Lowering the Drinking Age Essay Example for Free

Lowering the Drinking Age Essay The legal drinking age has been a continuously debated subject in the United States since its establishment. The national legal drinking age of twenty-one years old was placed in 1984 and still holds to the present, but many have begun questioning whether twenty-one is still an appropriate age for our current society. Much of this debate starts with college campuses and binge drinking. As a senior in high school, and soon-to-be freshman in college, I began wondering if the drinking age is still suitable for present times, and if it should be altered. According to University of Michigan, approximately 80% of high school students have tried alcohol before graduating, and 60% have gotten drunk. With these statistics, it seems evident that the legal drinking age is not efficiently doing its job, and should be reviewed. So the question arises: Should the legal drinking age be changed? I started my research with â€Å"Repeal the Drinking Age,† by Jeffrey Tucker, Publisher and Executive Editor of Laissez Faire Books, from his own Mises Daily blog. In his article, Tucker begins his blog by discussing how most countries’ legal drinking ages are eighteen, but in the â€Å"land of the free,† the limit is set at twenty-one, even though the nation knows it is not working. Tucker relates the current drinking age to Prohibition, stating that the twenty-one age limit is rather liberal, and that putting restrictions on alcohol, like during Prohibition, only results in bigger problems. He then concludes that the drinking age is based on â€Å"one overarching argument: driving,† where we simply do not want drunken teens on the road. Read Also:  Easy Exploratory Essay Topics Tucker also states that the data on drunk driving â€Å"cannot be statistically attributed to the national minimum drinking-age law. † Tucker concludes by saying if we are serious about a â€Å"free society,† the nation needs to repeal the minimum drinking-age law. When exploring Tucker’s article, I have to agree that Prohibition was a terrible attempt by the United States to help fix social issues, but relating the drinking age to Prohibition is a bit of a stretch. I also agree that the decrease in fatalities involved with drunk driving definitely cannot be awarded solely to lowering the drinking age. Numerous other sources, such as a better understanding of risks with alcohol through schooling, much safer cars, and an increase in legal punishment, also play a major role in the decrease of drunk driving and fatalities. But relating the issue to what our founding fathers would say, and the ruining of a â€Å"free society† by not eliminating the drinking age, seems a little outlandish. Although the article did take the issue a little out of proportion, Tucker makes a good point about the current restriction obviously not working, colleges accepting this fact, and ignoring it. The article is a good base for an opinion about abolishing the drinking age completely, but I would also like to explore an opinion of simply lowering the drinking age. The next article I read was â€Å"Why the Drinking Age Should be Lowered,† an article in a scholarly journal written by Professor Ruth Engs associated with Indiana University. Professor Engs starts her article saying that the legal drinking age should be lowered to eighteen or nineteen years old, and that she has come to this conclusion after over twenty years of researching college youth and the history of drinking. Engs continues by stating that people under the age of twenty-one are more likely to be binge drinkers, consuming over five drinks at least once a week, and that 22% of students under twenty-one are binge drinkers, compared to 18% of legal drinkers. Engs then goes on telling other statistics about an increase in problems related to irresponsible drinking. Such problems include excessive drinking, getting into fights, and missing class, blaming the issues on â€Å"underground drinking† by underage drinkers. The article is concluded by Engs saying that the drinking age â€Å"is not working, and is counterproductive,† and that the minimum age should be lowered to help teach responsible drinking and decrease alcohol abuse. Professor Engs makes a very compelling argument in her article by not only discussing why the drinking age should be lowered, but also the issues with having the current age limit. I agree with Professor Engs’ description of underage drinking as an â€Å"enticing forbidden fruit,† a â€Å"badge of rebellion against authority,† and a symbol of adulthood. These comparisons actually sound realistic and show how underage drinking is a problem in the first place. Engs also uses statistics to support her opinion, proving that underage drinking is a serious problem. In my opinion though, Engs fails to consider the possible issues that could arise from lowering the drinking age. It is difficult to expect eighteen year olds to learn responsible drinking from their parents and peers, when in reality the exact opposite could be happening from alcoholic parents or irresponsible friends. With this article I learned numerous statistics about binge drinking and problems associated with underage drinking. The source seems very