Rebuttal on Mark Twains the World Is Not Civilized Essay Example for Free

Rebuttal on Mark Twains the World Is Not Civilized Essay Mark Twain says that the human race I cruel, and uncivilized. Unlike the animals, humans have the ability to care for those who are weak, sick, and otherwise unfortunate. In the wild if an animal is sick or weak, they are abandoned by their own species and are, ultimately, a source of food for another. The wounded are killed without a hesitation. Man has compassion, not only for our species but for the others. There are many organizations that are created to help people in need. There is the Red Cross that steps in during an emergency to provide shelter, blood and food to those who need it. There are homeless shelters that take in the homeless to shelter them from the elements. There are soup-kitchens that feed the homeless. There are childrens homes that provide a safe place for orphaned or abandoned children to grow up. There is Breast Cancer Awareness, AIDS foundations, and a society to end world hunger. All of these organizations are founded to help someone or something that is in need. Twain says â€Å"I was aware that many men who have accumulated more millions of money than they can ever use have shown a rabid hunger for more, and have not scrupled to cheat the ignorant and the helpless out of their poor servings in order to partially appease that appetite. Even though it may be true that rich men want to get richer, the wealthy people are the ones that are most charitable. Bill Gates and Warren Buffett, two of the richest men in America, give millions of dollars annually to various foundations and charities that help people all over the world Man also helps the animals. There are many organizations that help animals and the planet. Some of those include PETA and Green Peace. We even try to help the earth. New inventions are being created just to help the earth. They start business just to keep specific animals from going extinct. We share and support other countries. When the hurricane in Haiti happened people helped. Resources were given because of the generosity of man. When countries are in need they are helped. When the flood came to Tennessee the people gave some time for community service. Some people that didn’t get hit by the flood could have done nothing but they decided to help others. Man created governments to stop the fighting. Laws were created in order to have a calm and safe environment. Man Negotiates to prevent wars and battles from happening. We also come up with compromise and treaties in order to get peace. For example the Treaty of Versailles was ratified after negotiating and finally coming to a compromise. We don’t just go ahead and fight who ever walk across our territories like the lions.

Luxuries Even For the Environmentalist :: Essays Papers

Luxuries Even For the Environmentalist Imagine, instead ofbeing stuck in morning rush hour because you drive by yourself, youget to go in the HOV lanes simply because of the car you drive. This occurs within some states for those who own hybrids. Hybrids are the most practical vehicle for the majority of America ’s population because not only are they better for the environment but they also have almost all the features of luxury cars. Few individuals think of hybrid vehicles as a practical option when car shopping. With the combinedtechnology of electricity and gasoline, hybrid vehicles are more environmentally friendly then the standard gasoline driven car. However, most consumers worry more about their comforts than their effects on the environment, leading to disagreements on the best vehicle for the consumer’s needs. They argue that many luxuries are lost in the hybrids because hybrids are more expensive to manufacture, and are not as large as some conventional gas cars. This has changed though. Since hybridsbecame available there has been an increase in efficiencies, moreluxuriesand increased driver benefits. When first designed, hybrid vehicles aimed toreduce fuel consumption by half ofalready high gas mileage vehicles. The hybrid’s historystarted off rocky because the electric batteries, generators, and motorshad losses of 15-25 percent in energy, causing it to be more desirable toroute as much of the engine power directly to the wheels (Cheng 114). Doing so, however, was not sufficient for power. Since 1975, five improvements were made that rendered itmore available to the public. These included decrease in electrical losses down to 2-4%, improved shapes to produce far higher energiesand powers, magnetic bearings, new turbines from other materials to increasethermal efficiencies, and small turbochargers for piston engines (Cheng 114). Together these improvements made the hybrid more aerodynamic,efficient and lower in cost to manufacture. In a recentstudy by W. Chenget al, the hybrid was compared to gas turbine-engine vehicles. Their results showed that the hybrid engi ne would producevirtually no vehicle pollution during trips less than 30 minutes, and lessthan normal cars when trips were longer. The strongestcharacteristic of the hybrids is the higher gas mileage which allows it tobe more environmentally friendly and cost effective.

