between the two parties was validly terminated by the vendor’s notice of termination. Facts The vendor is entitled to terminate for a failure by the purchaser to comply with any term of the agreement irrespective of whether it is an essential term The vendor has a right to terminate where the purchaser fails to pay deposit on time or dishonours cheque for the deposit. Issue The main issue in this case was whether time was important in the performance of Hewitt obligations to pay the amounts required under their agreement and whether the vendor’s notice of termination validly terminated the contract. Holding The seller has a right to terminate for a breach of any term of the agreement irrespective of whether it is an essential term. Analysis Time was not of essence for the payments of the amounts referred in the agreement because the contract was closely similar to a contract for sale of land. A condition of time in land sale contract in equity is not important unless there are special circumstances and the contract has to clearly state that time is essential and has to be implicit from the nature of the contract in the surrounding circumstances. The agreement between the Hewitt and Debus did not have any special circumstances, which implicitly made time for performance important. Because there was no stipulation of time, the vendor was not entitled to terminate the contract because of a delay in the purchaser performing her obligation to pay the instalments. If the period were an essential obligation under the agreement, Hewitt would have been entitled to terminate the contract because of Debus having not considerably performed the necessary obligations. Debus failure to perform within the reasonable period constituted a breach of contract, however Hewitt was not entitled to terminate the contract because Debus substant ially performed part of her obligations. The judges cited section 13 of the Conveyance Act to determine whether a time stipulation was essential in equity. From the act, the judges construed that in case the vendor did not regard time to be essential in

Luck and Fate in Fyodor Dostoevsky's Crime and Punishment Essay

Luck and Fate in Fyodor Dostoevsky's Crime and Punishment - Essay Example A self-confessed drunkard, a widower with a daughter from his first wife and later on remarried to Katerina Ivanovna, a widow who had three children from her previous husband, believed that it was his fate to be a drunkard to the point that he had sold most of his possessions including some of his wife’s valued possessions (Dostoevsky 16-17). In acceptance of his fate as a hopeless drunkard, Marmeladov claimed, â€Å"Such is my fate! Do you know, sir, do you know, I have sold her very stockings for drink?. (Dostoevsky 17)† But later on reasons out that his drinking is a self-inflicted suffering to pay for his sins to his wife and children as he claimed, â€Å"Thats why I drink too. I try to find sympathy and feeling in drink.. . I drink so that I may suffer twice as much! (Dostoevsky 17)† On a close examination of Marmeladov’s behavior, he blaming his fate of loving alcohol too much was his excuse for behaving as he had confessed. Likened to a McLaughlin quote saying that, â€Å"The chief reason for drinking is the desire to behave in a certain way, and to be able to blame it on alcohol,† (Guillemets) Marmeladov blames his actions to his drinking and not entirely taking the blame to himself. On the contrary, Marmeladov, instead of putting the blame on his drinking and lamenting his fate at the tavern, should at least make efforts to retain his job better yet to accept that his family problems are his fault and that he can make a way to at least feed his children and tend to his ailing wife. Also, he should have thought of these problems when he is sober and not when he was drunk since he would eventually forget all his thoughts when the effects of his drink wear off. Marmeladov’s alcoholism had developed into a family problem. Accordingly, alcoholics may have young, teenage, or grown-up children; they have wives or husbands; they have brothers or sisters; they have parents or other relatives. An alcoholic can totally disrupt family life and cause