valid, and serves as a great opinion supporting why the drinking age should be lowered. While the article creates a persuasive argument on lowering the drinking age, I would also like to explore ideas behind increasing the drinking age. My final article, â€Å"Should the Legal Drinking Age Be Raised to 25 to Eliminate Deadly College Partying? † is written by Stephenson Billings, an investigative journalist for christwire. com. Billings takes a very strong opinion on the subject of the drinking age, thinking that it should be raised immediately, along with the banning of all alcohol on college campuses. Billings writes of alcohol being a â€Å"foul liquid† that keeps students from maturing into adulthood, and corrupts their ethics. He also writes about alcohol turning women into â€Å"lusting wolves,† and compares underage drinking to the most extreme of alcoholics who only care about alcohol throughout their lives. The author mentions the problem of legal drinkers buying alcohol for minors, openly allowing them to drink illegally and irresponsibly. Billings ends with the â€Å"straightforward† resolution of ending illegal drinking by raising the drinking age to twenty-five years old and eliminating alcohol from educational premises. Even though the article is put to the extreme, Billings does make a few good points. Billings views on drinking in college are over exaggerated, but are accurate in some cases. Extreme binge drinking does take place among colleges in America, and such colleges need to create strict penalties for such occasions, possibly banning alcohol from certain fraternities or even the college altogether. Billings also makes a good point about older students turning younger ones â€Å"onto the party† by buying them alcohol illegally, allowing them to drink irresponsibly. But the rest of Billings’ article is sent so over the top that I felt almost annoyed by his constant attacking of alcohol in general. A great example, I have driven around town past midnight before, but definitely was not drinking or using drugs. The stereotypes he uses to describe those who drink illegally are overstated and outlandish. The article gave me a totally different aspect on the drinking age and added to my growing opinion that the current drinking age is not quite working. Although the article did create another aspect for me to consider, the extremeness of it made it unlikely for me to base any decisions upon it. As I sum up the research for my exploratory essay, I still have more articles to read, aspects to understand, and statistics to find, but I believe I have come up with a good conclusion to the drinking age debate. Clearly the twenty-one year old age limit is not effective, and is blatantly being broken. Underage drinking is happening more than ever, while taking place irresponsibly and encouraging binge drinking. With the rise in binge drinking comes the obvious rise of problems associated with it, such as drinking too much, skipping class, and starting fights. Although the drinking age has helped lower the number of fatalities from drunk driving, other factors have also assisted in the decrease. If we as a nation can emphasize alcohol education in our schools, teaching responsible drinking and wise decision making, I believe lowering the drinking age can help save lives, and even increase the maturity of current underage drinkers. A drinking age of nineteen seems more appropriate for teens maturing, hopefully creating safer drinking in college, while keeping it mainly out of high school. Before making any rash decisions though, and agreeing to make an actual constitutional change for the subject, I think I need to do more research and look into more aspects of the topic.

Medieval Weapons Essay -- European History

Medieval Weapons Medieval society, in spite of its stereotypes, was not inherently more violent than modern society. â€Å"Although there was no state in the modern sense, and therefore no set of laws that inherently took away the power of the average man or woman to exercise violence, the violence of the day was considered differently, and with out the inherent sense of criminality that accompanies it today. Our understanding of the weapons of the medieval world is skewed by the vast disarming of the â€Å"the civilian† that is taken for granted today, yet is a vastly different situation compared to what existed in many parts of â€Å"the West† as little as seven years ago. Medieval weapons and armor are, for better or for worse, generally considered in light of the knight and the nobility. The nobility, fighting as heavy cavalry, had exerted a tremendous influence on the battlefield. In spite of the pressures brought to bear on the knight by the increased use of the longbow, crossbow, handgun, and pike, heavy cavalry continued to play an absolutely essential role on the battlefield. The 14th-16th century saw great chanteys in weapons and armor, not because they â€Å"evolved† per se, but because they changed to maintain their effectiveness under deferent conditions, as John Clements puts in his book Medieval Swordsmanship â€Å"after all, swards did not get sharper, stronger, or especially more effective after the middle Ages. They did not evolve as guns did to become more accurate, of l...

