The Environmental Protection Agency

The Environmental Protection Agency The Environmental Protection Agency, or EPA, was founded on the premise to protect human health and the environment in 1970 under the Nixon administration (U.S Environmental Protection Agency). Since then, the federal government agency has put legislation and programs into action concerning our environment and our nations health. With the constant change in climate, population, and issues, the EPA has had to adapt to a growing concern from the public. The EPAs mission has remained to promote a healthy and safe environment, and they have initiated several programs nationwide to provide consumers with energy conserving products to reduce waste and conserve resources in America. Although the EPAs intention has been centered on the well being of the country from the start, the agency has received opposing opinions and controversy. Discussed in this paper will be three critical issues the EPA regulates, three voluntary programs put into action by the EPA, and some major conflicts the agen cy has faced since its introduction. Before the creation of the EPA, the federal government had no regulating control over environmental pollutants. Concerns of pollution sparked national attention after the 1969 fire on the Cuyahoga River in Ohio. Time magazine described the Cuyahoga as the river that oozes rather than flows and in which a person does not drown but decays (Great Lakes). Sending concern throughout the country about toxic waste and pollution, the Cuyahoga River incident began a chain of legislation including the Clean Water Act, and later the founding of the federal Environmental Protection Agency and the smaller Ohio Environmental Protection Agency. The Clean Water Act became the primary federal law in the United States battle with water pollution (Clean Water Act). The Cuyahoga River incident and legislation that followed was only the beginning of the governments involvement and concern with the environment. Before 1969 was Rachel Carsons research of the dangers of pesticides to our environment which s he published in her book Silent Spring in 1962. The biologist warned against the effects of DDT, a synthetic pesticide. Carsons early introduction of the dangers of pollution didnt spark public interest until the later 1960s after the Cuyahoga River incident. The American public began to react to the issue of pollution on the earth and by 1970 more than 50% of Americans were rating pollution a top issue (Harmon 34). Legislation continued to be passed in the late 1960s, including the Air Quality Act of 1967 which provided federal guidelines for monitoring and guarding the quality of air we breathe, but no national standards were set (Harmon 34). The government began to take control. In 1969, under the Nixon administration, President Richard M. Nixon created the Environmental Quality Council; a panel that would address pollution concerns and advise him the necessary actions. This was another step forward for government control of environmental pollution. Shortly after, Nixon signed Co ngress National Environmental Policy Act, or NEPA. The act required planners of new construction to review and study the environmental impacts of their projects. This led to the installation of the Environmental Protection Agency, collaborating smaller government programs and bureaus with different environmental concerns. Under a single umbrella agency, the EPA could now tackle the nations environmental issues. Following the passage of NEPA, the United States experienced its first Earth Day on April 22, 1970. Millions of Americans participated in demonstrations across the country to draw attention to the environmental problems. Soon after, local and state organizations were created to find solutions to the growing issue. The federal government also got its big break for environmental control when Nixon proposed the Reorganization Plan No. 3 to combat the fact that our national government today is not structured to make a coordinated attack on the pollutants which debase the air we b reathe, the water we drink, and the land that grows our food (Reorganization Plan). The Plan organized various aspects of existing federal departments including the Department of the Interior and the Department of Health to create a collaborated federal effort to establish and enforce environmental protection standards, conduct environmental research, provide assistance to others combating environmental pollution, and assist the CEQ in developing and recommending to the President new policies for environmental protection (Lewis). The Environmental Protection Agency proved a great move in the direction toward environmental awareness and protection for years to come. When Nixon created the EPA, he appointed William D. Ruckelshaus as the first head of the agency in 1970. Since then, a total of 12 administrators have led the EPA; including the current administrator Lisa P. Jackson who took over in 2009. Jackson was nominated in 2008 by Barack Obama for her experience in the field. Prior to her role as administrator, Jackson worked 16 years for the EPA, Chief of Staff in New Jersey during John S. Corzines term, and also the Commissioner of New Jerseys Department of Environmental Protection (DEP). Jackson was appointed in January of 2009, where she promised as Administrator, I will ensure EPAs efforts to address the environmental crises of today are rooted in three fundamental values: science-based policies and programs, adherence to the rule of law, and overwhelming transparency. By keeping faith with these values and unleashing innovative, forward-thinking approaches we can further protect neighborhoods and communities throughout the country (Jack son). As Administrator, Jackson stated seven priorities after her first year; taking action on climate change, improving air quality, assuring safety of chemicals, cleaning up EPAs committees, protecting Americas waters, expanding the conversation on environmentalism and working for environmental justice and building strong state and tribal partnerships (Jackson). The major issues the EPA tackles include air pollution, climate change, environmental emergencies, green living, health and safety, land and clean up, pesticides chemicals and toxics, waste, and water pollution. The three discussed will be air pollution, water pollution, and hazardous waste and toxins. Air pollution was a growing concern before the creation of the EPA, but since then the agency has passed legislation and founded programs to control this growing threat. EPAs mission on air pollution is to protect and improve air quality in order to avoid or mitigate the consequences of air pollutions harmful effects (Learn the Issues: Air). Among the first legislation pushed by the EPA was The Clean Air Act. The Clean Air Act is the law that defines EPAs responsibilities for protecting and improving the nations