The Early History of Golf in the U.S. Essay -- Golf Sports Athletics E

The game of golf is one of the oldest of today’s modern sports. Its exact beginnings are not known; however, some historians trace golf back to the Stone Age while others claim it originated from the â€Å"idle antics of shepherd boys knocking small stones into holes in the ground with a crook while their flocks grazed nearby† (Peper 1). Researched back to the time of the Roman Empire, it is also believed the sports-oriented Romans played a forerunner of the game of golf called paganica. This sport involved the use of a bent stick and a ball stuffed with wool played in the open countryside. Golf comes to the United Sates The legendary beginnings of golf in the United States can be traced back to the mid-1600s. One of the first published references to golf in America was in 1659 referring to the ban on golf in the streets of Albany, New York. The next substantial reference to the game comes from Charleston, North Carolina in 1786. At that time, a local Charleston newspaper ran a story about the formation of the Harleston Green Golf Club. The Harleston Green remained in operation for approximately twenty-five years, closing about the time of the War of 1812. Around the same time period, approximately1795, another golf club opened in Savannah, Georgia. References to this golf club continued until 1811 again apparently closing just before the beginning of the war. The War of 1812 served to destroy the desire to play golf. It wasn’t until the late 1870s, well after the Civil War ended, that there was a resurgence of golf in the United States. Golf fever springs up throughout the United States Charles Macdonald was an early founder of American golf. He recalled playing golf in the Chicago area as early as 1875. Another promoter of golf, a young man named Andrew Bell from Burlington, Iowa, was initially exposed to golf when he went to Scotland to attend the University of Edinburgh. Upon his return to the United States in 1883, he laid out four informal golf holes on the family farm and played a few rounds with his friends. In 1884 Colonel Hamilton Gillispie, a former Scotsman who went into the lumber business in Florida, was known to hit golf balls in a field that is now the main street of Sarasota (History of Golf 7). Also in 1884, the Oakhurst Golf Club was formed in North Carolina now famous for it’s first hole from the Club’s Homestead course, celebrated to... ...ip. Today, the USGA membership exceeds 5,500 clubs throughout the United States. Golf, being one of the oldest of today’s modern sports, thrives in popularity continuing to entice young and old, male and female, rich and poor players. Works Cited Simpson, W.G. â€Å"The Origin of Golf.† A Tribute to Golf. Ed. Thomas Stewart. Harbor Springs, Michigan: Stewart, Hunter, and Associates. 1990. 78. Golf Magazine’s Encyclopedia of Golf. The Editors of Golf Magazine. New York, NY: Harper-Collins 1993. Doyle, Kathleen. â€Å"In John Reid’s Cow Pasture.† Sports in America. Sept. 1988: 34-38. Peper, George. â€Å"The Father of American Golf.† Golf Magazine. Dec. 1995. 118. Peper, George. â€Å"Birth of the USGA.† Golf Magazine. Dec. 1994. 124. Hannigan, Frank. â€Å"The History of the game of Golf.† Golf Digest Magazine. Jan. 2000. 171. Fields, Bill. â€Å"Changing the course of history.† Golf Digest Magazine. Sept. 1999. 17. McCord, Robert, R. Golf: an album of its history. Short Hills, NJ: Burford Books. 1998. Anderson, David. The story of golf. New York: W. Morrow. 1998. Menzies, Gordon. World of golf. New York: Bantam. 1982.

