Fuck You Cunts

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Abortion Has Been One Of This Countrys Most Controversial Topic On Hand

Abortion has been one of this countrys most controversial topic on

hand. But if one sees the constitutional infringement to women by the

restriction of abortion, the torment to the unwanted child and the anguish

society has to sustain,then this topic would not be so debatable. Too many

people do not see the cause and effect of not being able to have abortions.

All human beings are given some inalienable right guaranteed by the

Constitution. One of those privilege is the right to pursue happiness. A

baby can sometimes disrupt a womans pursuit of happiness. Even if she

decides to give it up for adoption, she still has the burden of carrying

the fetus for nine months. Having the option to perform an abortion can

solve that obstacle. Taking away this right would be invading on a womans

constitutional liberty.

The unwanted child also suffers. Most of the time the mother of the

unwanted child is very young and inexperienced or too poor to take care of

the child. The child is usually malnourished, has no medical care, and

gets very little attention or love. The foster care system isnt any

better. Only a small percentage of the children are adopted by suitable

parents. But the rest remain in the foster care system, where there is

little or no personal care. In both cases, the child has a poor education

because of the lack of attention and discipline. He grows up to be

unproductive individual or a menace to society. Many get involved in drugs

and crimes. These individuals are also very violent, lacking morality due

small amount of care they received themselves. In the long run, not only

does the child suffer but also society, who has to tolerate his violent

behavior and crimes.

An abortion can be seen as putting the child out of misery while he

doesnt have the ability to reason or fear.

In short, abortion allows a woman to retain her constitutional rights,

it relieves a would be suffering child out of his distress and it

establishes a safer and more peaceful society. On these grounds, abortion

should be kept legal, and even encouraged to specific individuals, for

benefits to all of us.

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The Automated Labor Distribution System and other innovations by HayCo Consulting and Bar-Net Systems

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The experts at HayCo Consulting have developed and implemented an automated time collection and processing system for the Lubbock Police Department. The system is currently being marketed as the HayCo Automated Labor Distribution System. ALDS includes a custom touch screen overtime/comptime reporting application and a four-tiered supervisor and administrator client/server interface program. Employee identification options for the input terminal include barcode, magnetic stripe or proximity badge systems. The system has been in place for two years, tracking time and attendance for approximately 440 employees, and has resulted in the elimination of one full time clerical position. Additional interfaces to common municipal enterprise systems (e.g. J.D. Edwards) are currently in production.

Additionally, they have designed and market Bar-Net POS - a touch-screen point of sale system, utilizing relational database technology, specifically designed for the bar and nightclub industry. Bar-Net POS provides all standard POS functionality and reporting and additionally provides closed-loop inventory tracking and sales vs. usage comparisons for all liquor and draft beer products. They are currently installing a five-station Bar-Net POS™ system with complete alcohol control system, including a custom touch-screen waitress interface program, integrated credit card processing program and an 80.11b wireless LAN, for a new restaurant in Lubbock's Depot District.

For clients not utilizing automated product control, they developed a custom program to support the Bar-Net Inventory Service. The program uses an electronic scale, barcode reader and laptop computer to generate ending distilled spirit inventory and usage reports based on a detailed input/output analysis and a database of bottle and product weights. The program has been used in the execution of business analysis consulting contracts with resulting reports being provided to the Texas Alcoholic Beverage Commission and the State Comptroller of Texas.

Other projects which are currently in progress include Accurack, an automated billiard ball tracking and sales reporting device and KegChecker, a device to measure the contents of a partially used draft beer keg through a sequence of timed, pressure and CO flow measurements. Accurack was developed through a joint effort between Bar-Net Systems and Texas Tech University Electrical Engineering and Mechanical Engineering departments.