Educating Rita

New experiences often occur in the transition of coming ‘into the world’. People in society learn to experience growth and cope with change in the world and themselves. Willy Russell’s play Educating Rita, demonstrates different pathways between the two protagonists, Frank and Rita and there coming ‘into the world’ journey. In the play Willy Russell uses visual techniques such as: positioning, colouring, facial expression, and symbols. The use of these techniques has allowed the composer to portray a better understanding of the play Educating Rita and how it represents the message of coming ‘into the world’. write an essay quickly One of the main themes in Educating Rita is change. Rita want’s to move into a different world from where she grew up in. At the beginning of the play the audience comes to understand Rita changes her name from Susanne to Rita. This is significant as it shows an indication that she wants to transform herself, leaving her past behind her. Frank however becomes uncomfortable with the idea of being the mechanism of Rita’s change. The theme change is represented in the positioning of the two protagonists as it signifies both Frank and Rita as ‘coming into the world. The positioning of the characters shows Frank standing over Rita, distinctively reflecting the authority of Frank as he is the professor and the enthusiasm of Rita, as she is getting an education she is finding herself â€Å"See I don’t wanna a baby yet. See, I wanna discover myself first†. (Act one Pg. 12) This shows Rita coming ‘into the world’ as her transition of becoming educated helps her discover herself. Frank however has many questions, â€Å"what can I teach you? † (Act one Pg. 3) This displays Frank without authority as he is asking Rita what she wants to learn, meaning that even though Frank is educated it does not mean he has all the answers. The colouring of the visual text also expose the theme of change reveals a sense of coming ‘into the world’ as it shows Rita wearing blue, a bright coloured shirt, which shows the passion for her education. This relates to her experiences ‘coming into the world’ as Rita has experienced life without an education and is now becoming educated through help and knowledge of her professor Frank, she has come to terms with changing the outside you also need to change the inside. But if you want to change y’ have to do it from the inside, don’t y’? Know, like I’m doin’†. (Act one Pg. 11 This shows Rita wanting to change. Frank however is wearing a formal suit, dark and professional colours which demonstrate to the audience that the image being portrayed is different to what his personality is. This is also showing that although Frank is dressed professionally he is still a drunk. Frank is teaching because he has to not because he wants to. This shows how his passion is not there. Frank does not experience a positive change throughout the play. He becomes less sober and more ‘pig headed’ â€Å" Rita: Do y’ need the money? Frank: I do as a matter of fact†. (Act one Pg. 4). Franks therefor is depicting that he is teaching Rita for the money, although Rita knows this she does not pay mind to it as she is getting an education she is happy. This shows both Frank and Rita coming ‘into the world’. Another theme that is relevant and used throughout the play to demonstrate ‘into the world’ is Social change. Rita feels as though she is socially disadvantaged as she is not educated with her working class neighbourhood. Her whole ego for an education was when her husband Denny, wanted to have a baby and she was looking for â€Å"a better way of livin’ me life. The use of facial expression is used in the visual text to portray feeling and a sense of understanding. Rita looking up at Frank shows her wanting him to understand how much she wants an education. This shows Rita maturing as a working class citizen. † Rita: But I had a choice. I chose me. Because of what youâ €™d given me I had a choice†. ( Act two Pg. 72) This quote shows Rita’s transition of coming ‘into the world. Franks facial expression is less enthusiastic. It shows him holding a book, portraying that Frank wants Rita to learn herself, backing up the play when he says he does not want to be the mould to Rita’s change. Although Frank understands Rita wants an education he does not understand why she wants one now. â€Å"Frank: But I don’t know what I want to tell you, Rita, I don’t know what I want to teach you. What you already have is valuable. † (Scene 1 Pg. 48). This shows Frank’s confusion towards Rita. Choices and consequences is another theme used in the play Educating Rita to show the transition of Frank and Rita coming ‘into the world’. Rita’s motivation is to achieve a direction in which she wants her life to follow. Rita’s main choice of an education is so she can make more informed choices. Frank is also having to make choices too. Rita decides for Frank that he is teaching her and that he is to return â€Å"next week†. Frank feels as