Compare and Contrast Hinduism and Buddhism Essay - 674 Words

Hinduism and Buddhism Some people may think that Hinduism and Buddhism are the same religions with just two different names. They aren’t, Buddhism and Hinduism both have different types of rituals, holidays, founders, and so-on. The two extensive religions of Hinduism and Buddhism have lots of information behind themselves. They are made up of cultures, rituals, practices, and many other things. â€Å"Hinduism is a collection of religious beliefs that developed slowly over a long period of time.† (World History Patterns of Interaction, 2005) Hinduism has been made up of so many different cultures and beliefs that unlike Christianity and Islam it is unable to be traced back. Hindus believe in karma and reincarnation. Karma is good and†¦show more content†¦Also, Buddhism was a more peaceful and calm religion. Unlike in Buddhism, in Hinduism there was a caste system. It was a group from a social system. Hindus had gone by using a caste system, but it was rejected in the Buddhism community which resulted in many Buddhist being laborers and craftspeople. Hindus and Buddha both had different beliefs. For example, â€Å"Hindus saw religion as a way of liberating the soul from illusions, disappointments, and mistakes of everyday existence.† (World History Patterns of Interaction, 2005) There were also a few similarities between Hinduism and Buddhism. For example, they both believed in reincarnation after death and karma, which means to keep people bound to the world through the cycle of life and death. Also they each had final goals. For example, in Buddhism the final goal was called nirvana and in Hinduism the final goal was called moksha. Each would happen after reincarnation was finished and the spirit and soul had a perfect understanding. Both Buddhism and Hinduism were helped spread by people. For example, Ashoka spread Hinduism by adopting it in a way after war, and missionaries helped spread Buddhism. Also, both religions promote non-violent beliefs toward all living things. To conclude this essay I would say that Hinduism is more or less a group rather than a religion because it was made up of other religions and Buddhism is like a subcategory that would branch off of Hinduism. Hinduism andShow MoreRelatedCompare And Contrast Hinduism And Buddhism1629 Words   |  7 Pagesmost influential religions in the world are Hinduism and Buddhism. Both religions originate from South Asia and are similar in their basic beliefs and practices; though they differ in many aspects. Unlike Buddhism, Hinduism did not have a founder. It generated and expanded through India from 1500 BC and is the third largest religion in the world. It is considered to be a compilation of different ideas contributed by various groups. The religion Hinduism is a captivating culture that utilizes holidaysRead MoreHinduism And Taoism802 Words   |  4 PagesCompare and Contrast: Buddhism, Taoism, and Hinduism. Both Buddhism, Taoism, and Hinduism in religious context compare through origin, philosophy, and their social structures including their outlook on women. These three religious show south east Asian roots, cultural beliefs, and social conflicts and solutions. The origin and expansion of Buddhism, Taoism, and Hinduism are similar in that all of them were created in south east region of Asia and that they each expanded through the silk road inRead MoreSimilarities Between Hinduism And Buddhism1351 Words   |  6 PagesIn this essay, I intend to compare and contrast two major religions, Hinduism and Buddhism, that came out of India thousands of years ago. Though these two religions are old, they are still practiced today by millions of followers within the continent of Asia and the West. First, I would like to introduce the religion of Hinduism. The term Hinduism was derived a river of South Asia, the Indus. This term was used by the ancient Persians to classify the people of that region of the North-West territoryRead MoreHinduism and Buddhism976 Words   |  4 Pages Buddhism and Hinduism are two of the world’s most influential and greatest religions. Buddhism is a religion based on the teachings of the awakened one (Abrams), and Hinduism is the oldest of the world’s greatest religions (Rice). Both of these religions arose in South Asia, thus they share similar culture and philosophy; however, they also contrast greatly with each other in many other aspects. By comparing the rituals of worship of the two religions it is proven that Hinduism worships variousRead MoreSimilarities Between Hinduism And Buddhism995 Words   |  4 PagesCompare and Contrast Essay Hinduism and Buddhism There are more than seven billion people living across the world and about 19 major religions with about 270 subgroups. In many states and countries, there are two or more religions that are being practiced by its residents. Hinduism and Buddhism are two of the 19 major religions, that are widely practiced. Hinduism and Buddhism both have common origins, and share similar beliefs. Both Hinduism and Buddhism are religions that focus on the way to liveRead MoreIndia s Caste System : How Were They Alike?1640 Words   |  7 Pages Table of Contents Harappa and Mohenjo Daro: How were they alike†¦.pg 2 India’s caste system†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦pg 3-4 Linking to today†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.pg 5 Buddhism/Hinduism: Compare and Contrast†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..pg 6-7 The Great Emperor: Asoka...