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Chapter 13 chemistry

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Chapter 1- States of Matter

Gases

Kinetic Molecular Theory

· Model to describe properties of gases

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· Kinetic=move

· Theory describes behavior in terms of particles in motion

· Model makes assumptions about size, motion, and energy of gas particles

Particle size

· Gases consist of small particles that are separated from one another by empty space

· Because gas particles are far apart, there are no significant attractive or repulsive forces among them

Particle Motion

· Gas particles are in constant random motion collide with other particles or with the walls of their container

· Have elastic collisions-no kinetic energy is lost

· Kinetic energy can be transferred between colliding particles, but the total kinetic energy of the particles don't change

Particle energy

· factors determine the kinetic energy of a particle

· Mass, velocity KE=1/mv

· In a sample of a dingle gas all particles have the same mass but all particles do not have the same velocity

· Because of this particles do not have the same kinetic energy

· Kinetic energy and temperature are related

· Temperature- a measure of the average kinetic energy of the particles of matter

· At a given temperature, all gases have the same average kinetic energy

Explaining the behavior of Gases

Low Density

· Theory states- great deal of space exists between gas particles

· The rest are fewer chlorine molecules than gold atoms in the same volume Cl=solid Au=gold

Diffusion & Effusion

Theory states-no force of attraction between gas particles

· Gas particles can move easily past each other

· The space into which a gas flows is already occupied by another gas

· This random motion causes gases to mix until they are evenly distributed

· Diffusion- Movement of one material through another

· Move from high concentration to low concentration

· The rate of diffusion depends on the mass of the particles

· For lighter particles to have the same average kinetic energy as heavier particles, they must have a greater velocity (KE=1/mv

· Effusion is process related to diffusion

· Graham's Law of Effusion- States that the rate of effusion for a gas is inversely proportional to the square root of the molar mass (GFM)

· This law applies to rates of diffusion

· Using this law you can setup a proportion to compare the diffusion rates for gases

Formula

Gas pressure

· Pressure-defined as force per unit area

· Gas particles exert pressure when they collide with the walls of their container

Atmospheric pressure

· Because the particles in air move in every direction, they exert pressure in all directions

Measuring Air pressure

· Barometer-instrument used to measure atmospheric pressure

· Height of the Hg in the tube is determined by forces

· Gravity pushing down on Hg; Humidity/temperature causes air pressure to change

· An increase in air pressure causes Hg to rise, a decrease it falls

· Monometer-instrument used to measure gas pressure in a closed container

· Flask in connected to a U-tube containing Hg

· Before the gas is released Hg is at the same height in arms

· After the gas is released the height in the arms are no longer equal

· If gas pressure atmospheric pressure the liquid on the left decreases and the liquid on the left increases Pgas=Patm+Phg

· If gas pressure atmospheric pressure the liquid on left increases and liquid on right decreases Pgas=Patm-PHg

Units of Pressure

Pascal (Pa)-Si unit of pressure 1Pa=1N/M

Other units mmHg, torr, atmosphere (atm), psi, kilopascal (kPal)

1.00atm=760 torr=101. kPa=14.7 psi (at 0 C)

Dalton's Law of Partial Pressure

· Law states that the total pressure of a mixture of gases is equal to the sum of the pressures of all the gases in the mixture

· Partial pressure depends on Number of moles of gas, size of the container, temperature of mixture

· It doesn't depend on the identity of the gas Patm= p1 + p + p….

· When gases are made in a lab they are made over water, so the gas is saturated with water

· Pgas=Ptotal-Pwater

· Water pressure will be given to you Practice problems on pg 4-6

· Water pressure will be given to you.

Forces of attraction

· Intramolecular force-Force within atoms, ions, molecules (bonding)

· Ex dispersion, H-bonds

· Intermolecular force-force between atoms, ions, or molecules

· Ex dispersion, H-bonds

Dispersion force

· Weak forces that result from temporary shift of electrons in the electron cloud

· Occurs when non polar molecules are in close contact or collide

· Electrons in the cloud repel each other causing the electrons to have a higher density in one region of each cloud

· Forms temporary dipole; When the dipoles are close together a weak dispersion force exists; Occurs in identical non polar molecules

Dipole-Dipole forces

· Attractions between oppositely charged regions of polar molecules

· Contain permanent dipoles

· Neighboring polar molecules orient themselves so that charged regions line up.

