Social welfare,democracy and government Essay Example | Topics and Well Written Essays - 3500 words

Social welfare,democracy and government - Essay Example The social welfare, democracy and government are all intensely connected aspects of a society and a country. The welfare of the country and its citizens are always the topmost priority of any democracy or government. Britain being a democratic country has a prolonged history of social welfare policies and strategies. The country has extensive social welfare policies to cater to the well being of its citizen and communities. â€Å"After war every where in Europe showed a grave needs for social welfare :broadly speaking social-democratic policies were initiated even by conservative and Christian-democratic governments, while social democrats became parties of government in most European states†(Shaw,1999). However, during these years a major shift has occurred in the socio –economic structure of the country which led to a new paradigm to the social welfare concept. Britain is a country with multi – cultural backgrounds and requires a well co--ordinate and structure d social policies and plans to show justice to the society. 2 –According to Smith (1986)â€Å"Historians have engaged in pro-longed debate how far political theories influenced the actual structure of social policies. As most of its history social-policy making in Britain has been closely linked to a wider context of political, social and economic ideas†. A big part of contributing to the welfare of the nation is giving equal rights to all the social groups in the country .The rights of the citizens to vote and select the right representative to govern the country should be an unbiased and unfair fact. The right to vote is the major foundation and strong principle of any democratic government. A democracy to be a successful one, should allot a substantial voting power to all the social groups of the country. As per (Hannemann, 2003) â€Å"In almost all democratic national elections an individual vote cannot change the election outcome. The fact that many individuals n evertheless participate voluntarily in such elections suggests that people do care about democracy as such†. The main reason for the appreciation for the right to vote is that, it gives the citizens of a country a upper hand in the decision making process of the nation. However, with all this well planned social policies and democratic government, there are still many social groups who are devoid of their basic right of the democratic government. A country like United Kingdom has various social groups like youngsters, women, senior citizens, disabled, asylum seekers and prison inmates. Among all of these, asylum seekers and prison inmates are the one which is most undermined in regard to voting rights. According to (Guardian News,2010)â€Å"Prisoners are to get the right to vote as the government is poised to throw in the towel in a long-running legal tussle with the European court of human rights, it emerged today. It is understood that the coalition is to confirm that it is ready to change the law to remove the voting ban on more than 70,000 inmates of British jails†. I) Right to vote an integral part of the democracy Democracy is a form of government which gives exclusive rights to its citizens in the governing of the country as well as bestows other supreme rights to its people. As per (Deth,2009) â€Å"Modern societies are confronted with a number of virtually unsolvable problems. Particularly prominent are complaints and grievances about the increase of social egoism and isolation, declining feelings of solidarity and community, a public withdrawal from the ‘dirty’ realm of politics, the raise in ‘minor’ forms of criminality, and the decrease of social and political engagement – to mention only a few examples†. Britain having a well defined social welfare structure is not justifiable in concern with the real active voting right. Many minorities and under privileged are stolen of their right to vote, ev en being a genuine part of the country. Generally in a democratic nation, an adult crossed the age of

Introduction to Nursing research Essay Example | Topics and Well Written Essays - 750 words

Introduction to Nursing research - Essay Example In this context, research findings have demonstrated that the noticed genetic conflict came about because of certain aspects of relationships between parents themselves, parents’ genes and their offspring. Meaning that mothers can contribute to this condition in case they are polyandrous, if they provide higher amount of biological resources to fetus as compared to fathers, and when there is extensive utilization of resources from the maternal as determined by the genes (which are pleiotropic) from both paternal and maternal. Looking at the whole hypothesis therefore, very clear links are seen to be in existence between the general human mate and the eventual risk of developing type 2 diabetes mellitus on the offspring. Petry C. J. and Seear R.V., et al (2011). Maternally transmitted fetal H19 variants and associations with birth weight. Hum Genet. 