though he has forced Rita into losing her touch with parts of herself which were unique and precious. Frank’s life is unsatisfying for him but unlike Rita he choses to do nothing about it. It is this choice he makes into him being sent to Australia at the end of the play. The use of symbols used in the visual text is used to demonstrate an understanding of the world around the two protagonists, Frank and Rita. The window is set behind the two characters but is significant as it is referred to a lot in the play. Rita always looking out of the window to the educated class of people sitting on the grass gives a certainty of her need to escape and to become educated. Frank however won’t give up drinking. He always has an alcoholic drink with him this shows he has a problem. Although Rita uses the window to escape, Frank uses it as a deception. He does not want to change he is satisfied with how he is. Frank does not accept change from choices that have been made. â€Å"Frank: No you’ve found a different song, that’s all- and on your lips it’s shrill and hollow and tuneless†. (Act two. Pg. 9) This quote showing the audience that Frank still has not changed from his morbid character at the beginning of the play till’ now. The visual text reveals Rita as an enthusiastic student who wants an education to change her life and her past choices. The text also reveals Frank of his consequences. Frank not being able to stay sober does not allow him to experience change throughout the transition of coming ‘into the world’, to his fullest potential. ‘Into the world’ discusses change and experiences throughout one’s life.. The play Educating Rita mostly supports this. Educating Rita New experiences often occur in the transition of coming ‘into the world’. People in society learn to experience growth and cope with change in the world and themselves. Willy Russell’s play Educating Rita, demonstrates different pathways between the two protagonists, Frank and Rita and there coming ‘into the world’ journey. In the play Willy Russell uses visual techniques such as: positioning, colouring, facial expression, and symbols. The use of these techniques has allowed the composer to portray a better understanding of the play Educating Rita and how it represents the message of coming ‘into the world’. write an essay quickly One of the main themes in Educating Rita is change. Rita want’s to move into a different world from where she grew up in. At the beginning of the play the audience comes to understand Rita changes her name from Susanne to Rita. This is significant as it shows an indication that she wants to transform herself, leaving her past behind her. Frank however becomes uncomfortable with the idea of being the mechanism of Rita’s change. The theme change is represented in the positioning of the two protagonists as it signifies both Frank and Rita as ‘coming into the world. The positioning of the characters shows Frank standing over Rita, distinctively reflecting the authority of Frank as he is the professor and the enthusiasm of Rita, as she is getting an education she is finding herself â€Å"See I don’t wanna a baby yet. See, I wanna discover myself first†. (Act one Pg. 12) This shows Rita coming ‘into the world’ as her transition of becoming educated helps her discover herself. Frank however has many questions, â€Å"what can I teach you? † (Act one Pg. 3) This displays Frank without authority as he is asking Rita what she wants to learn, meaning that even though Frank is educated it does not mean he has all the answers. The colouring of the visual text also expose the theme of change reveals a sense of coming ‘into the world’ as it shows Rita wearing blue, a bright coloured shirt, which shows the passion for her education. This relates to her experiences ‘coming into the world’ as Rita has experienced life without an education and is now becoming educated through help and knowledge of her professor Frank, she has come to terms with changing the outside you also need to change the inside. But if you want to change y’ have to do it from the inside, don’t y’? Know, like I’m doin’†. (Act one Pg. 11 This shows Rita wanting to change. Frank however is wearing a formal suit, dark and professional colours which demonstrate to the audience that the image being portrayed is different to what his personality is. This is also showing that although Frank is dressed professionally he is still a drunk. Frank is teaching because he has to not because he wants to. This shows how his passion is not there. Frank does not experience a positive change throughout the play. He becomes less sober and more ‘pig headed’ â€Å" Rita: Do y’ need the money? Frank: I do as a matter of fact†. (Act one Pg. 4). Franks therefor is depicting that he is teaching Rita for the money, although Rita knows this she does not pay mind to it as she is getting an education she is happy. This shows both Frank and Rita coming ‘into the world’. Another theme that is relevant and used throughout the play to