· Forces are usually stronger than dispersion forces

· Pg 4-5 pictures of bonds

Hydrogen bonds

· A dipole-dipole attraction that occurs between molecules containing a hydrogen atom bonded to a small electronegative atom with at least one lone electron pair

· Hydrogen must be bonded to Fluorine, Oxygen, Nitrogen

· H has a positive charge, O has a negative charge so that one molecule is attracted to the O in another molecule

Liquids

Kinetic Molecular Model

· Have a constant motion

· No foxed position so they take the shape of a container

· Force of attraction is greater than in gases so liquids have a fixed volume

Density & Compression

· At 5C and 1atm, liquids are closer than gases because of their greater intermolecular forces holding them together

· Like gases, liquids can be compressed, but only by a small volume because the molecules are relatively close together

Fluidity

· Ability to flow

· Liquids can diffuse through other liquids but at a slower rate than gases because of intermolecular forces

· Liquids are less fluid than gases

Viscosity

· Is the measure of the resistance of a liquid to flow

· The attractive force slows their movement

· Viscosity is determined by the type of intermolecular forces, shape of the particle, and temperature

· Warm-faster flow, cooler- slow flow larger/longer-slow small/short-fast

Surface tension

· Particles in the middle of a liquid can be attracted to particles all around them

· Particles at the surface have no attractive force from above to balance the attraction for below; so there is a greater force pulling down on particles at the surface

· Surface tension- energy required to increase the surface area of a liquid by a given amount

· Generally the stronger the attraction between particles the greater the surface tension

· Water has a high surface tension because it can form multiple hydrogen bonds

· Surfactants- compound that lower the surface tension of water (break hydrogen bonds)

Capillary action

· A narrow container; surface of water forms a meniscus forces cause this

· Cohesion- force of attraction between identical molecules

· Adhesion- force of attraction between different molecules

· The adhesive force between the water and glass is greater than the cohesive force between the water; so water rises along the inner walls of the cylinder

Kinetic molecular theory

· Are in constant motion

· Have a strong attractive force between particles, this limits the motion, causing more order

· Because this solids have a definite shape and volume are much less fluid

Density of solids

· Particles are packed closely together so they are more dense

· Because most solids sink, except water has fewer particles in given volume

Crystalline solids

· Solid where atoms, ions, or molecules are arranged in a orderly, geometric shape

· Unit cell- smallest arrangement of connected points that can be repeated in 1 direction to form a lattice

· Shape of a crystal is determined by the type of unit cell

· 7 different crystals on pg 401

· Crystalline solids can be classified into 5 groups based on the type of particles they contain

· Pg 40 table 1-4

· Amorphous solids- particles are not arranged in a regular repeating pattern

· Forms when the motion material cools too quickly and the crystals don't have time to form

Phase changes

MeltingÞsolidÞliquid

· Solids well absorb heat energy and break the bonds that are holding them together

· Temperature does not change as the solid is melting

· Amount of energy needed depends on the strength of that bond

· Melting point- temperature at which the liquid phase and solid phase of a given substance can coexist

Vaporization liquidÞgas

· Once all ice melts the addition of energy increases the kinetic energy of the liquid and the temperature increases

· Evaporation- when vaporization occurs only at the surface of a liquid

· Liquid molecules must absorb energy, break forces of attraction, and enter gas phase ex sweat

· In a closed container water collects above that liquid and exerts pressure on the surface of the liquid called vapor pressure

· Boiling point- temperature at which vapor pressure of a liquid equals the external or atmospheric pressure

Sublimation solidÞgas

· Ex solid iodine, solid carbon dioxide, mothballs, air freshener

· Absorb energy

Condensation gasÞliquid

· Loses energy, velocity decreases when molecules collide they are more likely to form bonds or increase the force of attraction, and changes to the liquid phase

· Reverse vaporization

Deposition gasÞsolid

· Reverse of sublimation energy is released ex frost & snow

Freezing liquidÞsolid

· Energy is lost, velocity decreases bonds form and hold the molecules in a fixed position

· Reverse of melting

· Freezing point- temperature at which a liquid is converted in to a solid

· Is equal to the melting point

Phase diagrams

· Graph of pressure vs. temperature that shown in which phase a substance exists

· Under different conditions of temperature and pressure

· curves separate the regions from one another solid, liquid gas

· On the curve phases of matter exist

· Triple point-temperature at which 6 phase changes can occur and phases of matter can exist