2011 Nov; 130(5):663-70. Doi: 10.1007/s00439-011-1005-x. Epub 2011 May 15. Pub Med PMID: 21573965. Literature review Insulin-like growth factor 2 and H19 genes are very close links and reciprocally imprinted. The Insulin-growth factor 2 encodes a fetal growth-factor while at the same time predominantly expressed from the paternal allele. According to Petry C. J. and Seear R.V., et al (2011) however, H19 which encodes a transcript that can down regulate cellular proliferation is expressed from the maternal allele. This study, hence, was carried out with a view of testing the hypothesis which has propagated an idea that polymorphic variation in maternally transmitted fetal H19 alleles has an association with offspring size during birth and changes in maternal glucose concentrations at the time of pregnancy. Data collected showed that fetal rs2071094 allele that had its inheritance from the mother had influence on the increased birth weight that was fiddled with the gestation of ages, sex and parities. On the contrary, no fetal alleles had any associations with the offspring’s birth weight. After data coll ections and analysis, considerable consistencies with denting as a common polymorphic variation in fetal H19 alleles transmitted solely from the maternal have association with the birth weight and other attributing markers of offspring size at the time of birth. Tentatively, no associations exist between the polymorphic variation in H19 and significant alterations in the maternal glucose tolerance within the third trimester of mother pregnancy. Knoll N., Jarick I., and Volckmar A.L., et al. (2013). Gene set of nuclear-encoded mitochondrial regulators is enriched for common inherited variation in obesity. PLoS One. 2013; 8(2):e55884. doi:10.1371/journal.pone.0055884. Epub 2013 Feb 8. Pub Med PMID: 23409076; Pub Med Central PMCID: PMC3568071. Literature review Obesity has been described by medics as a medical condition of excess accumulation of body fats; creating adverse effects on an individual’s health, leading to reduced life expectancy and increased health complications/ p roblems (Knoll N et al, 2013). In essence, the condition

Aristotle Virtue Ethics Essay Example for Free

Aristotle Virtue Ethics Essay One basic notion in Aristotelian ethics that occupies a central significance is Aristotle’s belief in the role of man’s activities in order for one to acquire ethical knowledge. That is, for one to become virtuous or to obtain virtues one should not merely confine himself to mere studying of these virtues but rather one should, more importantly, actualize this knowledge of the virtues. Thus, for one to become good, one should do good. Aristotle further stretches his ideas by proposing the doctrine of the mean. The essence of this doctrine dwells on the basic precept that one ought to avoid the extremes and, instead, settle for the â€Å"mean†. The actions of men, more specifically, ought to be framed upon the â€Å"mean† which is the virtue. For example, the virtue of courage rests on the mean between two extremes: cowardice or the â€Å"lack† of courage, and rashness or the â€Å"excess† in courage. It can easily be observed that Aristotle suggests that one should live a life that does not border on the things that are on the â€Å"most† and the â€Å"least† levels. For example, if I were to follow Aristotle’s ethics I should always see to it that I should consistently draw myself towards the middle value and avoid slanting towards cowardice and excess. All this could have been very well except for one small thing that I cannot seem to fully comprehend. How is it possible for one to ascertain that one is actually taking the middle path? Or how is it possible for one to know that this or that is the middle value or is the virtuous action? Perhaps the key in having an understanding to the notion of the â€Å"mean† is that one should act. That is, as I continually have these ideas as to what I must do when faced with an ethical situation or, at the least, an ordinary situation, I should nonetheless take the course of action so that I will be able to obtain a qualitative understanding that what I am doing is the â€Å"excess†. On the other hand, I will be having quite a rough time in acquiring the understanding as to whether the action that I am doing is virtuous if all that I do is to theorize and never let my theory be put into practice. Aristotle’s virtue ethics reminds me of Plato’s conception of ethics. For the most part of the Republic, Plato attempts to arrive at a conception of a just life by centering on the notion that the just life or that which is good is better than living a life molded on an evil framework and one which prompts individuals to act in an evil manner. At the onset of the Republic’s Book II, a conception of the idea of â€Å"justice† is advanced as the working of an individual in accordance to the role in which one is best suited as well as the belief for non-interference in the activities of others. In essence, this principle is closely related to Plato’s perspective on acting in accordance to one’s nature or intrinsic being which results to