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.pg 8-9 Harappa and Mohenjo Daro civilizations: How were they alike? Two civilizations grew along the Indus River about 3000BCE and existed for around 1500 years. These two Indian civilizations were called theRead MoreEssay on Apwh Ch.9 Study Guide732 Words   |  3 Pagesrealm by inscribing edicts in natural stone formations or pillars he ordered to be erected, established his capital at the fortified city of Pataliputra, created a central treasury to oversee the efficient collection of taxes, and he converted to Buddhism. How did the Gupta administrative practices differ from the Maurya? Ashoka had insisted on knowing the details of regional affairs, which he closely monitored from his court at Pataliputra. The Guptas left local government and administrationRead MoreHinduism And Taoism1301 Words   |  6 Pages1. Compare and contrast various views of Hinduism, Buddhism, and Taoism. Hinduism, one of the oldest religions refers to the collection of faiths and originated in India. Hinduism was brought to India by nomadic people thousands of years ago and is a polytheistic system with various gods and goddesses as well as lesser deities. Hinduism is related to Buddhism because many early ideas found in Hinduism influenced the Buddhist teachings. Founded in the fifth century by Gautama Siddhartha Buddha,Read MoreComparison of Hinduism and Buddhism Essay772 Words   |  4 Pagesdiscuss. Origin of Hinduism The origin of Hinduism is a mystery, because there is no founder for this religion. This religion developed over four thousand years ago. There is no author for this religions scared literature. This religion is believed to originate around 2000 B.C. on the continent of India. This religion is considered one of the longest surviving religions. The first people to practice this religious belief are the Indus Valley Civilization (Bass, 2014). Origin of Buddhism The religionRead MoreCompare and Contrast Judaism and Buddhism Essay647 Words   |  3 PagesCompare and Contrast Judaism and Buddhism One of the most early religions are Judaism and Buddhism. Both Judaism and Buddhism have lots of differences beliefs and practices and only few similarities. Judaism was started in 2000 B.C.E, led by Abraham. Buddhism was started in 560 B.C.E, by Siddhartha Gautama. Both religions have different point of view. Buddhism don’t believe in deity and Judaism believe in deity. Buddhism are just followers of Gautama and Judaism believe in Yahweh (the God

1979 Iranian Revolution and Ayatollah Khomeinis Role in...

The 1979 Iranian revolution is a revolution that changed the country of Iran for the better. The Iranian revolution resulted in many events which include the overthrow of Reza Shah Pahlavi, and the upbringing of Ayatollah Khomeini. Ayatollah Khomeini who replaced Reza Shah with the role to improve a better perspective about Islam and to protect the realm of the Shiaa community. The Iranian revolution began with the overthrow of then leader Reza Shah, who was a non- Muslim, western powering monarch. The people of Iran protested against Shah in order to replace him as their leader. Iranian citizens lead Shah to flee the country of Iran because they were fed up with his regime. Mehdi Bazargan was arranged†¦show more content†¦The people of Iran voted yes for Khomeini to become their leader and for him to begin expanding the Islamic republic. They had protests and rallies in the streets of Iran in order to make sure Khomeini was going to be their definite leader. A new constitution was in the process of being changed in Iran. Khomeini was going to sign the liberal draft made by the cabinet in June of 1979. The constitution was a confirmation of clerical rule in Iran. It consisted of government institutions that were matched by revolutionary institutions, which had the most power. Their characteristics of power defined the Islamic republic. The guardian council was a group of people who elected parliament. They were made up of six constitutional scholars who ruled on the actions of Majlis, an Islamic parliament group. The authority between a subordinate government and a dominant clerical rule was pretty even throughout Iran. Many of the early leaders wanted the new constitution to be called a â€Å" Democratic Islamic Republic† (Mir-Housseini Tapper 17). Protests were divided among the citizens of Iran. The protests were about the people of Iran who either agreed with Khomeini, or were opposed against him. The people who were for Khomeini wanted a new leader who would better their country and up bring a new Islamic republic during his reign. TheShow MoreRelatedAmerican Influence and Foreign Policy in Iranian Revolution and Iranian Hostage Crisis1366 Words   |  6 PagesDid American foreign policy and influence lead to the Iranian revolution and spark the Iranian hostage crisis? Part A This investigation determines to what extent American foreign policy, within the years 1953-1982, caused the Iranian embassy siege. Furthermore, it questions the role that the Carter and Kennedy administrations had in furthering the American agenda within Iran. In order to assess the role American influence played, this investigation evaluates the relations between the Carter administrationRead MoreWomens Rights