air quality and the stratospheric ozone layer (Clean Air Act). Initially created in 1963, the act has experienced its changes in 1970 and 1990 with the change in climate. The Clean Air Act was a serious step in the right direction for government involvement with the environment. By addressing air pollution, the EPA could enact standards ensuring the issue was under control. The amended Clean Air Act in 1990 proposed solutions for addressing acid rain, ozone depletion, and tox ic air pollution. This included vehicle emissions in which the EPA had to set control standards for. The Clean Air Act also required the EPA to set National Ambient Air Quality Standards for six common air pollutants. The six include ground-level ozone, particulate matter, carbon monoxide, nitrogen oxides, sulfur dioxide, and lead. Of the six pollutants, particle pollution and ground-level ozone are the most widespread health threat according to the EPA (Six Common Air Pollutants). These severe pollutants are called criteria pollutants according to the because of their regulation of the human-health and/or environmentally based science-based guidelines for setting permissible levels (Six Common Air Pollutants). Another major issue addressed by the EPA is water pollution. The agency acknowledges water in coral reefs, drinking water, ground water, lakes, oceans and coastal estuaries, rivers and streams, storm water, wastewater, watersheds, and wetlands. Water is not only used for drinking, it also holds purpose for household needs, recreation, fishing, transportation and commerce. Like air pollution, water pollution was a concern long before the founding of the EPA. However, since its creation, the agency has supported legislation and created programs to keep our limited supply of water on earth clean. The EPAs mission for water pollution is [enforcing] federal clean water and safe drinking water laws, [providing] support for municipal wastewater treatment plants, and [taking] part in pollution prevention efforts aimed at protecting watersheds and sources of drinking water (Water Topics). The EPA issued substantial legislation with the passing of the Clean Water Act in 1970-80s, which include d the Federal Water Pollution Control Amendments of 1972, expanding on the Federal Water Pollution Control Amendments of 1948 and was further amended in the Clean Water Act of 1977 and the Water Quality Act of 1987. The Clean Water Act or CWA as it is referred was introduced around 1972 with the addition of the National Pollutant Discharge Elimination System (NPDES), which is still in existence today. The NPDES permitted a system for regulating point sources (EPA NPDES). These point sources included industrial facilities, municipal governments and other government facilities, and some agricultural facilities. By regulating the pollutants from these major sources and homes across the country, the EPA is able to significantly improve the quality of our nations water. Another important piece of legislation pushed by the EPA is the Safe Drinking Water Act (SDWA) passed in 1974. With a number of threats to drinking water: improperly disposed of chemicals, animal wastes, pesticides, human wastes, wastes injected deep underground, and naturally-occurring substances it is no question this act is completely necessary in our country (Safe Drinking Water Act). Amendments were made to the original act including in 1986 and 1996 which required actions to protect drinking water and its sources: rivers, lakes, reservoirs, springs, and ground water wells (Safe Drinking Water Act). The SDWA affects every single public water system in the country and according to the EPA, there are more than 160,000 public water systems providing water to Americans every day. The EPA and its programs work every day to ensure the safety of our drinking water and the water that surrounds us for our health and well being. Another huge, and more recent, issue among the EPA is toxic and hazardous waste. As defined by the EPA, hazardous waste is a liquid, solid, contained gas, or sludge waste that contains properties that are dangerous or potentially harmful to human health or the environment (Wastes). Because of the introduction of chemicals and engineered unnatural substances and bi-products of industry, the EPA has had to address the growing issue. Major legislation passed concerning hazardous waste was in 1976 with the passage of the Resource Conservation and Recovery Act, commonly known as RCRA. RCRA was approved by Congress to to address the increasing problems the nation faced from our growing volume of municipal and industrial waste (History of RCRA). RCRA provided national standards for protecting human health and the environment from the potential hazards of waste disposal, conserving energy and natural resources, reducing the amount of waste generated, and ensuring that wastes are managed in a n environmentally-sound manner (History of RCRA). By creating these standards, the RCRA was able to manage Americas growing waste crisis. To promote this, the RCRA enacted three programs; a solid waste program, a hazardous waste program, and an underground storage tank (UST) program. The RCRA also banned all open dumping of waste and encouraged responsible acts such as source reduction and recycling. The RCRA deals with current and future facilities and has been amended in two occasions; the Federal Facility Compliance Act of 1992 which strengthened enforcement of RCRA at federal facilities, and the Land Disposal Program Flexibility Act of 1996 which provided regulatory flexibility for specific wastes (History of RCRA). The EPA continues to strive to protect and ensure the safety of American citizens and the environment. Over the years, the EPA has created numerous programs, each devoted specific tasks including conserving energy, water, and air quality. These programs address modern issues that have been created recently concerning over-usage and waste of natural materials and energy. Efficiency has become a hot topic as programs like Energy Star, Water Sense, and fuel efficient cars have hit the market. Energy Star, one of the most successful EPA programs, was created in 1992 as a voluntary labeling program designed to identify and promote energy-efficient products to reduce greenhouse gas emissions (History: Energy Star). At its introduction, Energy Star began by labeling computers and monitors. By 1995, however, Energy Star labels were displayed on office equipment and even domestic heating and cooling appliances. In 1996, Energy Star progressed and partnered with the U.S Department of Energy to fully expand its energy efficient label. Saving Americans $18 billion in 2010 alone, Energy Star has become an innovative ally in the energy efficiency market. From dishwashers to light bulbs, Energy Star has created convenient blue energy saving labels for the American consumer. Saving energy isnt the only reward to using