· Critical point- indicates the critical temperature and pressure above which a substance cannot exist as a liquid

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My Lesson

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As a child, I was always independent. I never wanted help from my parents tobuy anything for me or my brothers to help me in a fight. My father thouhgt that was good but he always told me dont be scared to ask for help. One day I was going to school, it seemed like a regular day. Its was very cold, and the sun was barely peaking over the horizon /the mist made it hard to see. I was not the best of friends with the people in the neighborhood because I did not go to thier school or just talk to them for that matter. No matter how long I lived there, they look at my family as an outsider.

We reallly did not cross paths, but this morning they seem interested in me as I sat on the side walk floor just outside my house waiting for the city bus to come by.

My older brothers and cousins were well-known in the neighborhood as people that nobody mess with. This was one of the main reasons that I got into confrontationswith people. Everybody in the nieghborhood wanted to test am I as tough as the rest of my brothers. I was paid a visited by one of the guys that was looking at me from across the street. By the way he was coming towards me and the looks on his friends faces I already knew something was about to happen. Not wanting to look like Im scared or intimadated by him I just look at him with disgust and said What.

I didnt even hear what he was saying to me after that, my heart was pounding and my hands was starting to swet as I was divising a plan for various scenarios. Should I hit him and run or would everbody laugh at me? Should I just try to fight them all and most likely get beat up real badly but save the respect of my brothers and the boys that I socialized with. These were all the things going threw my mind as I bald my fist as tight as I can. I look up and saw the school bus coming around the corner and it was like a breath of fresh air. I finally start listening to him but could only catch his last words as he walked away. Ima catch you after school and we will see whats up then.

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At school I couldnt think of anything but what was going to happen after school let out. All I had to do was tell my brothers what had happen and it would have been over but again me being to independent got in the way of thinking rationally. It got colder as the day progress and the weather changed to resembel the way I felt. The sky became pitch black and It started to rain as I made my way back home.

I tried hard to get my mind off it but the closer it got to 0pm the more I worried I herd a knock on the door around four Oclock. Prepared for what ever is on the other side I swung the door open as fast as I can. Letting out a Sigh of relief when I saw the familer face of my three brothers. At five oclock most of kids went out to the JFK elementry school to play basketball and to meet up with friends. I regularly attended the session over there so I knew they would be there waiting for me. As the time came I got dress putting on my shorts and shoes as slow as I can.

Leaving the house I look back at my brothers thinking this is the last chance to say something but I just start my way to the basketball court. That day I recieved the beating of my life, it didnt last long and I hurt two of them more then I got hurt but all I was thinking of was my dad was right. If I wasnt afraid to ask for help I wouldnt have got my self into this perdicament.

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The Crude Reality of Life

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Throughout history, the rejection of new ideas has been the rule and not the exception. It seems to be that the nature of mankind is to be suspicious of new things. Most often, a new idea is perceived as crazy, as unreal, as needless, and in some extreme cases, as heresy. This was the case in the XVI century, when Nicolas Copernicus, before his death, published his book The Revolution of Heavenly Orbs, in which he claimed that the solar system was a heliocentric system instead of geocentric system. This new idea was contrary to the belief of those days. His ideas were not supported by the catholic church and were viewed as heresy, therefore, banning the circulation of the book. One hundred years later, in the XVII century, Galileo Galilei published his book Dialogue Concerning the Two Chief World Systems, in which he sided with the Copernican model of the solar system. His views were seen once again as a threat to society, and soon after, he was placed under house arrest for the rest of his life. Plato, on the Allegory of the Cave, compares the world that we live in, to a dark cave, and the people of the world, to the characters inside the cave. In making a comparison between the world and the cave, and the people as the figures in the cave, I find that the world is divided into three kinds of people. The first kind of people are the illiterate or unenlightened. The second kind of people are the somewhat educated, and the third kind of people are the educated or the enlightened ones of the world.