Annotated Bibliography: Arts Education

Arts Education in America: An Annotated Bibliography Statement of Scope: The purpose of this bibliography is to attain information from credible sources on arts programs in schools. The goal is to provide enough information so that the reader is then able to form their own opinions on the benefits, problems, and policies on arts programs at varying levels of education. Those looking to find detailed information will find this bibliography to be a good starting point. Parsad, B. , and Spiegelman, M. 2012.Arts Education in Public Elementary and Secondary Schools: 1999–2000 and 2009–10 (NCES 2012–014). National Center for Education Statistics, Institute of Education Sciences, U. S. Department of Education. Washington, DC. Web. 24 Jan. 2013 This source is a presentation of unbiased information about both the overall arts education programs and specific sections including: visual arts, music, dance, and theater/drama. The report utilizes a plethora of charts, graphs, and other visual aids to help organize and present the information.Parsad and Spiegelman first present their findings on overall arts education programs including the percentages of schools offering visual arts, music, dance and theater classes. They then dedicate ten to fifteen pages discussing the particulars of each section of the arts listed above. There is so much information in this article that it would be great for someone looking for a broad spectrum understanding of arts education programs. The visual aids complement the information presented and would be easy to incorporate into a variety of works.For someone who is looking to get very specific information about a specific program then this would be a good source to start with, the way the report is divided makes it very easy to find information on a specific sections of an arts program, i. e. music or drama. It would provide the reader with enough information that they could ask their own questions and be able to look fu rther into a specific topic. Catterall, Dumais, and Hampden-Thompson. March 2012. The arts and achievement in at-risk youth : findings from four longitudinal studies. National Endowment for the Arts. Research Report #55). Web. 24 Jan. 2013. This research report is a presentation of years of studies conducted by the National Endowment for the Arts and similar organizations, most being government funded. The authors arrange the report in such a way that the bulk of the report is given through the use of visual graphs and charts, which are accompanied by conclusive statements like â€Å"Teenagers and young adults of low socioeconomic status (SES) who have a history of in-depth arts involvement show better academic outcomes than do low-SES youth who have less arts involvement.They earn better grades and demonstrate higher rates of college enrollment and attainment. † (12) Most of the graphs simply relate percentages of students with low and high levels of art engagement to achiev e certain things like high school graduation, entering a bachelors program, and attaining a steady professional level career. For every study and graph presented or reviewed there is clearly cited sources, if any confusion remains the appendix and cited pages are very clear about how to find more information. Being that this is a report of findings from a national organization it is not biased to or for support of arts programs.For anyone looking for specific statistics to use in a presentation or report of their own, this research report could be very helpful. As previously stated the bulk of the information is presented through graphs and charts that utilize percentages, and is therefore very easy to take and use in a presentation without having to do much work yourself. For someone looking for a more scholarly breakdown of the benefits of arts education on high-risk students this report will not be as helpful, as it would be time consuming to trace the information presented back to the original sources. Dwyer, M.Christine. 2011. Reinvesting in Arts Education: Winning America's Future through Creative Schools. President's Committee on the Arts and the Humanities. Web. 24 Jan. 2013. The reports emphasizes the essential role that arts education programs play in improving student engagement and building creativity. Dwyer discusses, in a lengthy and wordy overview, the current Arts Education programs and policies shortcomings. â€Å"It is widely agreed that the U. S. public education system is not adequately serving a significant portion of our nation’s children and that public K-12 schools must change dramatically o achieve the Administration’s goal that the United States become a global leader in postsecondary attainment by 2020†¦ School leaders and teachers will need to step up to the challenge of finding new ways to engage many more students in meaningful learning†¦ † (27) More importantly, this report discusses possible soluti ons such as reinvesting in arts education, and argues for creating arts-rich schools that can engage students in ways that complement the study of the arts and other traditional subjects such as literature, history, science, and mathematics.Another key takeaway from this report is it shows readers the link between arts education and achievement in other subjects. Being that this source is a report by the President’s Committee on the Arts and the Humanities, it attempts to present evidence to support the positions of the president and his corresponding political party. As political and wordy as this report is it would most likely benefit someone looking into the politics side of arts education, it would not be as helpful for someone looking for developmental and long term benefits of art involvement in schools.Rabkin, Hedberg. 2011. Arts Education in America: What the Declines Mean for Arts Participation. Based on the 2008 Survey of Public Participation in the Arts. National E ndowment for the Arts. (Research Report #52). Web. 24 Jan. 2013. This report presents its findings after researching important question related to arts education in America. Questions like: Has participation in arts programs declined? What does it mean for teachers and students? How has this affected participation in other extracurricular activities?How does this affect support for programs? The article presents the questions to the reader and then follows up with information that supports both positive and negative claims about the answer. Charts are used when needed to simplify information into an easily digestible visual aid. There are numerous sources used as evidence for the information presented, as well as suggestions for further investigation into the questions presented. This report has a very neutral stance towards the information presented.There is good information presented for varying arguments and the ultimate decision is left to the reader. This source would be a fair report to use in a work, especially if in an argumentative essay you need information for the view that opposes yours. However for someone looking for highly specific information this report will only be useful for an introduction into the questions being asked about the national education programs. Oxtoby, David W. 2012. The Place of Arts in Liberal Education. Liberal Education, v98 n2 p36-41 Spr 2012.Oxtoby uses a great deal of logic to explain his opinion on the place of arts in liberal education and he uses statistics to support his views. In his article, he states that diversity in the curriculum is a keystone to success in any liberal education program. He also claims that part of that diversity needs to include a program where students can express their creativity. Being able to express their creativity and the stimulation provided by arts programs lead to more successful students, both in academics, community involvement, and professional work environments.This article is a good source of simple and sound logic in support of arts programs being included in all liberal education. Oxtoby’s statements and presentation of the information is biased towards supports arts programs, but he always includes evidence to support his ideas. Also, while he does not approve of excluding arts in liberal education there is never any negativity in his statements, only more supporting evidence for his ideas. Some readers will find this article to be dry and uninteresting unless they already have some knowledge and opinions on the place of arts in education programs.

The Conflict Of The Palestinian Negotiations - 2009 Words

The word ‘colonization’ and ‘encroachment of lands’ reach a new level when we talk about the Occupied Palestinian territory. In 1948, with the establishment of the state of Israel more than three quarters of the Palestinian population were forcibly dispossessed and expelled to become refugees in neighboring Arab states to make way for the ‘newcomers’(Giacaman et al., 2009). Since then the lives of British Mandate Palestinians kept on becoming worse with ongoing conflicts and failed attempts of resolutions. The outcomes of the Israeli-Palestinian negotiations to peace have not yet been determined. But what has been seen is that since the eruption of violence in September 2000, Palestinians have suffered from a lack of access to basic services, particularly much needed medical services and violations of the health-related rights, which have also increased considerably with time (Stefanini Ziv, 2004). From that time, multiple roadblocks have been established in the West Bank and in the Gaza, preventing people in these areas from accessing medical care. Physical barriers have been established around villages, medical personnel have been denied free passage, ambulances were torched with fire, hospitals have been surrounded by tanks and searched and have been left without medical supplies, residents have been imprisoned in their homes without basic food items or access to medicines (Stefanini Ziv, 2004). This assignment will outline the major health problems in the OccupiedShow MoreRelatedEssay about Ethnic Conflict in the Middle East1665 Words   |  7 PagesEthnic Conflict in the Middle East Ethnic conflicts are well rooted in the worlds history and perhaps inherent in human nature. This type of conflict is difficult to resolve as is evident in the situation in the Middle East. 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