Energy Star products. Consumers who choose Energy Star products receive tax deductions as well as long term savings. According to the EPA, to rate an Energy Star label t he appliances as well as computers, lighting and about 50 other products generally use 20 to 30 percent less energy than required by federal standards (Tugend). By supplying newer, more energy efficient products and appliances, old ones can also be traded out for recycling. By taking away old appliances, Energy Star creates a convenient way to become green in America. Not only are consumers awarded for purchasing Energy Stat labels, but small businesses have also been recognized for efficiency. Annually, the EPA awards small businesses across the country for their energy saving efforts. In 2010, nine businesses were honored the award including AutoFair Companies of Manchester, N.H. and Dagher Engineering of New York, N.Y. According to a statement by the EPA, through effective energy management practices and innovative efficiency solutions, all nine organizations demonstrate that no matter the size, it is possible to save money and use significantly less energy and to power the bui ldings where Americans work, play, and learn (Kika). Energy Star continues to be a huge factor in energy conservation in the U.S today. A second program initiated by the EPA is Water Sense. Like Energy Star, Water Sense is a voluntary rather than a regulatory program. A more recent addition to the U.S, Water Sense was introduced in the summer of 2006 to protect the future of the U.Ss water supply. By educating the public on how to efficiently use the limited water available, Water Sense has been successful in conserving resources, limiting consumption, and saving U.S consumers money. Water Sense products include efficient toilets, faucets, and showerheads. Products that bear the Water Sense label are 20 percent more water efficient than the other products in their category. Since its creation in 2006, Water Sense has reported the program has helped consumers save a cumulative 46 billion gallons of water and $343 million in water and sewer bills (Program Accomplishments). Water Sense strives to help not only the average American consumer, but also businesses and corporations across the country conserve water. Manufact urers of brands like recent additions KB Homes and Moen have contributed to the Water Sense movement by raising their standards and meeting the Water Sense conservation requirements. Another vital program initiated by the EPA concerns fuel economy. The EPA and the National Highway Traffic Safety Administration (NHTSA) require labels displaying fuel economy information on new cars and light-duty trucks (Fuel Economy). By providing easy to read labels, cars and trucks can be easily compared for maximum miles per gallon efficiency (MPG). The EPA and NHTSA work to update these labels to provide consumers with the simplest energy and environmental comparisons between all vehicles types including electric vehicles (EV), plug-in hybrid electric vehicles (PHEV), and conventional gasoline/diesel vehicles (Fuel Economy). These labels contain new information such as ratings on fuel economy, greenhouse gas emissions, and other air pollutants, onto the label as required by the Energy Independence and Security Act (EISA) of 2007 (Fuel Economy). By providing details like these, consumers can conveniently scan and compare fuel economy and energy use of new cars and trucks to mak e the most sensible and economical decision. All three programs; Energy Star, Water Sense, and efforts with fuel economy all prove a step in the right direction for energy conservation and preservation in the U.S. The EPAs initiative and constant work to create modern and convenient products for the U.S consumer promote a better tomorrow for the environment and the health of our nation. Although the EPA has contributed tremendously to the preservation of our nations climate and health, the agency has been confronted with controversy. One specific instance of this was after the September 11th attacks in Lower Manhattan in New York City. The true air quality and health risks following the attack were disputed among government officials. At the center of it all was EPA Administrator Christie Todd Whitman. In a news article reporting the controversy it was stated that In a Sept. 13, 2001, press release, the EPA said the air around the disaster site was relatively safe (Barrett). This struck controversy after a series of health issues including was called the Ground Zero illness flooded victims and officials involved in the 9/11 attacks. The EPA played a key role in the nations response to the terrorist attacks including monitoring of air, water and dust for potential environmental hazards, the vacuuming of debris and dust from streets and other outdoor spaces in Lower M anhattan, the manual disposal of hazardous waste from the WTC site, the creation of an online database to report monitoring results to the public and press, setting up wash stations and providing protective equipment for recovery workers, and the development of cleaning and testing programs for indoor residences in Lower Manhattan (EPA Response to September 11). Despite these efforts, the EPA was still struck with a series of questions and hearings from the government and public as to the true condition of the air quality that September day. Some five to seven years after even the EPA was continued to be questioned as to the condition and experience of their employees and scientists and the condition of their political leadership. In a 60 Minutes special, former EPA Administrator Christine Todd Whitman spoke and defended the EPA and criticized NYC authorities for not enforcing proper safety regulations for the workers. The Environmental Protection Agency has given new hope to the word environment in America. By promoting green living, sustainability, conservation, and preservation, the EPA has given Americans a chance to save the nation for future generations. Initiating programs such as Energy Star, Water Sense and efforts with fuel economy, the EPA has proven they are committed to promoting health and well being in America. Even with rapid chance among the U.S, the EPA has jumpstarted legislation to combat the waste and pollution in the country and on earth. Legislation including the Clean Water Act, Clean Air Act, and efforts to reduce hazardous waste has proven the EPAs success across the nation. Even met by controversy, the EPA has held a tight grip on regulation and conservation throughout the country, and will continue to hold on for future generations. Furthermore, the EPAs mission has been to protect. An agency dedicated to conservation and preservation has rooted itself in American societ y. Without the Environmental Protection Agency, not only would America have a bigger mess on their hands, but as our health would be at risk as a nation as well.