demonstrate ‘into the world’ is Social change. Rita feels as though she is socially disadvantaged as she is not educated with her working class neighbourhood. Her whole ego for an education was when her husband Denny, wanted to have a baby and she was looking for â€Å"a better way of livin’ me life. The use of facial expression is used in the visual text to portray feeling and a sense of understanding. Rita looking up at Frank shows her wanting him to understand how much she wants an education. This shows Rita maturing as a working class citizen. † Rita: But I had a choice. I chose me. Because of what youâ €™d given me I had a choice†. ( Act two Pg. 72) This quote shows Rita’s transition of coming ‘into the world. Franks facial expression is less enthusiastic. It shows him holding a book, portraying that Frank wants Rita to learn herself, backing up the play when he says he does not want to be the mould to Rita’s change. Although Frank understands Rita wants an education he does not understand why she wants one now. â€Å"Frank: But I don’t know what I want to tell you, Rita, I don’t know what I want to teach you. What you already have is valuable. † (Scene 1 Pg. 48). This shows Frank’s confusion towards Rita. Choices and consequences is another theme used in the play Educating Rita to show the transition of Frank and Rita coming ‘into the world’. Rita’s motivation is to achieve a direction in which she wants her life to follow. Rita’s main choice of an education is so she can make more informed choices. Frank is also having to make choices too. Rita decides for Frank that he is teaching her and that he is to return â€Å"next week†. Frank feels as though he has forced Rita into losing her touch with parts of herself which were unique and precious. Frank’s life is unsatisfying for him but unlike Rita he choses to do nothing about it. It is this choice he makes into him being sent to Australia at the end of the play. The use of symbols used in the visual text is used to demonstrate an understanding of the world around the two protagonists, Frank and Rita. The window is set behind the two characters but is significant as it is referred to a lot in the play. Rita always looking out of the window to the educated class of people sitting on the grass gives a certainty of her need to escape and to become educated. Frank however won’t give up drinking. He always has an alcoholic drink with him this shows he has a problem. Although Rita uses the window to escape, Frank uses it as a deception. He does not want to change he is satisfied with how he is. Frank does not accept change from choices that have been made. â€Å"Frank: No you’ve found a different song, that’s all- and on your lips it’s shrill and hollow and tuneless†. (Act two. Pg. 9) This quote showing the audience that Frank still has not changed from his morbid character at the beginning of the play till’ now. The visual text reveals Rita as an enthusiastic student who wants an education to change her life and her past choices. The text also reveals Frank of his consequences. Frank not being able to stay sober does not allow him to experience change throughout the transition of coming ‘into the world’, to his fullest potential. ‘Into the world’ discusses change and experiences throughout one’s life.. The play Educating Rita mostly supports this. Educating Rita New experiences often occur in the transition of coming ‘into the world’. People in society learn to experience growth and cope with change in the world and themselves. Willy Russell’s play Educating Rita, demonstrates different pathways between the two protagonists, Frank and Rita and there coming ‘into the world’ journey. In the play Willy Russell uses visual techniques such as: positioning, colouring, facial expression, and symbols. The use of these techniques has allowed the composer to portray a better understanding of the play Educating Rita and how it represents the message of coming ‘into the world’. write an essay quickly One of the main themes in Educating Rita is change. Rita want’s to move into a different world from where she grew up in. At the beginning of the play the audience comes to understand Rita changes her name from Susanne to Rita. This is significant as it shows an indication that she wants to transform herself, leaving her past behind her. Frank however becomes uncomfortable with the idea of being the mechanism of Rita’s change. The theme change is represented in the positioning of the two protagonists as it signifies both Frank and Rita as ‘coming into the world. The positioning of the characters shows Frank standing over Rita, distinctively reflecting the authority of Frank as he is the professor and the enthusiasm of Rita, as she is getting an education she is finding herself â€Å"See I don’t wanna a baby yet. See, I wanna discover myself first†. (Act one Pg. 12) This shows Rita coming ‘into the world’ as her transition of becoming educated helps her discover herself. Frank however has many questions, â€Å"what