the state or condition of being â€Å"just† or acting justly once the individual acts in line to his very nature. Otherwise, if one begins to act beyond what his nature prescribes, then the individual begins to act in an unjust manner thereby resulting to â€Å"evil† actions (Plato and Kamtekar). While Aristotle insists that one should put into action the thought that one may have so as to have an understanding of the middle value that should be taken, Plato, on the other hand, suggests that one should simply go by with one’s nature so as not to be â€Å"evil†. If I were to choose which ethical precept would be better or would fit me best, I would rather be inclined to adopt Aristotle’s virtue ethics over the other because it offers me a chance to actualize myself through my actions and be guided accordingly. Whereas for Plato, what I am seeing is that I should get to know my self first before I act so that I can be good. But this cannot be met easily essentially because I find it quite difficult to know myself if I would not act first. In the light, if all the students in a certain class would build up a virtue like that of Aristotle’s point of view, the achievement of an environment which is formidably that built on the concept of philosophical and tremendously beneficial notions in life, the attainment of the virtue of goodness is towering in the highest hopes—although it eventually does not also undermine the concept of realism. Apparently, many may not stick on this kind of perception and ought to think that it is certainly not possible to achieve a life which is way beyond the bounds of a â€Å"not-so-good† life for that instance, but with the maximum height of human rationality, such may be given enough credit for the philosophers who believed in a life where â€Å"goodness comes in deeds† (Lannstrom). Work Cited Lannstrom, Anna. Loving the Fine: Virtue and Happiness in Aristotles Ethics. Indiana USA: University of Notre Dame Press, 2006. Plato, and R. Kamtekar. The Conventional View of Justice Developed. Trans. D. Lee. The Republic. 2 ed: Penguin Classics, 2003. 8-14.

Annotated Bibliography on Tacrine

Annotated Bibliography on Tacrine Sathyan G et al (1995) studied the effect of solvents such as water, propylene glycol and ethanol and their mixtures for transdermal drug delivery on in vitro permeation of tacrine through rat and human skin. Largest flux and permeability were observed from ethanol-propylene glycol and water-ethanol binary mixtures, respectively. Excellent correlation between the rat and human skin data was observed. The formulations were found to be devoid of skin irritancy property. Ethanol-propylene glycol (1:1) mixture with a flux of 98  µg/cm2 through rat skin was found to be a promising solvent system for the transdermal delivery of Tacrine. Yanq Q et al (2001) formulated microparticles of tacrine using poly (D,L-lactide-co-glycolide) (PLG) by solvent evaporation technique. Effect of formulation variables on Encapsulation efficiency and release was studied. Results showed an increase in encapsulation efficiency by 10 times and decrease in rate of release when molecular weight of polymer was changed from 8,000to 59,000 and 155,000 The study indicated that tacrine microparticles have a strong potential for long term treatment of Alzheimer’s disease. Kankkunen T et al (2002) investigated the iontophoretic delivery of Tacrine on 10 healthy adult volunteers by comparing a commercial LOGEL electrode with an ion exchange fibre formulation. Clinically significant plasma concentrations 21.3+5.9 ng/ml was achieved by commercial system whereas 14.9+2.6 ng/ml was achieved through ion exchange fibre system. The study showed that iontophoretic delivery of Tacrine is safe .Serum alanine transferase levels Jogani VV et al (2008) prepared and characterized mucoadhesive microemulsion of tacrine by the titration method for brain targeting for the treatment of Alzheimer’s disease. Selective nose to brain transport was confirmed by lower Tmax values (60 min) with intranasal administration than 120 min with intravenous administration. The brain bioavailability of tacrine after giving optimized formulation was 2 times more than obtained with intranasal tacrine solution Scintigraphy study in rabbits showed more uptake of Tacrine in brain after intranasal administration. The results indicated better, quicker transport of tacrine in scopolamine-induced amnesic mice brain and rapid regain of memory loss after intranasal administration. Hence, results suggested that intranasal tacrine delivery hold promising in treating Alzheimers disease. Wilson B et al (2010) prepared Tacrine-loaded chitosan nanoparticles by spontaneous emulsification method. The particles were characterized for size, zeta potential, drug-loading capacity and in vitro release. Mean particle size for drug-to-polymer ratio 1:1 was found to be 41  ± 7 nm with average zeta potential of +34.7  ± 1.5 mV. The release of tacrine from nanoparticles ranged from 83.04%  ± 1.41% to 94.64%  ± 0.84% for 12 hours depending on the drug-to-polymer ratio. In vitro release studies showed an initial burst of 30 