in The Islamic Republic of Iran Essay1344 Words   |  6 Pages The Iranian Islamic Revolution of 1979 created a lasting affect on the societal role of women through modern day Iran. Women in Iran before the revolution were not entirely treated equal to men, but despite some cultural perceptions of women being inferior to men, they had made progress to become socially equal under the Shah. Several misconceptions and theories have been published and studied to show the inequality of women versus men because of Islam. However, contrasting theories have also beenRead MoreTaking a Look at the Iranian Revolution892 Words   |  4 PagesRevolution means to bring a change in something. In politics, it basically means to over throw a government with another government system. There are many revolutions took place in history and the Iranian revolution was one of them. Iranian revolution brought a big change in the Iranian society by over throwing the Shah’s government and establishing a new system called Islamic republic. Iranian revolution has also a lot of impact on Islamic countries. The Iranian revolution was the one of the mostRead MoreStrange Rebels: 1979 and the Birth of the 21st Century is a monograph written by Christian Caryl, a1200 Words   |  5 Pages Strange Rebels: 1979 and the Birth of the 21st Century is a monograph written by Christian Caryl, a contributing editor at Foreign Policy magazine and a senior fellow of the Center for International Studies at MIT, which attempts to theorize the emergence of using revolutionary twin forces-religion and markets in 1979 and their radical alteration of the international economy in the 21st century. Caryl’s study covers five case studies from the root of 1979 and how strange rebels served as counterrevolutionaryRead MoreEssay on Iranian Revolution1496 Words   |  6 PagesEvaluate the role of Islamic fundamentalism in the 1979 Iranian revolution (1200) Various factors influenced the 1979 Iranian revolution, but at the core of this significant event was Islamic fundamentalism. The Iranian religious leader, Ayatollah Khomeini, led this movement to end the thirty-seven-year reign of Mohammad Reza Shah Pahlavi, also known as the Shah of Iran (Diller 1991, p.152). The revolution was a combination of mounting social, economic, political and religious strains. The nationRead MoreThe Collapse Of The United States2238 Words   |  9 Pagesissue of the troubled relationship of the US with its former ally in the Middle East resurfaced. One period particularly seemed to reflect their dispute, the 1979 Islamic revolution which propelled Ayatollah Khomeini at the head of the newly renamed Islamic Republic of Iran. When Ayatollah Ruhollah Khomeini came into power in Iran in early 1979, the country was on the brink of collapse, due to several years of unrest and protests against the former regime. The demise of the Shah Mohammed Reza PahlaviRead MoreThe birth of Hezbollah from the ruins of the Amal movement2374 Words   |  10 PagesAmal movement When the Iranian Revolution succeeded in 1979, Iran wanted to gain the admiration and the support of Arab countries, benefiting in particular from the support by the Shah of Iran and his relationship with Israel before the collapse of his regime. On this very first day of the victory of the revolution, Iran was keen to extend its bonds with the Islamic world, and when this was not possible in most cases, because of many complex causes of the revolution, Iran began to look for  «organizations »Read More The Causes and Effects of the Iranian Revolution Religiously and Politically2481 Words   |  10 PagesA revolution is a mass movement that intends to violently transform the old government into a new political system. The Iranian Revolution, which began in 1979 after years of climax, was an uprising against the Shah’s autocratic rule resulting in much religious and political change. Shah Muhammad Reza Pahlavi made efforts to remove Islamic values and create a secular rul e and â€Å"westernize† Iran through his White Revolution. In addition, his tight dictatorial rule and attempts at military expansionRead MoreRelationship Between The West And Iran2034 Words   |  9 Pagesdelusion, paranoia and mistrust of the West. Adam Tarock, professor of Political Science, from the University of Melbourne, elegantly noted the pattern of Iranian foreign policy showing the dualities and inconsistencies of Persian politics as the result of fighting constantly for survival from greater powers over the last 150 years: As for the Iranians, Europe has in the past century and a half been associated simultaneously with its potential threats to Iran s national security and as a shield to itsRead MoreRelations Between Iran and US Essay1839 Words   |  8 Pages In 1979, protests erupted across the nation against the government of Shah Mohammad Reza Pahlavi. This was triggered by the domination of foreign policy, the exploitation of Iran’s resources and wealth by foreign firms, corruption and oppressive regime. The Shah’s government’s close ties with the United States and Israel, his oppressive methods and his program of Westernization were unpopular with the Iranian people. They therefore turned to the ‘ulama as an alternative. Ayatollah Ruhollah Khomeini

Teenage Pregnancies and the Health Risks to the Unborn Child Free Essays