Canal Building before 1840 Essay -- essays papers

Canal Building before 1840: Essay Throughout history, there has been a need for better mode of transportation in order to keep up with economical growth. Canals have been around since the Ancient Roman Civilizations and still exist today. Canals have been so important because they allow people to travel from one place to another and back by way of water. They require very little energy and maintenance but help trade flow more efficiently. This can be proved by observing the United States economy in the early 19th century. The canal Era was a major influence in American History. Canal building was spurred by the transportation revolution, which was from about 1815 to 1860. The transportation revolution greatly affected the economy. It enabled us to expand West since agriculture would become profitable, and it increased trade in the New England states too since shipping was faster and a lot cheaper. One of the most important canals of the time was Erie Canal. It was the first financially successful canal in America and set an example for the many more canals that would be built. The Erie Canal was supported by De Witt Clinton, who became the canal's commissioner due to his promotion. The canal was planned to connect Lake Erie with the Hudson River. The completion of this canal would be an engineering feat since it was 363 miles long and had to overcome almost 600 feet of change in elevation. After a bill was passed by the New York Congress in 1817, construction ha... Canal Building before 1840 Essay -- essays papers Canal Building before 1840: Essay Throughout history, there has been a need for better mode of transportation in order to keep up with economical growth. Canals have been around since the Ancient Roman Civilizations and still exist today. Canals have been so important because they allow people to travel from one place to another and back by way of water. They require very little energy and maintenance but help trade flow more efficiently. This can be proved by observing the United States economy in the early 19th century. The canal Era was a major influence in American History. Canal building was spurred by the transportation revolution, which was from about 1815 to 1860. The transportation revolution greatly affected the economy. It enabled us to expand West since agriculture would become profitable, and it increased trade in the New England states too since shipping was faster and a lot cheaper. One of the most important canals of the time was Erie Canal. It was the first financially successful canal in America and set an example for the many more canals that would be built. The Erie Canal was supported by De Witt Clinton, who became the canal's commissioner due to his promotion. The canal was planned to connect Lake Erie with the Hudson River. The completion of this canal would be an engineering feat since it was 363 miles long and had to overcome almost 600 feet of change in elevation. After a bill was passed by the New York Congress in 1817, construction ha...

marketing research :: essays research papers

In an article written by Laura Schneider, titled â€Å"Customer Relationships Are Key to Your Marketing Strategy† July 2003, she states that she could show a business how to increase sales by 50% without increasing a marketing budget. Her research indicates businesses have inactive customers that the owners believe will stay with the company, without maintaining or trying to grow in the relationship. Business owners often wonder why haven't they heard from a customer or if they left, why did they leave? There are many reasons a customer or client may leave, but the ones heard most often are:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  They felt prices were too high or unfair.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  They had an unresolved complaint.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  They took a competitors offer.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  They left because they felt the business didn't care. The last two options make up the majority of why a client or customer will no longer use a service or a product. Laura believes this makes sense because customers often purchase a service or product because they have developed a relationship with the company, or they owned another product, or a friend or associate referred them to you. When given with the aforementioned information she ponders the reasons why businesses spend 80% of their marketing dollars going after new customers and clients rather than nurturing, retaining, and maintaining the customer relationships they already have? She suggests before spending time and money going after new customers and clients that a business does not have a relationship to consider the following statistics:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Repeat customers spend 33% more than new customers.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Referrals among repeat customers are 107% greater than non-customers.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  It costs six times more to sell something to a prospect than to sell that same thing to a customer. Laura believes the marketing dollar will go further if it is used to build, nurture, and develop current customer relationships. Building these relationships means treating customers and clients as if they are strategic partners and showing them that they are appreciated. It's important to try to satisfy them with the right products and services, supported by the right promotion and making it available at the right time and location. Customers can easily detect indifference and insincerity and they simply will not tolerate it. Long-term client and customer loyalty is a long-term challenge that you must strive for every day and with every transaction no matter how big or small. While a growing business needs to constantly capture new customers, the focus and priority should be on pleasing the existing customer base.