High school Essay

Tamil Nadu is regarded to be one of India’s star performers in the sector of elementary education. The results of the 2001 Census show that Tamil Nadu has attained third position behind Kerala and Maharashtra both in terms of overall and female literacy. It recorded close to 100 per cent gross enrolment ratio (GER) at primary and upper primary levels based on 2007 estimates. A major legislative effort for the universalisation of education in line with the constitutional mandate has been the introduction of the Tamil Nadu Compulsory Education Act, 1994. Under this Act it is the duty of the government to provide the necessary infrastructure (schools and teachers) for ensuring universalisation of elementary education. Parents are also liable to be fined if they do not send their wards to school, though this rule is not very strictly enforced as most of the children not going to school come from poor backgrounds. Tamil Nadu’s high enrolment statistics are also the result of the number of welfare schemes that the State government has introduced in the elementary education sector. The large number of missionary and private schools are also playing a role in the spread of education. The government provides textbooks, uniforms and noon meals to the pupils making it a State where the per child spending is much higher than in educationally backward States such as Bihar, Assam, Andhra Pradesh, Rajasthan and others and is higher than the all-India average. The State is making an endeavor to provide primary schools within a one km radius of human habitations with a population of 300 and above to increase their accessibility. It is also a State that has actually spent most of the funds allocated to it by the Centre under the SSA scheme, in contrast to States like UP, Bihar and Assam that have huge unspent amounts. Tamil Nadu students stood first in the country in mathematics, language and reading comprehension skills according to the national mid-term achievement survey of Class III children commissioned by the NCERT in collaboration with the MHRD and the SCERT and SSA wings of the States recently. But it has come to light that local bodies like corporations and municipalities are not fully utilizing money collected as education tax as a percentage of property tax under the Tamil Nadu Elementary Education Act and this is affecting the quality and quantity of formal education provision at the grassroots level. While the general literacy rate in Tamil Nadu as per 2001 data is 73. 5%, wide disparities exist across districts, gender, and area of residence as well as social grouping. The literacy rate of the SC and ST populations are consistently lower in all the districts. The retention rate within and after the primary school level is also not very impressive and there is a high percentage of repeaters. This is particularly so in the case of the STs and SCs. It is to overcome this discrepancy between education offered in different kinds of schools, between rural and urban schools and to overcome other numerous ills that have crept into the education system—such as arbitrary collection of fees, induction of daily waged, inadequately qualified para teachers, rote learning, examination stress, problems related to the medium of instruction and so on—that the State government constituted the Muthukumaran Committee, which submitted its report in 2007. This committee had the mandate to work out a framework of a uniform pattern of education in Tamil Nadu and to make recommendations for improving its quality. The report of the Committee recommends only one autonomous board, The Tamil Nadu State Secondary School Education Board, instead of the existing four State level boards—Matriculation, Anglo-Indian, Oriental and State Board. Schools coming under this integrated Board would follow a common syllabus ensuring an equitable school education in the State not conferring any undue advantages with regard to admission into higher educational institutions for students completing their school education from one particular Board. Equitable standard education is to be provided by a Common School or Neighbourhood School system, which with uniform syllabi would help to ‘decommercialise’ educational institutions and put an end to many a private management that does not feel sufficiently accountable to society in this crucial sector. The spiraling cost of education starting at the nursery level is cementing caste-class and rural-urban divisions. A common school system using the mother tongue as a medium of instruction would make equal education accessible to all without discrimination. A common school system also means a common examination pattern. The report of the Committee advocates a reasonable teacher-student ratio of not more than 1:30 and doing away with faulty textbooks and a system of rote learning. It emphasizes the promotion of analytical and rational skills that would equip the students to learn by themselves; a testing and evaluation pattern that involves the application of concepts learnt rather than mere reproduction of facts. The school syllabus should not overload students with information but instead kindle their interest in the subject and teach them how to search for more information and conceptualize it. Traditional knowledge should be incorporated and made part of school education. Evaluation should be comprehensive and not just of academic achievements, and that too only marks based. Evaluation should include an assessment of student abilities and performance in academics, the arts, sports and games, values, reading habits, character, conduct and other extra-curricular activities. Schools should not only lay emphasis on academic subjects but also on moral education. Here the Committee suggests that it may be better to have a progress book with entries made from time to time and also periodically sent to the parents so that they may be made aware of their child’s progress. Regular consultation with parents about their wards’ progress and achievements and educational goals is a must. A sheet of paper containing marks obtained in public exams is not enough to understand a student’s development and potential. If the marks obtained in only one exam are going to decide the person’s admission into an institute of higher learning then all stress is on preparing for this exam neglecting other exams and activities. The chance or temptation to indulge in malpractices is also high. Marks obtained in a one-time exam also are no accurate reflection of the student’s actual knowledge and achievement level and potential. Treating