minutes followed by continuous and slow release of the drug. The release of drug from nanoparticles was diffusion-controlled, following Fickian mechanism. Controlled release characteristics suggested prolonged residence time which could improve the bioavailability of tacrine in the brain. Luppi B et al (2011) prepared albumin nanoparticles of Tacrine hydrochloride with beta cyclodextrin, hydroxypropyl beta cyclodextrin and sulphobutylether beta cyclodextrin using coacervation method and thermal cross-linking. Prepared nanoparticles were then soaked in solutions of tacrine hydrochloride and lyophilized for effective drug loading. Evaluation results showed that nanoparticles had a spherical shape with negative charge and mean size .Dixit S et al (2013) formulated mouth dissolving tablets of Tacrine hydrochloride by direct compression using different superdisintegrants. Results indicated that mouth dissolving tablets showed acceptable hardness, friability, mechanical strength and weight uniformity. The optimized formulation disintegrated in less than 1 minute in mouth and released >98% of Tacrine within 14 minutes. The study reflected the potential of mouth dissolving tablet of Tacrine for quick absorption, improvement in bioavailability, increased patient compliance especially in patients with difficulty in swallowing. Corace G et al (2014) developed liposomes delivery of tacrine hydrochloride by nasal route using cholesterol, phosphatidylcholine, a-tocopherol and/or Omega3 fatty acids by reverse phase evaporation technique followed by membrane filter extrusion. Results reflected that prepare d liposome formulations had a mean diameter varying from 175nm to 219nm with polydispersity index Haughey DB et al(1994) developed a reversed-phase high-performance liquid chromatographic method(RPHPLC) with fluorescence detection for the analysis of Tacrine and 1-hydroxy-, 2-hydroxy-, and 4-hydroxytacrine (metabolites of Tacrine) in human plasma. The alkalinized samples of human plasma were extracted with a mixture of 90:10%v/v of chloroform and l-propanol. Calibration curves were constructed for clinically significant concentrations(5 to 30 ng/ml) for all the analytes. The method was found to be precise and accurate. The developed method was sensitive enough for the determination of tacrine and its metabolites after Cognex (40 mg single dose) was administered orally to normal volunteers. Hansen LL et al (1998) developed and validated a method for simultaneous estimation of tacrine and its metabolites, 1-hydroxytacrine , 2-hydroxytacrine and 4-hydroxytacrine in human plasma and urine .The method involved one-step liquid–liquid extraction with ethyl acetate. Determination was done by isocratic, reversed-phase high-performance liquid chromatography using fluorescence detection (excitation: 330 nm and emission: 365 nm).The developed method demonstrated simplicity , precision, accuracy and sensitivity with limit of detection as 0.5 nM for 2-hydroxytacrine and 4-hydroxytacrine, 2 nM for 1-hydroxytacrine and tacrine in plasma. Mean recovery ranged from 84 to 105% for tacrine and its metabolites in plasma. Aparico I et al (1998) developed a spectrofluorimetric method to estimate tacrine in human serum and pharmaceuticals. The fluorimetric method allowed the determination of Tacrine in the range of 1–70 ng /ml in aqueous solutions of acetic acid–sodium acetate buffer (pH 5.6) with (excitation wavelength of 242 nm and emission wavelength of 362 nm. Chollet DF et al (2000) developed a high-performance liquid chromatography (HPLC) assay method for therapeutic monitoring of Tacrine. The method was based on simple protein precipitation by acetonitrile or cold methanol followed by isocratic separation on a CN column eluted in reversed-phase mode. Developed method was found to be precise, robust, accurate and suitable which was demonstrated by analyzing more than 1,000 plasma samples from patients with Alzheimer disease . Ortuà ±o JA et al (2007) developed a flow-injection pulse amperometric method for estimation of Tacrine on the basis of ion transfer through a plasticized poly(vinyl chloride) (PVC) membrane using a four-electrode potentiostat with ohmic drop compensation. Lnear relationship between peak height and concentration of tacrine was found up to 4Ãâ€"10-5M .Limit of detection was found to be 1Ãâ€"10-7M. The method was found to be linear, reproducible, specific and repeatable. Qian S et al (2012) developed an assay for simultaneous determination of Tacrine and its metabolites in rat plasma and brain tissue. The analytes along with internal standard were extracted from plasma of rat or tissue homogenate of brain by liquid-liquid extraction with the help of ethyl acetate. The separation was done on Thermo Hypersil BDS C18 column using mobile phase of acetonitrile and ammonium formate-triethylamine (pH 4.0) with fluorescence detection. Percentage recovery varied from 82.1% to 93.2% in h rat plasmas and brain tissue. The developed method was found to be simple, sensitive and reproducible procedure for the estimation of Tacrine and its metabolites in rats after oral administration.