string(96) " a college degree by age 30† \(National Campaign to Prevent Teen Pregnancy, March 2010\)\." Running Head: Teen Pregnancy Teenage Pregnancies and Health Risks Betty Samuelsen Western Governors University Teen girls should refrain from the peer pressure of becoming pregnant. Becoming pregnant at a young age may have consequences with the range of seriousness. Pregnant teens are encouraging others to become pregnant in the form of peer pressure. We will write a custom essay sample on Teenage Pregnancies and the Health Risks to the Unborn Child or any similar topic only for you Order Now Teens are watching too much television that encourages them to become pregnant. Pregnancy is a major reason that the dropout rate of teen girls is so high. Teens need to be informed of the health risks that they may be faced with if they become pregnant. Research suggests that there are no easy solutions to the complexity of issues affecting pregnant teens, such as outside influences in the form of other pregnant teens and media that encourage pregnancy, the effect of pregnancy on a teenager’s education, and the health risks faced by pregnant teens and their unborn children. Television shows are one example of media that complicates the issue of teen pregnancy. Studies show that teens, 12-17 years of age, that watch television shows that have the most sexually suggestive information, are twice as likely to become pregnant (Chandra, 2008). The television industry needs to have more of a balance between sexual content and the risks that pregnancies have upon teens (Chandra, 2008). These television shows also influence others to become pregnant because it is the thing to do. For example, MTV program content implies that if a girl gets pregnant, then the teen has a one-way ticket to fame and MTV is also promoting teen pregnancy instead of stating it as a serious problem in America (Montalvan, 2011). Television increases the complexity of this issue when watching television shows that make teen pregnancies appealing leads to peer pressure to become pregnant. For example: Girls 16 and younger have gotten together to â€Å"plan† their pregnancies and how they are going to raise their children together. When the girls would find out if their pregnancy test came back positive, they would high five each other, like they were proud to be pregnant at such a young age and they will be ok (Males, 2008). Peer pressure is usually male-to-male and female-to-female, this pressure seems to be harder to withstand from males due to status and being accepted. On the other hand, females fall into peer pressure to â€Å"fill a void† in their lives and maintain a relationship with the opposite sex (Sugland, 1997). Not only is peer pressure a problem, research shows that 20% of teens have stated that their parents (46%) are also a big influence on them having sex compared to the 20% of friends pressure (Albert, 2010). What is this saying about parents’ influence on their own teens? Teens state that they wish they could have more open conversations about sex with their parents and be more open in conversation about contraception. They believe that this could reduce teen pregnancies (Albert, 2010). There are also various cultural practices that complicate how teens think about pregnancy. In adolescents’ views about sex, it is on their minds most of the time whether or not they are sexually active themselves. Views differ from race to race as to the frequency of sex among their peer groups, for instance African-American perceive more sex than among peer groups in the European-and Mexican-American peer groups. (Mahavarkar, Madhi, Mule, 2008). Teen pregnancy is not only a local problem, but is a global concern even with the conflicting information from study to study. The previous new labor government in England identifies pregnant schoolgirls as a particularly vulnerable group. In addition, research shows different effects of pregnancy on the education of pregnant teens. The leading cause, 30%, of teens dropping out of high school is pregnancy and parenthood (National Campaign to Prevent Teen Pregnancy, 2010, March). In England, the 1st cornerstone of a four cornerstone campaign is to increase the participation of pregnant teens in education, training and/or employment. According to the Social Exclusion Unit, the second strategy is getting 60% of young mothers into training, employment, and education (as cited in Vincent Thomson, 2010). The Social Exclusion Unit assumes that meeting the second cornerstone will help reduce the negative health, social and economic correlates of teen pregnancies. Researchers appear to agree with policy-makers on the challenges that the pregnant teens and mothering teens face in their education. The Department of Education and Skills put out a guidance on the education of school-aged girls and parenting mothers which outlined the expectations that the teens should be getting. England’s local authorities have a low priority in helping teen mothers get back into education. Audit Commission, 1999, Coleman and Dennison 1998). In the 2001 guidance, the Department of Education and Skills state, â€Å"The school should ensure that the young woman continues learning as long as possible up until the birth by exploring all opportunities for curriculum support available (Department of Education and Skills, 2001, 5). Schools are also required to provide an elective official to be in charge for the pregnant teenagers–someone whose main function