The first kind of people, the illiterate, are those who are at the bottom of the spectrum in terms of knowledge. This people believe that what they see is reality, when in fact is the shadow of true reality. As in the characters of the cave, the shadow makers are the opinion maker, or the people that wants us to look at the world the way we want it to be seen. An opinion maker can be any one. For example, a priest telling his congregation how God wants them to live, a news broadcast network reporting their views of the world, the local newspaper exposing what the people want to see. At this level a person thinks in terms of vague impressions. A person uncritically accepts everything that enters his mind, whatever the source might be gossip, hearsay, opinions, media. At this level, a person is unable to distinguish between reality and illusion, between the genuine and the pseudo, between the legitimate and the phony. This is the unexamined life at its worst. An uncritical jumble of clich' and illusion.

The second kind of people are the somewhat educated. This group of people are the ordinary people of the world. At this level, a person has a strong conviction for what he sees, but not with absolute certainty. A person at this level has a better perception of reality, he perceives concrete facts; he relies in his senses. He can tell the difference between facts and fantasy (images and reflections). But the fact that a person can actually see the object and not just shadows does not mean he knows all there is to know about a subject. Even though this group is more advanced than the uneducated group still at this level a persons' opinion relate solely to a particular thing. He uses words that imply general meaning, but he does not bother to inquire into this general meanings. A person simply takes some meaning for granted as if nothing else existed.

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Finally, the third kind of people are the educated or enlightened, the erudites of the world. This is the group of the Copernicus, the Galileo's, the Einstein's, the Plato's , the Socrates of the world. They have been liberated from the chains of ignorance. This is perhaps the smallest of the three groups of people. Few are the ones that reach this pinnacle of life. But before they reached this level, they had to go through a great deal of pain. The path leading to the outside of the cave is steep, rocky and painful because all things that were believe to be truth and real are becoming unclear. As the person is escorted from the bottom of the cave to the outer surface a person is also experiencing the shift from the darkness of the cave to the brightness of the sunlight outside the cave. It is hard to see things in a different way from that which one had been conditioned to know. It is difficult to accept and understand new things in life. The life of an individual changes as he discovers that his old beliefs were only an illusion "He [the person] would need, then, to grow accustomed before he could see things in the upper world" (Plato). This is a period of perseverance, but once the truth is known, a person cannot go back to previous beliefs.

It is possible to live at the level of imagining or at the level of perception and be satisfied with one's lifestyle, after all, that is all a person knows or is willing to know. However, the real challenge is to step outside one's comfort zone. As in the Allegory of the cave, when the prisoner is set free and taken to the light the change was painful in the beginning, but afterwards it was rewarding. Once a person liberates himself from the chains of ignorance reaching the level of understanding, it is impossible to go back to the two lower stages. The lifestyle outside the cave is full and rewarding. A person that has reached this level has evolved from a simple and superficial uneducated individual to a fully developed and intelligent human being. The ability to learn is within everyone's reach.

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Why a degree

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"Why a Graduate Degree"

I have accomplished much in the last tens years and though each individual has their own reasoning behind their pursuit of a graduate degree. Professional and career goals, self improvement, status in society, and of course monetary reasons, are just a few motivating factors. My decision to attain a graduate degree was based on a combination of factors and one of most important reason is to better understand and self manage my home base web business by using the latest techniques of the trade.

As I move more and more in my self business I came to realize that there is no way other then doing the masters to completely understand the full scope of technology management in terms of marketing, financing and other areas of the field that can help me in escalating the growth of my business at a rapid pace.

Alternately secondary reasons are for developing necessary skills and credentials that is required for personal and corporate advancement. In this competitive world graduate degree is must to face the new challenges of work environment and this what I realize during my ten years of work experience as product manager in a large telecommunication base company.

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I strongly believe that graduate degree will help me better manage and organize my daily work, improve my oral presentation skills, improve customer relations and eventually give me an edge over the competitors that will help me in delivering and closing new products deals in a effective manner.

The other factors which has influence me to take this course is an opportunity to network with different people perhaps having diversified background and culture, opportunity to mingle with the people who are already experts in this field and indulge in the group discussion and team building exercise.