How We Are Teaching Children to Think Inside the Box Essay

When children come home from school, parents usually sit down with them, go through their homework folders and ask their child, â€Å"so, what did you learn at school today?† Twenty years ago, the child may have commented on what they learned in art, music, social studies or geography. Now, a child will comment only on what they learned in their reading circle or in their math book. The fault for this lies within the No Child Left Behind (NCLB) Act. Standardized testing has turned teachers into test proctors and schools into testing facilities. Students are no longer receiving a broad education that covers many subjects; instead, their learning is streamlined to fit the content that is on the standardized tests. The NCLB Act is not working as it was intended, and as a result the American children are falling even further behind other developed nations. In fact, American students are ranked 19th out of 21 countries in math, 16th in science and last in physics (DeWeese 2). The No Child Left Behind Act needs to be tossed out before we do irreversible damage to the education system. It is not too late – we can turn everything around by getting rid of costly standardized tests, ensure students receive a broad education that includes classes in arts and music, which will better prepare them for higher education, and give control back to the individual states. In 2002, the No Child Left Behind Act was enacted by Congress, which was intended to close the learning gap between Caucasian students and minority students. The NCLB promised to promote accountability amongst teachers and school administrators, as well as assuring that all children would be proficient – according to standards set by the individual states – in reading and math by the end of the 2013-2014 school year (Ravitch 2). In addition, NCLB stated that by the end of the 2005-2006 school-year every classroom in America would have a highly qualified teacher (Paige 2). The most reliable way that the drafters of No Child Left Behind proposed collecting the data that they needed in order to keep track of accountability and proficiency was by mandating that each state issue their  students in grades 3 through 12 a standardized test annually that covers the subjects of reading, writing and math (Beveridge 1). The test that is issued is given to all students, whether they are Caucasian, African American, Hispanic, disabled, etc. and schools are graded based on the proficiency of their students. Each state sets a yearly goal that increases each year based on the mandates of the NCLB Act, in which all students will be 100 percent proficient in those three subjects by the year 2014 (Ravitch 2). On paper, the NCLB Act looked like a blessing to schools that are located in areas of low-income, minority areas and advocates for children with learning disabilities because these tests were meant to highlight the schools that are doing poorly and ensure they receive funding and training in order to turn the scores around (Darling-Hammond 1). In a letter that is addressed to parents on their website, the U.S. Department of Education explains that the NCLB Act provides â€Å"more resources to schools† through funding and â€Å"allows more flexibility† when allocating the funds (3). According to Linda Darling-Hammond, a Professor of Education at Stanford University, â€Å"the funding allocated by NCLB – less than 10 percent of most schools’ budgets – does not meet the needs of the under-resourced schools, where many students currently struggle to learn† (2). Another way schools get their funding is through the taxes that we pay. It makes sense that schools located in an area that has higher income would receive more funds than schools located in a low-income area. What happens is that with the limited funding, schools in low-income areas need to prioritize funding to raise the standardized test scores of their students because once a school fails to show improvement in their standar dized test scores, they are placed on probation the second year and parents are given a choice to leave the failing school, taking their child and the funding attached to that child to a school that is rated better. â€Å"In the third year of a school’s failure, students are entitled to free tutoring after school† according to Diane Ravitch, a research professor of education at New York University (2). The funding provided by NCLB is supposed to help pay for the free tutoring, but, like was stated before, the funding provided is not enough. What happens when a school is mandated by law to provide resources, but it cannot find room in their budget? That’s  right, they cut funding elsewhere. In an article written by Angela Pascopella, the Austin Independent School District superintendent Pascal D. Forgione explains that â€Å"NCLB also requires that schools in need of improvement set aside 10 percent of their local Title 1 funds for professional development †¦ this creates no flexibility in budgeting† (1). When schools need to restructure their budget in order to pay for tutoring and retraining teachers, the arts and music programs are the ones that suffer most. NCLB places so much emphasis on the outcome of the standardized tests. Can you really blame the school districts for re-emphasizing the importance of standardized tests when their funding relies on it? States were put in charge of providing their own assessment tests in order to provide a more focused education to their students and ensure that the students meet the state’s standards of proficiency. Tina Beveridge explains that â€Å"in 2007, the Washington Assessment of Student Learning (WASL) cost the state $113 million †¦ [and] many districts eliminated teaching positions as a result, despite the use of stimulus money. As budgets are cut nationwide, the funding for nontested subjects are affected first† (1). The fact that the distribution of funds is based on the outcome of the standardized test scores mea ns that we are blatantly failing the inner-city schools. A school will be placed on probation if they fail just one category ranging from proficiency of Caucasian students all the way down to the proficiency of the students who are just learning the English language. Schools located in higher income areas don’t really have to worry as much about budget cuts because those schools are located in areas that are predominately