is to facilitate the on-going education of the pregnant pupil and her successful reintegration to education after the six-week post-natal check-up. This official should be made aware of all the schoolgirl pregnancies within the local authority. The local authorities are encouraged to provide the same education as those of pregnant teens. Pregnancy should not be the reason some of these parenting mothers are not being allowed to attend school. Schools should be partially accountable for the education of these parenting teens. In order to make this goal happen, schools would need to provide work for the pregnant teen to do at home when she is unable to attend school. About half of the teens that are pregnant have a high school diploma vs. 9% of those that were not teen mothers. â€Å"Other data find that less than 2% of young teen mothers (those who have a baby before age 18) attain a college degree by age 30† (National Campaign to Prevent Teen Pregnancy, March 2010). You read "Teenage Pregnancies and the Health Risks to the Unborn Child" in category "Papers" Pregnancy can have negative effects on education. According to As hley, study 1 of 4, was an average student that found out at 6 weeks she was expecting. She thought, â€Å"I’m not going to get my GCSE’s [General Certificate of Secondary Education], I’m not going to go to college and I’m not going to get the job I want to get† (as cited in Vincent, Thompson, 2010). Ashley was hoping to be able to say goodbye to her friends. The school implied that she would be able to maintain her education with a pupil referral unit; therefore, the school was expressing its concerns of the health and safety of her pregnancy. Poor communication of the students mainstream school with the pupil referral unit made Ashley miss coursework and failed some of her GCSE’s that she was optimistic in passing. The school just did not care. In some cases pregnancy has mixed effects on a students education but still presents complications. Shae, study 2 of 4, had mixed reactions, peers were mostly accepting, but among staff they are mixed, some accepting, others not so much. The meeting was a different situation from Ashley’s. Shae was able to stay in her school until most of her GCSE’s were complete with minimal accommodations, such as leaving class a little early to avoid being â€Å"crushed† in the hallways. Her teacher also took on making sure the Pupil Referral Unit had coursework for her to do, unlike to first study. Shae felt more apart of her school still (as cited in Vincent, Thompson, 2010). Pregnant teens will need to make complicated decisions on education. Shae was able to stay in the mainstream school until her 7th month of pregnancy, but at the same time still felt like she was apart of the school. Unlike Ashley’s school, Shae’s was more supportive of her situation. Children of teen mothers are affected in the long term, such as, becoming a teen parent later (National Campaign to Prevent Teen Pregnancy, 2010). Pregnant teens will have a much harder time finding well paying jobs if they are not able to have the proper education available to them†¦ Without a high school education, it is much harder to be accepted into college (National Campaign to Prevent Teen Pregnancy, 2010). Shae was aware that she had a choice and made that known to the school and staff members and stuck to convincing them to allow her to stay and accomplish her dreams and goals that she had set for herself. Title IX actually protects pregnant teens to have an equal education to those of their peers, no matter the situation. (Educational Policy, January and March 2006, 20(1). Shae was aware of the choice that she had on her education and made it known to the school and the staff members and stuck to convincing them to allow her to stay. As stated above the Title IX, is an American statue, that should also prepare pregnant teens the same opportunity as those in other countries. For example, a non-educational consequence of teen pregnancy is the health risks to the mother and the baby. Prenatal care is critical in the first months of pregnancy. Prenatal vitamins with folic acid are suggested to be taken before becoming pregnant to prevent certain birth defects, such as neural tube defects (as cited in Nihira, M. , 2009. Teen Pregnancy: Medical Risks and Realities). Some of the health risks for both the pregnant teen and unborn child are as follows: Teens have more complictions in delivery than those in their 20’s and later. Pre-Term deliveries for the unborn child are a major complication. The teen is 3 times more likely to develop anemia, than those that are not teens. Pre-term deliveries are higher in some studies while other studies do not have the higher rates. Poor prenatal care and late identification of complications could explain the high rate of pre-term delivery. (Mahavarkar, Madhu, Mule, 2008). Any baby born before 37 weeks is considered pre-term or â€Å"preemie. † Full term lasts 40 weeks. The baby can have respiratory, digestive, vision, cognitive, and many more problems (as cited in Nihira, M. , 2009. Teen Pregnancy: Medical Risks and Realities). Pregnant teens are still growing themselves which puts their unborn child at a greater risk of being a â€Å"premee† and being under weight. Pregnant teens are 1. 8 times more likely to have low birth weight babies. Research shows that in a controlled and study low birth weights are as follows: 2. 