can I teach you? † (Act one Pg. 3) This displays Frank without authority as he is asking Rita what she wants to learn, meaning that even though Frank is educated it does not mean he has all the answers. The colouring of the visual text also expose the theme of change reveals a sense of coming ‘into the world’ as it shows Rita wearing blue, a bright coloured shirt, which shows the passion for her education. This relates to her experiences ‘coming into the world’ as Rita has experienced life without an education and is now becoming educated through help and knowledge of her professor Frank, she has come to terms with changing the outside you also need to change the inside. But if you want to change y’ have to do it from the inside, don’t y’? Know, like I’m doin’†. (Act one Pg. 11 This shows Rita wanting to change. Frank however is wearing a formal suit, dark and professional colours which demonstrate to the audience that the image being portrayed is different to what his personality is. This is also showing that although Frank is dressed professionally he is still a drunk. Frank is teaching because he has to not because he wants to. This shows how his passion is not there. Frank does not experience a positive change throughout the play. He becomes less sober and more ‘pig headed’ â€Å" Rita: Do y’ need the money? Frank: I do as a matter of fact†. (Act one Pg. 4). Franks therefor is depicting that he is teaching Rita for the money, although Rita knows this she does not pay mind to it as she is getting an education she is happy. This shows both Frank and Rita coming ‘into the world’. Another theme that is relevant and used throughout the play to demonstrate ‘into the world’ is Social change. Rita feels as though she is socially disadvantaged as she is not educated with her working class neighbourhood. Her whole ego for an education was when her husband Denny, wanted to have a baby and she was looking for â€Å"a better way of livin’ me life. The use of facial expression is used in the visual text to portray feeling and a sense of understanding. Rita looking up at Frank shows her wanting him to understand how much she wants an education. This shows Rita maturing as a working class citizen. † Rita: But I had a choice. I chose me. Because of what youâ €™d given me I had a choice†. ( Act two Pg. 72) This quote shows Rita’s transition of coming ‘into the world. Franks facial expression is less enthusiastic. It shows him holding a book, portraying that Frank wants Rita to learn herself, backing up the play when he says he does not want to be the mould to Rita’s change. Although Frank understands Rita wants an education he does not understand why she wants one now. â€Å"Frank: But I don’t know what I want to tell you, Rita, I don’t know what I want to teach you. What you already have is valuable. † (Scene 1 Pg. 48). This shows Frank’s confusion towards Rita. Choices and consequences is another theme used in the play Educating Rita to show the transition of Frank and Rita coming ‘into the world’. Rita’s motivation is to achieve a direction in which she wants her life to follow. Rita’s main choice of an education is so she can make more informed choices. Frank is also having to make choices too. Rita decides for Frank that he is teaching her and that he is to return â€Å"next week†. Frank feels as though he has forced Rita into losing her touch with parts of herself which were unique and precious. Frank’s life is unsatisfying for him but unlike Rita he choses to do nothing about it. It is this choice he makes into him being sent to Australia at the end of the play. The use of symbols used in the visual text is used to demonstrate an understanding of the world around the two protagonists, Frank and Rita. The window is set behind the two characters but is significant as it is referred to a lot in the play. Rita always looking out of the window to the educated class of people sitting on the grass gives a certainty of her need to escape and to become educated. Frank however won’t give up drinking. He always has an alcoholic drink with him this shows he has a problem. Although Rita uses the window to escape, Frank uses it as a deception. He does not want to change he is satisfied with how he is. Frank does not accept change from choices that have been made. â€Å"Frank: No you’ve found a different song, that’s all- and on your lips it’s shrill and hollow and tuneless†. (Act two. Pg. 9) This quote showing the audience that Frank still has not changed from his morbid character at the beginning of the play till’ now. The visual text reveals Rita as an enthusiastic student who wants an education to change her life and her past choices. The text also reveals Frank of his consequences. Frank not being able to stay sober does not allow him to experience change throughout the transition of coming ‘into the world’, to his fullest potential. ‘Into the world’ discusses change and experiences throughout one’s life.. The play Educating Rita mostly supports this.