A Clockwork Orange Essay: The Future Dystopia -- Clockwork Orange Essa

The Future Dystopia in A Clockwork Orange      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A Clockwork Orange is an anti-utopian novel, describing an imminent future in a stately supervised country. The hero Alex revolts against the state using violence and is therefore locked up. Later he is turned into a harmless subject without free will, incapable of committing any crime.    Burgess paints a future outlook of a land that is still committed to democracy, yet has already adapted radical methods facing youth criminality. There are several indications leading to the supposition that the general form of the government is a socialist one, e.g. the teenage slang called Nadsat which handles chiefly Russian vocabulary, streets named after personalities like Yuri Gagarin and paintings of nude working men in the style of Russian socialist art. So the state is on the say to become totalitarian, after the example of many communist countries.    In addition Alex lives in a society which lacks individualism and opposition. Under the strict governmental rule ordinary citizens are deceived end benumbed by TV and drugs. Moreover books and newspapers are hardly read, theatres and cinemas rarely visited. Everything is done to prevent normal subjects from thinking.    The few people representing an opposition against the government are hooligans like Alex and political reactionaries like Mr. Alexander and his friends. Hooligans are relatively held under control by a strong police force, reactionaries don't have any support from the people. Indeed there is a regular opposition in the country, yet it seems to come into terms with the ruling party.    This leads us back to Burgess' opinion that we should not trust the state. The hero Alex is in fact ... ...tine Books, 1984, (1965), S. 171-177 Hahn, Ronald M. und Volker Jansen. Uhrwerk Orange, in: Hahn, Ronald M. und Volker Jansen. Kultfilme: Von "Metropolis" bis "Rocky Horror Picture Show". 4. Auflage. Mà ¼nchen: Wilhelm Heyne Verlag, 1990, (1985), S. 293-303 Kagan, Norrnan. A Clockwork Orange, in: Kagan, Norman. The Cinema of Stanley Kubrick. New Expanded Edition. New York: The Continuum Publishing Company, 1989, ( 1972), S.167-187 Melchior, Claus. Zeittafel zu Leben und Werk von Anthony Burgess, in: Burgess, Anthony. A Clockwork Orange. 1. Auflage. Stuttgart: Phillip Reclam jun., 1992, S. 247-249 Melchior ,Claus. Nachwort, in: Burgess, Anthony. A Clockwork Orange. 1. Auflage. Stuttgart: Phillip Reclam jun., 1992, S. 251-260 Rabinovitz, Rubin: Ethical Values in Anthony Burgess' A Clockwork Orange, in: Studies in the Novel, 11 (1979) S. 43-50

George Orwells Animal Farm :: George Orwell Animal Farm Essays

George Orwell's Animal Farm Introduction:Animal Farm is a short story written by George Orwell in 1945. He had a lot of difficulty getting it published due to its underlying criticism of the political situation in Russia at the time. The story takes place on a farm somewhere in England. The owner of the farm, Mr.Jones, comes into conflict with the animals. The animals rebel, and finally scare him away. Two of the strongest animals, Napoleon and Snowball (two pigs), think that they can run the farm. Napoleon: Both Napoleon and Snowball felt that they should both be leaders in the early stages of the Revolution. Snowball had many ideas about how the Farm should be run but he came into conflict with Napoleon over many of them. Napoleon, was a shrewd pig who could see that he could not carry on working with Snowball. This was shown when the two of them could not agree on the building of a windmill.When it looked as though Snowball might win the arguement, Napoleon "uttered a high-pitched whimper of a kind no one had ever heard him utter before" and the vicious dogs ran in and attacked Snowball and ran him off the farm. Eventually Napoloeon won and the windmill was built, and soon after Napoleon ran Snowball off the farm. In order to make sure that he would stay leader in the future, Napoleon told the animals that Snowball was against them and was friendly with the old farm owner, Mr.Jones. The similarity between Napoleon and Joseph Stalin (the Russian leader), is very clear. Without being elected both became leaders, surrounding themselves with powerful guards (the dogs in the case of Napoloeon), living in luxury while the workers were forced to work hard. At first Napoleon seemed to be a good leader, but very quickly became greedy and power-mad, causing conflict among the animals. As in Russia, the idea of Socialism soon changed to a virtual dictatorship, with Napoleon ordering animals to build and work while he sat around. When some of the other animals decided that he should no longer be a leader, Napoleon set the dogs on them and had them slaughtered. He had become power mad, going totally against the ideas of socialism, and ruling through fear, as did Stalin. As time went on, he became like Mr.Jones, caring for himself without thinking about the others, which was partly the reason for the original Revolution. Food rations were under his control, making sure that he got plently but the animals got just enough to keep them working. Soon after the Revolution the animals got together to make seven commandments that they should all stick to, but Napoleon slowly