white and with parents who are active in their children’s education. On the other hand, schools in low income areas have to provide tutoring and other mandated actions in order to improve their proficiency rates, all the while their students are learning in â€Å"crumbling facilities, overcrowded classrooms, out-of-date textbooks, no science labs, no art or music courses and a revolving door of untrained teachers† (Darling-Hammond 2). After a few years of a school not showing improvement through their test scores, their entire teaching staff could be fired. We just saw this happen last year in Providence, Rhode Island. The school board terminated 1,976 teachers because of insufficient results and the need to make budget cuts (Chivvis 1). The turnover rate for  teachers is already extremely high, as much as 50 percent leave within 5 years in urban areas (McKinney et al 1) and the pressure of working in a low-income school district where schools are lacking basic teaching necessities is not all that appealing. The inability of low-income schools to offer teachers incentives because of funding, and with the added stress of job security, it makes one wonder how any highly qualified teachers are in the classroom. On top of that, the curriculum for students has gotten so narrow that it has taken a lot of the creativity and individualization that once attracted the best of the best to the teaching profession. Susan J. Hobart is an example of one of those teachers who used to love doing her job because she was leaving her mark on her students, in a positive way. In Hobart’s article, she tells of a letter she received from one of her students prior to the NCLB Act. The letter explained that Hobart was â€Å"differen t than other teachers, in a good way. [They] didn’t learn just from a textbook; [they] experienced the topics by ‘jumping into the textbook.’ [They] got to construct a rainforest in [their] classroom, have a fancy lunch on the Queen Elizabeth II, and go on a safari through Africa† (3). The student goes on to explain that the style of teaching she experienced during that time is what she hopes she can do when she becomes a teacher too. Unfortunately, that student’s dream will most likely not come true because the fact is that when schools are placed on probation, like Hobart’s school, they â€Å"teach test-taking strategies similar to those taught in Stanley Kaplan prep courses †¦ and spend an inordinate amount of time showing students how to ‘bubble up’† (1). With all the time and energy being placed on teaching children to read and write, you would think that they would be proficient by the time they enroll in college, right? Wrong. â€Å"42 percent of community college freshmen and 20 percent of freshmen in four-year institutions enroll in at least one remedial course †¦ 35 percent were enrolled in math, 23 percent in writing, and 20 percent in reading,† according to the Alliance for Excellent Education (1). Scho ols are so reliant on the standardized tests in order to gauge how students are understanding material that they have slacked-off in other areas like teaching basic study skills and critical thinking skills. When most of these kids graduate from high school and enter into a college setting, especially the ones who need to take remedial courses to catch-up to where  they should be when they graduate, they’re taken completely off guard with the course load and they will either succeed in managing it or struggle for the first few semesters, but the majority will drop out without a degree (Alliance for Excellent Education 1). High school is meant to prepare students for higher education or to enter the workforce, but the government is spending millions of dollars in order to remediate students and doing what high school teachers were meant to do (Alliance for Excellent Education 3). So, who is to blame? The supporters of No Child Left Behind acknowledge that there are some faults to the Act, but those like Kati Haycock believes that â€Å"although NCLB isn’t perfect, the Bush administration and Congress did something important by passing it. They called on educators to embrace a new challenge – not just access for all, but achievement for all †¦ there are no more invisible kids† (1). Supporters feel as though benefits such as holding teachers accountable for all students, including those with disabilities, and weeding out the schools that have a long history of doing poorly outweighs the negatives and that with time, the NCLB Act can be reformed to work as efficiently as it was enacted to work. Ravitch disagrees, stating that â€Å"Washington has neither the knowledge nor the capacity to micromanage the nation’s schools† (3). We have to agree with her as concerned citizens and parents. While the NCLB Act meant well when it was passed, it’s time to acknowledge that the government has spent billions of dollars trying to improve the education of America’s youth, yet 10 years later American students are still falling behind the mark set by other industrialized nations and the 201 3-2014 school year is quickly coming upon us. Not only are we falling behind globally, but minorities are still struggling behind Caucasian students. The gap between Caucasian students and minority students, that was intended to close through the NCLB Act, has remained just as far apart. E.E. Miller Elementary School, located here in Fayetteville, NC, just released their annual report card to parents. The chart below shows the break-down of students who passed both the reading and math tests provided at the end of the 2010-2011 school year. African American children, Hispanic children, and children with disabilities are still lagging far behind their Caucasian peers. African American children passed at 49.4 percent, 25.5 percent of students with disabilities passed and Hispanic children passed at rate of  56.9 percent. Remember that the NCLB expects this school, along with every other school in the Nation, to be at 100 percent proficiency by the end of the 2013-2014 school year. Source: Education First NC School Report Cards, E. E. Miller Elementary: 2010-11 School Year, Public Schools of North Carolina State Board of Education, Web, 26 Oct. 2011. In order to put this chart more in perspective, below is the 3-year trend for E.E. Miller. [pic] Source: Education First NC School Report Cards, E. E. Miller Elementary: 2010-11 School Year, Public Schools of North