Thomas Jefferson And Emancipation Reform - 1382 Words

Thomas Jefferson Emancipation Life, liberty, and the pursuit of happiness are our natural rights as citizens of the United States of America. Our founding fathers instilled those rights in our Declaration of Independence, so we all could enjoy our freedom of life and pursue anything that brought us happiness. But who is we? Thomas Jefferson, the author of those famous words wanted a society of freedom, but it didn’t apply to everyone in the new founded union. Thomas Jefferson viewed the African American slaves as a lesser people; they were physically and mentally inferior in comparison to all white Americans. Jefferson supported the emancipation to free the slaves, but he believed they needed to be colonized elsewhere after freedom as†¦show more content†¦Thus, no African American child would be born free in the United States. He or she would have been emancipated after he or she has reached the specific age, and then would have been deported to a colony away from h is or her parents. Colonization in Africa allowed the two races to live and prosper separately, and notably with an enormous ocean that conveniently stretches many thousands of miles between the two continents. Jefferson believed it was crucial for this process to not only be gradual, but the colonization is truly what saved either race from annihilation. He continued to write, â€Å"deep rooted prejudices entertained by the whites; ten thousand recollections, by the blacks, of the injuries they have sustained; new provocations; the real distinctions which nature has made†¦ will divide us into parties, and produce convulsions which will probably never end but in the extermination of one of the other race† (Jefferson 669). In his mind, this emancipation plan was the only way for the two races to survive successfully, because if they lived together then the inherent differences between the supreme white race and inferior black race would cause

Neighbor Relations. An Immigration Problem Between The

Neighbor Relations: An Immigration Problem between the United States and Mexico Alberto Beltran Sociology 121 November 20, 2013 Outline I. Introduction II. Mass Immigration from Mexico: 1910 to1930 III. Bracero Program IIII. Immigration Reform and Control Act of 1986 V. Impact of Immigration Reform and Control Act of 1986 VI. Illegal Immigration problem VII. Conclusion I. Introduction The United States has always been considered a country of immigrants; immigrants from all the parts of the world have come to America in search of the â€Å"American Dream.† In recent years, there has been an increase in immigration coming from Mexico. Mexican immigrants come in search of better†¦show more content†¦By 1910 the railroads had expanded their southwest routes for the world that allow Mexicans deep in the interior to migrate to the United States. In the twenty-year period was calculated that at least 10 percent of Mexico’s population immigrated to the United States. From 1911 to 1930, 700,000 Mexican immigrants were legally admitted. Immigrants admitted to the United States increased the 1910 population by about 46 percent. According to Jose Alvarez in the 1920, the population of Mexican American gained 20 percent per year 7 percent in Texas. In 1910 Los Angeles county and San Antonio had a Mexican origin population of 30,000 in 1930 it grown to 190,000 in Los Angeles and 82,000 in San Antonio . In 2001 to 2010 Mexican immigrants admitted was calculated about 1,790,487. III. Bracero Program The Mexican migratory worker in southwest America is a necessary part of the bustling harvest season. In 1850 and 1880 the Mexican migratory was necessary to the increase of fruit production in California. Before Mexican workers supported American agriculture more than 200,000 Chinese were legally contracted to cultivate California fields, until the Chinese Exclusion Act. Between 1850 and 1880 approximately 55,000 Mexican workers immigrated to the United States to become field hands inShow MoreRelatedImmigration And The United States967 Words   |  4 PagesThe opinion of many people today, immigration is what has made America. People who immigrate to a new country ace a number of challenging situations and problems in the new community where they live. The problems can be economic, societal and or cultural. There would be no America if not for immigration is what has made America because most of the people in this country are immigrants and from different parts in the world. Co untries such as China, Germany, Japan and many others have contributedRead MoreHow Should We Respond The Global Problem Of Immigration?1578 Words   |  7 PagesHow should we respond to the global problem of immigration? Immigration is the movement of people from their native country into another country in order to permanently settle and live there. 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The Sociological Viewpoint Toward Social Problems Essay