America’s Education System

In today†s world the average student goes through 13 years of schooling, four of those at the high school level. By the time the student reaches high school they should already know all of the basic skills, reading, writing etc, but do they? The basic goal of secondary schools across America is to educate America†s youth and prepare them for life after high school. Is this really happening though, are students prepared for life after high school? I feel that high school is the perfect medium between elementary schooling and the real world, you can get out as much as you want. Theodore R. Sizer who wrote â€Å"What High School Is† thinks that America†s public education system is not good enough. Dr. Charles Eliot says, It is, students just need to try harder and set their standards for achievement at a higher level. First of all, who should decide the goals of America†s education? The Commission of the Reorganization of Secondary Education has the ultimate say, but many feel that is not good enough. Many feel that society should be able to have some input in America†s youth future, while others say that it should be up to the student to decide what they want to learn. If there is something wrong with high school education, I feel that the community has a say in how to fix the problem. That is ultimately tough to do though, since the Commission of the Reorganization of Secondary Education has the overall say in America†s education system. The goals of the American education system are all related together to get a person ready for the real world. These goals, which many think are not good enough, range from school to school. A former high school student said, â€Å"We learned social skills, basic logical foundations, but often overlooked skills as cooperation, teamwork, and meeting deadlines.† She believed, that everything you need to know is learned in kindergarten. Know of course that is not true but the idea is there, as she puts it â€Å"we just spent the last 12 years reaffirming these life-molding skills.† Why should adolescents even go to school then, if they are not learning anything? You have all heard a student say â€Å"I am never going to use this later in life,† this is true a lot of the material taught in the classroom will never be used in the real world but much of it is very useful, and the students don†t pick up on that. They think that since one thing won†t be useful then it all probably won†t help them succeed in the real world. Students that think â€Å"I am never going to use this later in life† need to change their attitude. They don†t know that they will probably use everything that they learned in their whole life once again in the real world. Even if you learn something in which will no way be useful later in life, who cares! You know more than the person sitting next to you. Maybe one day that point will be useful, you never know. In â€Å"What High School Is† by Theodore R. Sizer, it is said, â€Å"The adolescents are supervised, safely and constructively most of the time, during the morning and afternoon hours, and they are off the labor market. That is what high school is all about.† Sizer believes that adolescents just go to high school because that is what their parents did and their grandparents did. This is a great statement because many students don†t know that they are not required to go to high school. You can do what ever you want to do, whether it be getting a job or being a bum on the city streets of Seattle. Most kids just keep on going to school because their parents tell them to. Sizer said, â€Å"The purpose of going to school is to pick things up, in an organized an predictable way, the faster the better.† He also goes on saying â€Å"In a word, school is sensitively accommodating, as long as students are punctual, where they are supposed to be, and minimally dutiful about picking things up from the clutch of courses in which they enroll.