Carolina State Board of Education, Web, 26 Oct. 2011. While math scores are steadily improving, reading scores (the solid line) are declining. E.E. Miller has been on probation for at least 3 years, having provided tutoring to children who were struggling last year. Even with those efforts, the end of the year test suggests those students are still struggling in reading. These mandates are not working. States are spending millions of dollars per year to fulfill all of the required obligations without any fruition. We need to put education spending back into the hands of the states with more substantial federal funding. The federal government cannot expect every public elementary school, middle school and high school in this nation to fix a problem that has been prevalent for many, many years with this one-size-fits-all approach to learning. It will not happen with No Child Left Behind, and it definitely will not happen by the end of the 2013-2014 school year. We can no longer sit and watch while students in America struggle to compete o n a global level in nearly all subjects. Teachers are not educating our nation’s students to think critically and to form their own ideas or opinions; instead, teachers in failing schools are stuck teaching a curriculum that directly corresponds to what is being tested, and we are failing to prepare them for higher education. The future citizens we are molding will be of no use to society if they cannot think for themselves, which will happen if they remain in the current system. We need to undo this one-size-fits-all curriculum and re-broaden our children’s education to include subjects that will teach them think outside the box. Works Cited Alliance for Excellence in Education. â€Å"Paying Double: Inadequate High Schools and Community College Remediation.† Issue Brief: August (2006). All4Ed.Org. Web. 30 Oct. 2011. Beveridge, Tina. â€Å"No Child Left Behind and Fine Arts Classes.† Arts Education Policy Review 111.1 (2010): 4. MasterFILE Premier. EBSCO. Web. 20 Oct. 2011. Chivvis, Dana. â€Å"Providence, RI, School Board Votes to Lay Off All Teachers.† AOL News (2011). Web. 28 Oct. 2011. Darling-Hammond, Lisa. â€Å"No Child Left Behind is a Bad Law.† Opposing Viewpoints. Web. 14 Oct. 2011. DeWeese, Tom. â€Å"Public Education is Failing.† Opposing Viewpoints. Web. 14 Oct. 2011. Education First NC School Report Cards. â€Å"E. E. Miller Elementary: 2010-11 School Year.† Public Schools of North Carolina State Board of Education. Web. 26 Oct. 2011. McKinney, Sueanne E., et al. â€Å"Addressing Urban High-Poverty School Teacher Attrition by Addressing Urban High-Poverty School Teacher Retention: Why Effective Teachers Persevere.† Educational Research and Review Vol. 3 (1) pp. 001-009 (2007). Academic Journals. Web. 28 Oct. 2011. Paige, Rod. â€Å"No Child Left Behind: A Parent’s Guide.† U.S. Department of Education (2002). PDF File. 28 Oct. 2011. Pascopella, Angela. â€Å"Talking Details on NCLB.† District Administration 43.7 (2007): 22. MasterFILE Premier. EBSCO. Web. 28 Oct. 2011. Ravitch, Diane. â€Å"Time to Kill ‘No Child Left Behind’.† Education Digest 75.1 (2009): 4. MasterFILE Premier. EBSCO. Web. 20 Oct. 2011.

21st century literacy Essay

What is 21st century literacy? 21st century literacy is demanding a literate person that has a wide range of abilities. These abilities must be multiple and forceful. â€Å" The active, successful participants in this 21st century global society must be able to develop proficiency and fluency with the tools of technology; build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought; design and share information for global communities to meet a variety of purposes; manage, analyze, and synthesize multiple streams of simultaneous information; create, critique, analyze, and evaluate multimedia texts; attend to the ethical responsibilities required by these complex environments† (NCTE). This all depends on understanding the difference in media that can make up our high-tech reality and producing the skills to use them forcefully. Literacy then and now has changed a lot. History provides multiple examples of societies trying to make a connection to go into their communication infrastructures two centuries ago. Using the technologies in the past, people pursued methods by which they might be able to communicate faster, easier, and better. To this day we still look for better communication methods, only now we have countless choices, along with new gears and tactics with greater knowledge of effective communication. â€Å"Digital and visual literacies are the next wave of communication specialization. Most people will have technologies at their fingertips not only to communicate but to create, to manipulate, to design, to self-actualize†(digital dots). Kids are learning this with technology even when they don’t realize it. The lack of education is a problem and the situation is impaired in the field of education. . A common situation today is a classroom filled with digitally well-educated students being led by linear-thinking. There has been a mutual void in professional development for faculty this needs training to increase the necessary computer skills to mix technology into the curriculum effectively. Children now a day learn everything about technology and use technology every minute of the day. We have to change the way technology is used to teach learning across all departments. This change will slowly come however, without vision combined with practical, familiar goals and motivations that inspire people to grip a new digital and visual literacy skill independently and collectively. Future literacy is a thought experiment about the demise of literacy and the upcoming of other skills, capacities or tools that will effectively and advantageously displace reading and writing. Literacy is a capability we privilege above all others. It is a universal good. It is widely viewed as a prerequisite for success and personal development. By contrast, illiteracy is understood to be an impairment. 21st century is changing everything forever. Work cited â€Å"The NCTE Definition of 21st Century Literacies. † NCTE Comprehensive News. N. p. , n. d. Web. 12 Sept. 2013. â€Å"Connecting the Digital Dots: Literacy of the 21st Century (EDUCAUSE Quarterly) | EDUCAUSE. edu. † Connecting the Digital Dots: Literacy of the 21st Century (EDUCAUSE Quarterly) | EDUCAUSE. edu. N. p. , n. d. Web. 12 Sept. 2013.

