The School Voucher Debate :: essays papers

The School Voucher Debate THE SCHOOL VOUCHER DEBATE In reading these articles, I did not understand the religious school involvement and school vouchers. There was one statement in the first article Court Discusses Vouchers, that stated that in Cleveland use school vouchers and that they can be used at fifty-one other schools, but there are nine schools that they cannot use the vouchers at, and they are all Catholic schools. To me this seems to be a religious prejudice going on in that area against the Catholic religion. I understand the purpose for vouchers and what would be involved. The money that is used to give out school vouchers comes from the public system of resources. I can see why people would be against vouchers. They worry that it will drain the resources for other public things. At the same time though, in the second article America’s boldest governor, it had stated that if the vouchers were properly designed, they would only drain the public resources at the same rate as a resource-consuming pupils. Therefore, students that are not doing well, drain more funds from the public system than other students that are doing good in school, and if vouchers are able to give those students who have been doing badly is school improve with time, the money used from the public system will balance out. Obviously, the students and parents of the lower class would benefit from vouchers. The school and public system do not benefit from vouchers. Schools for the reason that some schools will have to improve their school overall, or they will lose students to better equipped schools, since students of any background will be able to attend any school they like. I do feel that vouchers would lead to better curriculum among several schools, which would provide for educational excellence. The schools would be thriving to keep the number of students attending the school up. They would have to adjust to better themselves if vouchers were made available. Equity within schools would be achieved if vouchers were made available to students of all races, class, and status. Vouchers would allow students of several different cultural backgrounds and social class to attain and school they wish.

Book Exam Narrative Frederick Douglass

Instructions: This exam consists of twenty-six questions worth one point and eight questions worth three points. Students should type all answers. The link to the entire PDF of this reading is available on Blackboard. Students found to be engaged in collusion or plagiarizing the work of another student will receive a zero. Please spell-check your work and type all answers appropriately, i.e. in complete sentences where possible. The following questions are worth one point: 1. In the preface a figure, described as being â€Å"a little lower than the angels† attended the Anti-Slavery convention in Nantucket; who was this figure? 2. What do you think was meant by the statement â€Å"I am glad the time has come when the ‘lions write history’?† 3. What does Douglass mean when he suggests plantation owners quickly sell mulatto slaves as a measure to preserve humanity? 4. What actions might earn a plantation owner the title of â€Å"kind master†? 5. Why are slaves allowed to partake in holiday activity at the end of each year? 6. Publically the plantation owner justified the whipping of Douglass’ aunt by arguing what? 7. How is tar used to maintain plantation rule? 8. Plantation visitors often leave the plantation with only good things to say about the plantation experience. Why are some visitors poorly informed about the slave experience on the plantation?9. Who is George Cookman? 10. What ‘protection’ did Douglass’ provide those who travelled North with him? 11. Douglass received a whipping nearly every week for what offense? 12. Based on your reading of the preface, how do those attending the conference in Nantucket view Douglass? 13. How does William Garrison describe the institution of slavery? 14. What myth does Douglass hope to dispel in his discussion of slave songs? 15. Why does Douglass suggest slaves measure the kindness of a master â€Å"by the standard of kindness set up among slaveholders† in the surrounding region? 16. What is Douglass’ role under Master Auld? 17. What problem did literacy pose for Douglass? 18. Why was Douglass’ apprehensive about the Irishmen he met on the wharf? 19. Why does Douglass believe Auld is a poor master? 20. Using Douglass’ memories, why are slaves manumitted? 21. At what point did Douglass decide he was no longer a slave in spirit? Explain. 22. What was the purpose of the root? 23. Douglass claims that his desire for freedom is highest when?24. What affect did receiving a portion of his earnings have on Douglass? 25. Which slave master appears to be familiar with Adam Smith’s work? 26. Why was Douglass overcome with loneliness upon reaching a free state? The following questions are worth three points: 27. Describe the experience of slave children. Be sure to cite the appropriate pages. 28. Based on Douglass’ experience, would you argue relationships between slaves are important? Why or why not? Include page references. 29. Is there evidence of the Grimke sisters’ argument in Douglass’ work? Elaborate. 30. How does Douglass interpret the impact of religion among slaveholders? Reference the reading. 31. Do slaves have rights? Defend your position with support from the reading. 32. What elements offered Douglass’ insight to freedom? Elaborate. 33. Does the reading offer evidence to support George Fitzhugh’s argument? 34. How are Master Thomas and Master Hugh different in their approach to slavery?

Western Civilization A Very Brief Overview from the...

Rome’s greatest achievements was to go beyond the limited political process that of the city-states and to develop a world-state with the different nations of the Mediterranean. In the eight century, B.C., peasant communities, along with Etruscan cities south to the Greek cities were absorbed by the Romans. Throughout this century, Roman acquired architectural styles and skills in road construction, sanitation, hydraulic engineering to include underground conduits. By the sixth century, Rome evolved into a republic, landowners, aristocrats and patricians overthrew the Etruscan king and religion governed the people, dictated the laws and legitimized the rule of the patricians. As they evolved the Romans loosened the grip between religion†¦show more content†¦The expansion of Rome occurred on three stages; the unification of the Italian peninsula, the collision with Carthage as Rome emerged as ruler of the western Mediterranean; and the conquest of the Hellenistic states. Rome’s successes of conquests was largely due to the superior military organization, training and iron clad discipline. Rome and the Mediterranean world enjoyed two hundred years of peace known as the â€Å"Pax Romana,† the Roman peace. During this period, Rome was enjoying peace and prosperity even after the death of Augustus. The Romans saw the â€Å"Pax Romana† as the fulfillment of Rome’s mission; a world-state providing peace, security, ordered civilization and the rule of law, â€Å"the time of Happiness.’ During this period, thousands of cities served as the centers of â€Å"Greco-Roman civilization. This process of expansion continued through the Hellenistic Age. Conditions for women and slaves improved and because Rome was engaged in fewer wars, the practice of freeing slaves was common. By preserving the Greco-Roman civilization and instituting a rational system of law to use for all humanity helped achieved the trend for universalism and cosmopolitism through the Hellenistic Age. The â€Å"Pax Romana† had serious defects, communication was poor and roads were building for military use rather than for commercial purposes. As such, transportation of goods by land was trecherious and the cost of goods increased substantially. The Greco-RomanShow MoreRelatedInstitution as the Fundamental Cause of Long Tern Growth39832 Words   |  160 Pageseconomic institutions are the fundamental cause of differences in economic development. We first document the empirical importance of institutions by focusing on two quasi-natural experiments in history, the division of Korea into two parts with very different economic institutions and the colonization of much of the world by European powers starting in the fifteenth century. We then develop the basic outline of a framework for thinking about why economic institutions differ across countries. EconomicRead MoreLogical Reasoning189930 Words   |  760 PagesNot Treating It Fairly ........................................ ............................. 174 Not Accepting the Burden of Proof ............................................................................................. 175 Diverting Attention from the Issue ............................................................................................. 176 Re-defining the Issue ....................................................................................................................