The sociological approach toward social problems differs from other approaches in that the sociological approach includes a focus on self-consciousness and building awareness that an individual’s interaction with society can oftentimes be influenced by forces outside of the single individual’s control or area of power. The author of one of our texts, Anna Leon-Guerrero, who is a Professor of Sociology at Pacific Lutheran University, writes that â€Å"Unlike any other discipline, sociology provides us with a form of self-consciousness, an awareness that our personal experiences are often caused by structural or social forces (Leon-Guerrero, 2010). Certain problems are considered significant, or more significant, than other problems due to a†¦show more content†¦Society in general is currently addressing the social problem of teen pregnancy in several ways. One of the most important is an increase in parent’s willingness to not only bring the issue up a nd discuss it with their children, but also allowing educators to address the issue in schools. One can apply the concept of sociological imagination to the social problem of teen pregnancy. Almost everyone is affected, to some degree, by teen pregnancy. Whether you yourself were a pregnant teen, or one of your family members or friends, or one of their friends was; it is relatively easy to personalize at least one story of teen pregnancy and then use that example to help us address the issue as a society. What did the pregnant teen that you knew respond to? What help or assistance did she get? How did she treat her body during that pregnancy? What, if any, care could have been provided to her that was not? 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Parthenon marbles Free Essays

Marbles are a collection of classical Greek marble sculptures, Inscriptions and architectural members. This collection was originally part of the Parthenon temple and other buildings around It on the Acropolis of Athens, Greece. They are a masterpiece for ancient Greek art and a treasure for the world. We will write a custom essay sample on Parthenon marbles or any similar topic only for you Order Now Those statues as always been part of the Pantheon complex until the Turkish conquered Greece and gained the power allover its artifacts and properties. It had been relatively easy for Thomas Bruce, the seventh earl of Elgin, Britain, to buy from the Ottomans’ ambassador a wide range of art pieces for a low price. He removed 56 pieces from the temple’s frieze, 15 mottoes, and 17 pediment sculptures, plus a caryatid and a column from a nearby temple; and he exported them in his own courtyard. After few year he found himself forced to sell the collection to the British nation which deposited It In the British Museum for safekeeping, where It Is still today. But long before their arrival In England those statues had been battered by wars, fires, earthquakes, whippets, destructions by sawing off chunks of sculptures and other kind of damage. They have been scrubbed, cleaned with abrasive substances and eventually reburied again with stained wax. Since Greece got back its independence, the folk and the politic leaders have been fighting to take the Pantheon Marbles back home as well as Britain has fought to keep them in the British National museum. The case had been brought even to the European Union’s Court of Justice but the marbles are still nowadays so far from their native place. Throughout the history of the world many nations has lost important pieces of their art as well as other countries and populations have stolen them. Whether it’s right to keep those masterpieces or give them back to their owner Is a very controversial issue and the world hasn’t found the ‘right answer’ yet. Everyone Just cares about their own business and they both want to keep other’s populations piece of art and have back theirs own. First of all I think we should stop seeing ancient art as a producer of money but as a precious gift to admire. Second of all we should stop seeing those artifacts as a property of that state instead of the other but as a property of the entire world. Having said that I think that every piece of art could have been more enjoyed and admired in its own primal place. And I don’t mean Just the country where it’s from, but when possible, even the building where it had been placed. I think it should be an extraordinary emotion to see what and how it should kook like many years before us, in the place where that object was made up for, its real home. Many years ago I visited the pyramids, I was a kid so I don’t remember it very clearly but I do remember how sad I was when I found out that inside they were almost empty. I expected to found a mummy, sarcophagus, canonic urns and all the stuff that belonged to that pharaoh and that pyramid. I was so disappointed that someone had Just took them away, to bring them who knows where. Years later I the best Egyptian collections I have ever seen. But when I was there I felt so sad, I felt eke a thief because that pieces were not from Turin and neither from Italy and then it didn’t look so good as it could look in the pyramids, the real place where they belong. I think art is not Just the piece itself, self-standing, but related to the environment it was designed for. Only in that way it could be admired for its own beauty and purpose. So If I had the power, I’d give every piece of art back to their primal home, and not because of the money or whatever but because there it can shine as no where else in the entire world. How to cite Parthenon marbles, Papers