Legal Defenses Essay

Introduction This paper will give brief description on three types of legal defenses and the elements of a crime, how the crime applies to the overall criminal procedure. It also will give a definition to what each element means. Legal Defenses and Their Definition A legal defense is one that satisfies all legal requirements of a court case. The three legal defenses I will be describing are insanity, self-defense, and mistake of fact. Insanity-his or her insanity at the time of a crime meant he or she could not rationally form mens rea to commit a criminal act. (Meyer & Grant, 2003) â€Å"Being insane at the time of one’s crime is a complete defense to crime. The idea is that the system should not punish people who do not possess mens rea. (Meyer & Grant, 2003) Different country uses the insanity tests. The most common one used is the M’Naqhten Rule, that a person is insane if he or she was doing, or literally did not know it was wrong. Self-defense-his or her actions were meant to protect him or herself from death or serious bodily harm. The victim of an actual or apparent deadly attack may kill another person if it is reasonably necessary to use such force to protect oneself from death or serious bodily harm. (Meyer & Grant, 2003) Self-defense is different from other defenses to crime in that the defendant who claims self-defense is actually asserting that she or he acted appropriately. Mistake of fact- the acts arose from an honest and reasonable mistake, such as accidentally picking up someone else’s umbrella instead of own. Mistake of fact is more akin to innocently switching briefcase at the airport because of being rushed. â€Å"Being in aware if or misunderstanding a law is a valid defense only under limited circumstances such as violations of confusing or complicated law like as the tax load. (Meyer & Grant, 2003) Crimes Elements â€Å"There are three elements that must be present in order for an act to be labeled a crime†. The three elements are actus reus, mens rea, and the concurrence. Actus Reus- â€Å"The Criminal Act† (the physical action of the crime) a person must act, or fail to act as required or expected, to meet the standard for actus reus (criminal act). Example, it is illegal to sell drugs or possess drugs but it is not illegal to be a drug addict. (Pearson CJI) Mens Rea â€Å"Guilty mind (intent or knowledge to commit a crime) this element is a key element in establishing that a crime has been committed. The following mental conditions may establish the presence of a guilty mind: 1. Purpose- when someone engages in a behavior or purpose. 2. Knowledge- when a person is practically certain of their actions will cause harm. 3. Recklessness- when a person engages in careless or risky behavior that increases the potential for harm; reckless behavior. 4. Negligence- when a person fails to do something that required, or they should have known better to act in a certain way, the behavior was negligent. (Pearson CJI) The Concurrence is the coexistence of acts reus and mens rea. â€Å"There must be a substantive relationship between the act and the mindset for a crime to have occurred.† A mean, hurtful, or malicious thought is not enough to establish a crime if no action The legal defense satisfies all legal requirements of a court case. Three elements have to have occurred in order for an act to be labeled as a crime. You can’t take a person to court on action that you believe to have happen it must be a physical action, intent or knowledge to commit a crime, or substantive relationship between the act and the mindset for a crime to have occurred. References CJI Interactive Meyer, J. F., & Grant, D. R. (2003). The courts in our criminal justice system. Upper Saddle River, NJ: Prentice Hall.

Pathway Essay Example | Topics and Well Written Essays - 750 words

Pathway - Essay Example ed on the study of Global and Cultural Environment of Business and how this is created a cross a level of study options that defines improved communication strategy in more than 100 operating firms globally. Accordingly therefore I was able to learn and conclusively gather knowledge in international business process that reflects improved performances which also feature Anderson and Neary, (1) and specific indicators that healthier work places are motivated by a universal link that is operationally rolled to increase productivity. Ideally, I learnt from Anderson, (2) that the relevance of global environment is identified through a well connected system that involves marketers, management and the global financial models. In order to develop this position, a number of stages are put into consideration. The attributes of these stages illustrate that a positive phenomenon would truly encourage need for change. As a consequence therefore, the effectiveness of the international trade factors as explored by Baldwin, (6) offer strategic market approaches that create a comprehensive consumer attraction. I also learnt that the marketing strategies provide an analytical platform necessary to set core the global market designs which help to enhance market competence and create an overhaul in brand management. My studies also focused on Bahrman, (4) and how his focus on the linking patterns of consumers are established by personal traits, reflecting the changing consumer behavior in an environment that value preferences, elegance and the global market . The theoretical assumptions of Anderson and Neary, (1) gave me a personalized illustration of purchase intentions reflected among consumers. The extensive international market development which formed a larger part of my study gives a positive convergence where the consumers make selections which reflect their personal intentions, and equally typic ally make specific advantageous product search. The global market characteristics