Therefore in summary by doing the graduate degree in technology management will give me self confidence ensuring success in my cooperate environment by giving advantage over my competitors and also it eventually will help me in building the roadmap to migrate to full time in managing and growing my home business.

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Reform in High School Cirriculum

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Reform In High School Curriculum

The high school curriculum in our country is a hot topic that is often debated. Over the years, the high school curriculum has changed numerous times and continues to change. The public is constantly attempting to find ways to better educate the students of our nation. The schools are still going through these continuous changes and many people are still trying to decide what type of change would be successful.

Some people believe that there is no need for a curriculum reform; however, most people would agree that it would be beneficial to make some changes. The curriculum has to be formatted to suit the students of today. Education is not taught the same way it was 100 years ago. If there were no change, our country would not have progressed as much as it has. Public schools need to make new changes to help educate and meet the needs of all students, not just some. Wilson and Rossman stated that, "The vague, ambiguous, multiple, and conflicting purposes of the American high school have led to schools that increasingly serve well only a small minority of students" (10).

Creating a standard national curriculum is one of the ideas for reform being considered. This type of curriculum is already being used in other countries around the world. Author Michael W. Apple stated in the book Transforming Schools, "The assumption in many quarters in the United States is that we must follow nations such as Britain and especially Japan or we shall be left behind" (48). Many people feel that we must raise our standards for public school students and that having a national curriculum would achieve this goal. Contributors on this debate feel that we should pick up a national curriculum similar to England. The national curriculum used by the English includes, "core and foundation subjects" and a national system of testing (Apple 48).

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Using a national curriculum also has a number of downfalls. The process of developing a new curriculum and testing it would be highly expensive. "A national curriculum would involve the invention of new examinations, a technically, conceptually, and politically difficult task" (Apple 48). Despite the extensive costs, teachers and students of public schools would have a very hard time adjusting to such dramatic changes in order to fit the curriculum.

Another consideration for reform is called the Brockhurst Model, which is used in a school in England. "This school did not assign students to 'grades,' but rather to 'forms.' Form assignments were based not on age, but rather on a student's particular level of academic achievement in each separate subject" (Hardaway 58). This type of education has made students more focused on learning rather than grades. In schools where students are evaluated by grades, many feel more pressure if they are not on the same level as other students in the class. In these "forms" a student can learn at whatever level and pace they need. A student does not proceed to a high level form until they feel comfortable with the material in which they are learning. Learning the material being taught can be hard enough without having to feel intimidated by students who are progressing at a faster pace. "Forms" eliminates this problem so students can focus on their education.

A downfall with the Brockhurst model is that students many not be in class with others their age. The forms that students are placed in to not consider age; many forms have very wide age rangers. The Brockhurst Model still allows students to socialize with their peers. During sports, physical education and other activities, students are given the opportunity to be with others their own age.

"This system of forms organized by students achievement levels also had advantages for students who would be classified as remedial under American standards" (Hardaway 5). Hardaway discusses a twelve-year-old boy who in American schools would have been in a "learning disabled" class by in this school he was placed at his level. This worked very well because he was able to be in a regular class and still learn at his own level. Hardaway explains, "While he took longer to achieve threshold proficiencies, he ultimately did so with dignity and pride" (Hardaway 5).

Both teachers and parents are worried about how well this program will work. One major point of the program is that all of the children will feel equal. No student will feel left behind by classmates and will be happy with the world they have done. Many parents are not sure if this is a good thing. One parent says, "In theory it sounds great. But out in the real world we're not all equal. Sooner or later, they're going to have to face it" (Lampert ). Another concerned parent says, "There are parts of it I like. Encouraging a child to feel successful no matter where they are is good. But I also feel that some type of competition is good, too" (Lampert ).

There are many issues that need to be addressed with this new program. Another problem is that teachers are having a difficult time keeping up with the changes. Everything is all so new to them and they sometimes are forced to make decisions as they go along. Maybe after all the technical problems of the system are worked out the program will seem more promising.