5 (42% study, 59% controlled). (Mahavarkar, Madhu, Mule, 2008). Babies that are less than 3. 3 lbs. ay have to be put on a ventilator to help them breath after birth due to their lungs not being fully developed. Premature babies usually have not had enough time in the womb to develop fully (as cited in Nihira, M. , 2009. Teen Pregnancy: Medical Risks Realities). Complications for the pregnant teen may be very severe. Pre-eclampsia is a severe condition for the mother such as bleeding problems, pre-mature separation of the placenta from the uterus before the baby is born (placenta abruption), rupture of the liver, stroke, and death (rarely). (Mahavarkar, Madhu, Mule, 2008). For example, pre-eclampsia, can cause swelling in the hands and feet of the mother along with organ damage (as cited in Nihira, M. , M. D. , (2009). Teen Pregnancy: Medical Risks Realities). Research suggests that there are no easy solutions to the complexity of issues affecting pregnant teens, such as outside influences in the form of other pregnant teens and media that encourage pregnancy, the effect of pregnancy on a teenager’s education, and the health risks faced by pregnant teens and their unborn children. In conclusion, outside influences account for some of the reasons that teens are becoming pregnant in high school. If teens are not sexually active in high school, teen peers torment them and encourage them to become pregnant. In return, the pregnant teens and teen mothers suffer the natural consequences of becoming pregnant. One result is not having an equal education to their peers and not having the better paying jobs that the other teens may have. Teens that become pregnant while still young and their unborn child face huge health issues, such as low birth weight, pre-eclampsia, possible stroke, and possible death. Reference List Albert, B. (2010). With one Voice 2010: America’s Adults and Teens sound off about Teen Pregnancy. Washington, D. C. : The NCPTP and Unplanned Pregnancy. Audit Commission, (1999) Chandra, A. (2008). Study: TV influences teen pregnancy stats. Retrieved from Coleman Dennison, (1998) Department of Education and Skills, (2001), 5. Educational Policy, (January and March 2006) 20,(1). Mahavarkar, S. H. , Madhu, C. K. , Mule, V. D. (2008). A comparative study of teenage pregnancy. Journal of Obstetrics Gynaecology, 28(6), 604-607. doi:10. 1080/01443610802281831. Males, M. (2008). http://articles. latimes. com/2008/jul/13/opinion/op-males13. National Campaign to Prevent Teen Pregnancy (March 2010). Why It Matters: Teen Pregnancy and Education. Nihira, M. , M. D. , (2009). Teen Pregnancy: Medical Risks Realities. Retrieved from http://www. webmd. com/baby/teen-pregnancy-medical-risks-and-realities. Social Exclusion Unit, (1999). Sugland, B. (n. d). Sex, Pregnancy and Contraception: A Report of Focus Group Discussions with Adolescents. N/A, Retrieved from EBSCOhost. Vincent, K. , Thomson, P. (2010). ‘Slappers like you don’t belong in this school’: the educational inclusion/exclusion of pregnant schoolgirls. International Journal of Inclusive Education, 14(4), 371-385. doi:10. 1080/13603110802504580 How to cite Teenage Pregnancies and the Health Risks to the Unborn Child, Papers

Bakke Essay Research Paper In 1973 a free essay sample

Bakke Essay, Research Paper In 1973 a 33 twelvemonth old Caucasic male named Allan Bakke applied to and was denied admittance to the University of California Medical School at Davis. In 1974 he filed another application and was one time once more rejected, even though his T est tonss were well higher than assorted minorities that were admitted under a particular plan. This particular plan specified that 16 out of 100 possible infinites for the pupils in the medical plan were set aside entirely for minorities, while the other 84 slots were for anyone who qualified, including minorities. What happened to Bakke is known as contrary favoritism. Bakke felt his rejections to be misdemeanors of the Equal Protection Clause of the 14th amendment, so he took the University of California Regents to the Superior Court of California. It was ruled that # 8220 ; the admittances plan violated his rights under the Equal Protection Clause of the 14th Amendment. The clause reads as follows: # 8220 ; # 8230 ; No province shall do or implement any jurisprudence which shall foreshorten the privileges or unsusceptibilities of citizens of the United States ; nor without due procedure of the jurisprudence ; nor deny to any individual within its legal power the equal protection of the laws. We will write a custom essay sample on Bakke Essay Research Paper In 1973 a or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page # 8221 ; The tribunal ruled that race could non be a factor in admittances. However, they did non coerce the entree of Bakke because the tribunal could non cognize if he would hold been admitted if the particular admittances plan for minorities did non be. Bakke disagreed with the tribunal on this issue and he brought it before the California Supreme Court. The California Supreme Court held that it was the University # 8217 ; s load to turn out that Bakke would non hold been admitted if the particular plan was non in consequence. The school could non run into this demand, and Bakke was admitted by tribunal order. However, the University appealed to the Supreme Court for # 8220 ; certiorari # 8221 ; , which was granted, and the order to acknowledge Bakke was suspended pending the Court # 8217 ; s determination. # 8220 ; Bakke was the most important civil rights instance to make the United States Supreme Court since Brown v. Board the Education of Topeka, Kansas. # 8221 ; The particular admittances plan at Davis tried to farther incorporate the higher instruction system because simply taking the barriers, as the Brown instance did, did non ever work. In short, Bakke was oppugning how far the University of California Medical School at Davis could travel the attempt to do up for past racial favoritism and segregation. The statements for and against the particular admittances plan are complicated. The statements for particular admittances are as follows: Because of past unfairnesss, compensation should be granted to minorities, and one possible signifier is as affirmatory action, which, in this instance, is the function of the particular admittances plan. In add-on, racial diverseness in educational establishments was seen as a asset. The diverseness would learn pupils more about different races and faiths and fix t hem for the hereafter when they would most probably have to work along side person different from themselves. Hopefully, minorities in professional countries would return to their minority community and be seen as a function theoretical account for minority young person while profiting the full community every bit good. The concluding statement for the particular admittances plan is that advantage should non be associated with race, i.e. because one is of the Caucasic bulk he/she should non hold more advantages and likewise because one is of a minority he/she should non b e disadvantaged. The statements against the particular admittances plan were based upon the fact that the Constitution was intended to overlook race and ethnicity in public authorization and determinations. The mistake in particular admittances plans is that they will us e skin colour as a more of import factor than academic and personal virtue. Therefore, those who deserve promotion may non have it, due to affirmatory action and the associated contrary favoritism. By making so, the assorted cultural groups will be divided and perchance stop up viing. Another job with the particular admittances plan is that it does non take into history the disadvantaged who are in the bulk, non the minority. And eventually, it is seen as charity to the minorities by many persons and civil rights groups. The determination of the Supreme Court was seen as # 8220 ; something for everyone. # 8221 ; In other words, each side, although non wholly deriving their terminals, furthered their cause. The particular admittances plan at Davis was deemed unconstitutional because it specified a figure of minority slots. However, the tribunal upheld the usage of race or ethnicity as # 8220 ; a # 8216 ; plus # 8217 ; in a peculiar applier # 8217 ; s file, so long as it does non insulate the person from comparing with all other campaigners for the available seats. # 8221 ; # 8220 ; Justice Powell was the key to the Bakke determination ; In fact, it could be said that he created both bulks in add-on to simply holding with them. # 8221 ; The determination to make off with the Davis particular admittances quota system was supported by Powell, Chief Justice Burger, Justice Rehnquist, Justice Potter Stewart, and Justice John Paul Stevens. They saw the Bakke instance as a difference which could be settled by the 1964 Civil Rights Act without even naming constitutional affairs into inquiry. # 8220 ; Title VI of the act, they pointed out, barred any favoritism on the land of race, colour, or national beginning in any plan receiving federal fiscal assistance. # 8221 ; Therefore, the university had violated that portion of the 1964 Civil Right s Act. However, Powell thought otherwise. Alternatively of governing out constitutional engagement, he saw the equal protection clause of the Fourteenth Amendment and Title IV of the 1964 Civil Rights Act as equal. Therefore, he said, # 8220 ; what violated one violated the other. # 8220 ; The Davis particular admittances plan used an expressed racial categorization, Powell noted. Such categorizations were non ever unconstitutional, he continued, # 8216 ; but when a province # 8217 ; s distribution of benefits or infliction of loads flexible joints on. .. the colour of a individual # 8217 ; s tegument or lineage, that person is entitled to demonstration that the challenged categorization is necessary to advance a significant province interest. # 8217 ; Powell could happen no significant involvement that justified the constitution of the # 8230 ; quota system. Not even the desire to rectify past favoritism was a sufficient justification, he said. # 8221 ; Powell did non hold wholly that all racial categorizations were unconstitutional. He did believe that affirmatory action, when it considered race, was O.K. . He demonstrated this when he voted on this point with Justices Brennan, Marshal, White, and Harry A. Blackmun. After eight months, a ballot of 5-4 decided that Bakke be admitted to the medical school at Davis. The determination on the constitutional issue was that a numerical quota was unconstitutional unless it was used to compensate a old favoritism. However, utilizing race and faith as a asset in educational admittances was deemed constitutional.