exams and marks as more important than life itself has meant the death of many a student. Finally, children belonging to linguistic minorities should be allowed to gain instruction in their respective mother tongue, while all students in standards 5 or 8 ought to have a specific level of knowledge in Tamil and English so that these languages can be used for communication. No student should be dropped and he/she should be allowed to grow in the chosen field of interest and in accordance with their individual capability. A simple pass or fail should certainly not be a deciding factor in a person’s life. While the government has accepted the notion of one board for school education other major recommendations of the Muthukumaran Committee on education reforms are being sidelined by the State government. In fact, some government run schools are changing the medium of instruction to English and not all schools teach Tamil, though this is compulsory as per current State education law. Moreover, schools with an eye on the results in board exams and aiming at future lucrative career possibilities for their students are introducing modern European languages like French (German is waiting to be introduced on a larger scale on the school level) that are supposedly high scoring subjects in comparison to Tamil, which is seen to be difficult even by those whose mother tongue it is. There is almost everywhere an exodus from government run schools to aided or private schools because of the perceived better quality and the lure of an English medium education, which is regarded by parents to be necessary in today’s world. It is to remain viable and not lose out in this competition for students that government run schools are increasingly offering English medium instruction also, although the English medium sections are permitted only on a self-financing basis. The non-acceptance of important recommendations by the Muthukumaran committee is thus in line with the general pro-globalisation trend in the Tamil Nadu economy as a whole. Current education system Why is India still a developing country and what is stopping it from being a developed country? India’s education system as a stumbling block towards its objectives of achieving inclusive growth. India is going to experience a paradox of nearly 90 million people joining the workforce but most of them will lack requiste skills and the mindset for productiveemployment according to a report in DNA. India has about 550 million people under the age of 25 years out of which only 11% are enrolled in tertiary institutions compared to the world average of 23%. . I will be focussing on how the education system’s failure is leading to another social issue of income inequality and hence, suggest certain policies to improve India’s education system and reduce inequality. Problems and drawbacks The really critical aspect of Indian public education system is its low quality. The actual quantity of schooling that children experience and the quality of teaching they receive are extremely insufficient ingovernment schools. A common feature in all government schools is the poor quality of education, with weak infrastructure and inadequate pedagogic attention. What the government is not realising right now is that education which is a source of human capital can create wide income inequalities. It will be surprising to see how income inequalities are created within the same group of educated peopleSo if the government does not improve education system particularly in rural areas the rich will become richer and the poor will get poorer. Hence, it is imperative for the government to correct the blemishes in India’s education system which will also be a step towards reducing income inequality. Another reason for poor quality of education is the poor quality of teachers in government schools . Government schools are unable to attract good quality teachers due to inadequate teaching facilities and low salaries. The government currently spends only 3% of its GDP on education which is inadequate and insufficient. To improve the quality of education , the government needs to spend more money from its coffers on education. Most economists feel that the only panacea to the ills of the public schooling system is the voucher scheme. Under the voucher system, parents are allowed to choose a school for their children and they get full or partial reimbursement for the expenses from the government. But however, the voucher system will further aggravate the problem of poor quality of education in government schools. Such a system will shift resources from government schools to private schools. This will worsen the situation of government schools which are already under-funded. Moreover, if the same amount given as vouchers can be used to build infrastructure in schools then the government can realize economies of scale. For example- The centre for civil society is providing vouchers worth Rs 4000 per annum to 308 girls. This means that the total amount of money given as vouchers is Rs 1232000. If the same amount can be used to construct a school and employ high quality teachers who are paid well then a larger section of the society will enjoy the benefit of education. A school can definitely accommodate a minimum of 1000 students. I hope government takes certain appropriate policy measures to improve the education system otherwise inequalities are going to be widespread and India’s basic capabilities will remain stunted. Let us strengthen the case for a stronger education system. Conclusion Certain policy measures need to be taken by the government. The basic thrust of government education spending today must surely be to ensure that all children have access to government schools and to raise the quality of education in those schools. One of the ways in which the problem of poor quality of education can be tackled is through common schooling. This essentially means sharing of resources between private and public schools. Shift system is one of the ways through which common schooling can be achieved. The private school can use the resources during the first half of the day and the government school can use it during the second half. It is important to remember that the quality of education is directly linked to the resources available and it is important for the government to improve resource allocation to bring about qualitative changes in the field of education. Common schooling is one of the ways in which government can use limited resources in an efficient way and thus improve resource allocation.