There are still a couple more options for high school reform. One of the more promising ones is called the Wednesday Enrichment Block. The George Walton Comprehensive High School in Georgia was the first to test this program out. "Evaluation of three years of the Wednesday Enrichment Block has indicated a high level of success and support" (McKinney et al). The main purpose behind the Enrichment Block is to give students more time.

Everyday students attend every class. On Wednesday the classes are shorter so they are all finished in half a day rather than a full day. For the remainder of the day, students use their time as needed. Students can do their research, complete missed assignments, do lab work, group projects or meet with teachers for some additional help or tutoring (McKinney et al). Without the extra time that the Enrichment Block offers meeting with teachers and getting all work completed may be very difficult for both teachers and students. The Enrichment Block offers relief to some of the stress that students may face by giving them the extra time necessary.

The Enrichment Block has proven to be a success. The community helped to develop this program so everybody seems happy with it. "Initially, the Enrichment Block was viewed by some as 'idle' or 'wasted' time, but teachers and community support as well as student use of the block time has shown that this is quality time" (McKinney et al ). One thing that does make this program such a success is that the school, community and students support it and are making an effort to make it work.

The last suggestion for a school reform may seem to be the most obvious but is probably the most difficult to achieve. It dose not require changing the school curriculum, the school day, or the level at which information is being taught. This requires how the student in the schools are handled, how well the teachers are prepared, and how the parents are helping. "Simply stated, until parents/guardians, politicians, community members and educators grasp a true understanding of the needs of today's students, the education system is doomed to plod along in the sub par fashion we've witnessed over the past decade and a half" (High School Reform 1). A certified English teacher in New York says that the school system needs to recognize that schools are not like they were in the past. More needs to be done than simply teach Math, English, and Science. The first thing that can be done to help is to have the parents be more involved. Parents meeting the teacher once during the whole school year is not enough. Parents need to know what is going on. They need to spend more time in schools and more time talking to the teachers. Students carry around a lot of emotional baggage to school. Parents need to communicate with their children to help receive some of the stress they face.

"Greater preparation of our teachers is needed" (High School Reform ). Many teachers are very well trained to teach academic things but are not well trained in dealing with life issues. Teachers need to know how to help students deal with emotional problems, and other social problems that may occur in the schools (High School Reform 4).

The last suggestion this teacher makes is that students are not judged only by their test scores. We need to look deeper and find out what is causing these emotional outbursts of anger and hate. Programs need to be developed to help students grow. We have to help students build their self-esteem and give them a chance to see they mean something to the world. "It is time for people to come to terms with the fact that kids cannot learn effectively when trying to handle issues that are emotionally overwhelming" (High School Reform 4). In the book Mandating Academic Excellence, Wilson and Rossman also express a similar idea. They say, "As Corbett and Blum suggest, a successful learner must also focus on the common good'that is, model the ability to discern and act in the best interest of others" (1). They agree that school is not all about academic but also about dealing with yourself and others around you. Therefore, in high school there needs to be more classes that teach social skills.

The high school curriculum is a topic that people will always discuss. It will always be an issue pending and will always be debated whether or not it needs to be changed or improved. Although, many people would agree that it is not a matter of if the curriculum needs to be changed but how it should be changed. There are many different examples of how high school curriculum might be changed. It will take a lot of time and patients to find the best program. The schools, parents, students and communities will all have to get involved to help make the best decision. Eventually a choice will be made that will be beneficial to everyone.

Works Cited

Apple, Michael W. "The Politics of a National Curriculum." Transforming Schools. Ed. Peter W. Cookson and Barbara Schneider. New York Garland Publishing, 15.

Hardaway, Robert M. America Goes To School. Westport Praeger Publishers, 15.

High School Reform. Online. Internet. http//az.essortment.com/highscoolrefo_pxj.htm.

1 June 00

Lampert, Allison. Lexis-Nexis. http//web.lexis-nexis.com/universe/printdoc. June 00

McKinney, Regina, et al. The Academic Enrichment Block. Proquest. http//proquest.umi.com/pqdweb? June 00

Wilson, Bruce L., and Gretchen B. Rossman. Mandating Academic Excellence. New York Teachers College Press, 1.

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