The Two Foscari †A monologue from the play by Lord Byron Essay Paper Example For Students

The Two Foscari – A monologue from the play by Lord Byron Essay Paper A monologue from the play by Lord Byron NOTE: This monologue is reprinted from Lord Byron: Six Plays. Lord Byron. Los Angeles: Black Box Press, 2007. JACOPO FOSCARI: No light, save yon faint gleam which shows me walls Which never echod but to sorrows sounds, The sigh of long imprisonment, the step Of feet on which the iron clankd the groan Of death, the imprecation of despair! And yet for this I have returnd to Venice, With some faint hope, tis true, that time, which wears The marble down, had worn away the hate Of mens hearts; but I knew them not, and here Must I consume my own, which never beat For Venice but with such a yearning as The dove has for her distant nest, when wheeling High in the air on her return to greet Her callow brood. What letters are these which Are scrawld along the inexorable wall? Will the gleam let me trace them? Ah! the names Of my sad predecessors in this place, The dates of their despair, the brief words of A grief too great for many. This stone page Holds like an epitaph their history; And the poor captives tale is graven on His dungeon barrier, like the lovers record Upon the bark of some tall tree, which bears His own and his beloveds name. Alas! I recognize some names familiar to me, And blighted like to mine, which I will add, Fittest for such a chronicle as this, Which only can be read, as writ, by wretches. We will write a custom essay on The Two Foscari – A monologue from the play by Lord Byron Paper specifically for you for only $16.38 $13.9/page Order now

comparison between Un and EU essays

comparison between Un and EU essays The purpose of this paper is to make a general overview of the main differences between the United Nations and the European Union. According to this aim, this essay will be divided into five parts: after a brief introduction, Im going to deal with three aspects in which these two entities differ, namely their Origins and the relationship with the Sovereignty of the member states, the means to implement decisions in the Security field and the decision-making process within the bodies of the two entities. Then I will try to make some conclusions based on the areas compared. The most important international organizations in the world today are the United Nations (UN) and its affiliated bodies, and the European Union (EU). Both of them were born in the aftermath of the second World War, in order to avoid new massacres and destructions. However they have different origins and have developed different aims and structures. On the one side the United Nations officially came into existence in 1945. The aim of this Organization, as the preamble of the Charter claims, is to prevent the future generations from the burden of War. In addition Art.1 of the Charter provides four main purposes, namely to maintain international peace and security, to develop friendly relations among nations; to achieve international co-operation in solving international problems; to be a centre for harmonizing the actions of nations in the attainment of these common ends. As far as sovereignty is concerned it can be said that the United Nations is an INTER-GOVERNAMENTAL Organization made of independent sovereign states. Thus the UN Charter is one of the strongest guardian of sovereignty, enshrining that principle as one of its central pillars. However most of the problems the world faces today are of such complexity that they cannot be addressed by any single nation acting alone. Therefore the UN is a global forum where countri es come together to address c...

Literature Survey on Implementation Essay Example | Topics and Well Written Essays - 1000 words

Literature Survey on Implementation - Essay Example This volume intends to survey the means and insights in sending a wake-up call that moved the general observation and that goes beyond simple examination. On realization of a widening gap between the conception and implementation of policies, Mazmanian, Daniel, Paul (125) initiated a wave of critics in response to the noted political irresponsibility. In his book, Bardarch (55) imprints a deep message that sort to effect more congruence within the public policy processes to consequently ensure that the legislated actions and policies intentions were carried out in actual sense and in reality. They wrote their books based on the relevance basing their sentiments to the ongoing discussions and debates about the credibility of the government to challenge the true democratic reorganization (Mazmanian, Daniel, Paul, 124). The work is very relevant and extends a helping hand to assist in the much-needed debate concerning the administrative underpinning of the governance, which came at a time of the fall of the unresponsive, and unaccountable government had yet not found any lasting solution for public management. One cannot fail to note the compelling effect and clarity of vision they all bring to the issue. In their book, Pressman, Jeffrey, and Aaron (70) presents a picture the general society would not admire. The book is not optimistic at all; as the theme course along the concept of â€Å"declare it done and it will be done† method of central control that is mostly satisfied in just having a good policy or a great legislation without giving much regard to the means by which is will get executed. Denhardt (22) employs powerful stands and perspectives to develop and create a ground to consider critically the issue of implementation. As of today, he takes the task of redefining the study of the structure of administration in relation to public policy. He offers a detailed and refined examination of the vital elements about both the potential for success and