† Sizer is trying to say that the objectives of high school are teaching students how to go to class on time. That is one thing that comes naturally with going to school but I don†t think it is one of the main points that high schools are trying to get across, but merely a step towards setting a firm foundation to getting ready for the real world. High school, in my opinion, needs to teach these four following areas more in depth, cooperation, teamwork, responsibility and time management. Teaching these things should be the first step in the rise of students ability to survive later in life. Time management especially needs to have a strong emphasis put on it. That alone is what the real world revolves around. For example, you can†t be late for a job, or not turn in work or you will get fired, that is just the way life is. We should teach students about themselves, so they will know how to manage themselves out in the real world. They need to know how to have a â€Å"healthy relationship with all of those around, whether it be a fellow student, co-workers, boss or manager, teacher, pupil or your friends† said a former high school student. Now sure these are all formulas that people have, saying they will improve high school learning dramatically. Even my ideas are only ideas, and they have never been tried out, so who know if they will work or not. High school is not that bad, a lot of people have been through it and they have made it out in the real world fine. This all goes back to the question â€Å"Why are high schools the way they are?† I think they are how they are because they work. They are the perfect place for a student to learn skill such as cooperation, teamwork, responsibility, and time management as well as many others. High schools have been the same for many years, and probably won†t change for years to come. Even though many of us feel that high schools are not teaching enough. I think the main problem is that students are not trying hard enough. If students really push themselves then they will achieve far ahead if they would have done nothing, and let the learning process go on by itself. It is up to the student how much information he/she wants to take in because it is all out there. It†s just waiting for the right person to grasp it, the person who wants to succeed and is willing to try hard to get it. So why do so many kids end up not learning a lot in high school? It all goes back to how hard they tried. This brings me to a good point; it is all up to the parents to keep their kids involved in school. That is why a lot of kids drop out of school or just don†t care about school because their parents could care less. Parents are in charge of their kids and from personal experiences; they really can have control of what can and what can†t be done. I bet the average A student has hade some rules set down by their parents, be it a bedtime or planned time to do home work. Have we answered the question that arises here? Why are high schools the way they are? They are they way they are and they are not going to change in the near future because, they just flat work. High school is the perfect medium for the ill-prepared student and the excelling student. It is a place were basic values are learned, and for some much more can be learned. It all goes back to how hard the student tries, and how much they want to learn. America’s Education System In today†s world the average student goes through 13 years of schooling, four of those at the high school level. By the time the student reaches high school they should already know all of the basic skills, reading, writing etc, but do they? The basic goal of secondary schools across America is to educate America†s youth and prepare them for life after high school. Is this really happening though, are students prepared for life after high school? I feel that high school is the perfect medium between elementary schooling and the real world, you can get out as much as you want. Theodore R. Sizer who wrote â€Å"What High School Is† thinks that America†s public education system is not good enough. Dr. Charles Eliot says, It is, students just need to try harder and set their standards for achievement at a higher level. First of all, who should decide the goals of America†s education? The Commission of the Reorganization of Secondary Education has the ultimate say, but many feel that is not good enough. Many feel that society should be able to have some input in America†s youth future, while others say that it should be up to the student to decide what they want to learn. If there is something wrong with high school education, I feel that the community has a say in how to fix the problem. That is ultimately tough to do though, since the Commission of the Reorganization of Secondary Education has the overall say in America†s education system. The goals of the American education system are all related together to get a person ready for the real world. These goals, which many think are not good enough, range from school to school. A former high school student said, â€Å"We learned social skills, basic logical foundations, but often overlooked skills as cooperation, teamwork, and meeting deadlines.† She believed, that everything you need to know is learned in kindergarten. Know of course that is not true but the idea is there, as she puts it â€Å"we just spent the last 12 years reaffirming these life-molding skills.