My Perspectives on Human Sexuality - 1632 Words

Sexuality My Perspectives on Human Sexuality Reba McBride Oct. 3, 2010 PSY 265 Kaiewa Masuda Sexuality This is a comprehensive look at the results of the life experiences that have molded and shaped my sexual perspectives. I have had several different things that have happened to shape my thoughts and actions inn my sexual life. Yet now that I have taken this course I have gained a new found understanding for the reactions that were part of my life. The value system that I was raised under was very strict. I was brought up in a Holiness religion, where we were not allowed to do several of the things that others were doing. We were not allowed to be alone in the room with the opposite sex after we reached an age of†¦show more content†¦If the opportunity for me to explore the realm of bi-sexual experiences presents itself, I am wiling to now take the chance and experience it for myself. I may find a part of myself that was lost during those rapes. For me, I have learned a lot of lessons in the sexual realm of human nature and some have been helpful while others were not. I chose rape as my topic for this paper, merely because I am a victim/survivor. When I look back at those moments and allow the feelings to resurface I find that there was no love only sexual satisfaction for those that were performing the act. I have tried to understand why this could have happened to me, could I have prevented it from happening, did I do something that created the emotions to stir within these men. I only come up with the fact that I was an innocent and they were the ones in control of the actions they were performing. It has taken several years for me to understand that I was not responsible for these actions and they have been a major part of my life as an adult. Many of these feelings have caused me to create relationships that were not healthy and were endangering my life. Others were just fillers for the feeling of love that I was looking for with no real insight of what love truly was. As more of the fact became known to me and that I was not the responsible party I looked for a way to confront my Sexuality attackers. My Dad, being a major player in these acts was theShow MoreRelatedContemporary Perspectives On Human Sexuality Essay1334 Words   |  6 Pagesare various perspective on human sexuality. As seen throughout time, human sexuality has taken several routes and has brought about a different perspective and beliefs on human sexuality. This difference is associated with the consequences man received during the Fall. The definition of authentic sexuality is viewed in several ways through a spectrum that includes theological perspective and contemporary society’s perspective. 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