† Why should adolescents even go to school then, if they are not learning anything? You have all heard a student say â€Å"I am never going to use this later in life,† this is true a lot of the material taught in the classroom will never be used in the real world but much of it is very useful, and the students don†t pick up on that. They think that since one thing won†t be useful then it all probably won†t help them succeed in the real world. Students that think â€Å"I am never going to use this later in life† need to change their attitude. They don†t know that they will probably use everything that they learned in their whole life once again in the real world. Even if you learn something in which will no way be useful later in life, who cares! You know more than the person sitting next to you. Maybe one day that point will be useful, you never know. In â€Å"What High School Is† by Theodore R. Sizer, it is said, â€Å"The adolescents are supervised, safely and constructively most of the time, during the morning and afternoon hours, and they are off the labor market. That is what high school is all about.† Sizer believes that adolescents just go to high school because that is what their parents did and their grandparents did. This is a great statement because many students don†t know that they are not required to go to high school. You can do what ever you want to do, whether it be getting a job or being a bum on the city streets of Seattle. Most kids just keep on going to school because their parents tell them to. Sizer said, â€Å"The purpose of going to school is to pick things up, in an organized an predictable way, the faster the better.† He also goes on saying â€Å"In a word, school is sensitively accommodating, as long as students are punctual, where they are supposed to be, and minimally dutiful about picking things up from the clutch of courses in which they enroll.† Sizer is trying to say that the objectives of high school are teaching students how to go to class on time. That is one thing that comes naturally with going to school but I don†t think it is one of the main points that high schools are trying to get across, but merely a step towards setting a firm foundation to getting ready for the real world. High school, in my opinion, needs to teach these four following areas more in depth, cooperation, teamwork, responsibility and time management. Teaching these things should be the first step in the rise of students ability to survive later in life. Time management especially needs to have a strong emphasis put on it. That alone is what the real world revolves around. For example, you can†t be late for a job, or not turn in work or you will get fired, that is just the way life is. We should teach students about themselves, so they will know how to manage themselves out in the real world. They need to know how to have a â€Å"healthy relationship with all of those around, whether it be a fellow student, co-workers, boss or manager, teacher, pupil or your friends† said a former high school student. Now sure these are all formulas that people have, saying they will improve high school learning dramatically. Even my ideas are only ideas, and they have never been tried out, so who know if they will work or not. High school is not that bad, a lot of people have been through it and they have made it out in the real world fine. This all goes back to the question â€Å"Why are high schools the way they are?† I think they are how they are because they work. They are the perfect place for a student to learn skill such as cooperation, teamwork, responsibility, and time management as well as many others. High schools have been the same for many years, and probably won†t change for years to come. Even though many of us feel that high schools are not teaching enough. I think the main problem is that students are not trying hard enough. If students really push themselves then they will achieve far ahead if they would have done nothing, and let the learning process go on by itself. It is up to the student how much information he/she wants to take in because it is all out there. It†s just waiting for the right person to grasp it, the person who wants to succeed and is willing to try hard to get it. So why do so many kids end up not learning a lot in high school? It all goes back to how hard they tried. This brings me to a good point; it is all up to the parents to keep their kids involved in school. That is why a lot of kids drop out of school or just don†t care about school because their parents could care less. Parents are in charge of their kids and from personal experiences; they really can have control of what can and what can†t be done. I bet the average A student has hade some rules set down by their parents, be it a bedtime or planned time to do home work. Have we answered the question that arises here? Why are high schools the way they are? They are they way they are and they are not going to change in the near future because, they just flat work. High school is the perfect medium for the ill-prepared student and the excelling student. It is a place were basic values are learned, and for some much more can be learned. It all goes back to how hard the student tries, and how much they want to learn.