Affirmative Action and College Admissions: A Legal and Ethical Analysi

Affirmative Action and College Admissions: A Legal and Ethical Analysis I. Introduction The institution of public education has been one of the most controversial establishments in the United States since its inception. More specifically, equality in the conditions and the opportunities it provides has been sought as one of its major goals. There is little doubt that minority ethnic groups have struggled to achieve educational equality, just as they have struggled for equality in other aspects of life. One way that minorities have tried to achieve equality in education is through lobbying for help in college admissions for their respective groups. This social practice has been debated on many grounds, including necessity and ethical permissibility. The debate over the necessity of equal opportunity in education for minority groups can be traced back to the post Civil War era. The well-known debates between African-American intellectuals W.E.B. DuBois and Booker T. Washington focused on this issue. DuBois believed that the newly emancipated blacks should be slowly integrated into the culture of white America. He argued that the best way for African-Americans to further themselves in society was to embrace their differences and not try to be subjected to the same educational system as the majority population. On the other hand, Booker T. Washington believed that blacks needed to be declared completely equal to whites in every way. He wanted immediate integration into all social institutions that were available to whites, including public education. Washington believed that this was the only way that equality could ultimately be achieved was to break down the social barriers between the races immediately and ... ...w.abanet.org/publiced/focus/spr98collad.html" > Alger, Jonathan. "The Educational Value of Diversity." The American Association of University Professors. Academe, January/February 1997. < "http://www.aaup.org/publications/Academe/1997/aadivart.htm" > Curry, Tom. "Split Decision on Racial Preference." MSNBC News. June 2003. < "http://www.msnbc.com/news/929326.asp?0cv=CA01&cp1=1" > Hurdato, Sylvia et. al. Defending Diversity: Affirmative Action at the University of Michigan. University of Michigan Press. 27 February, 2004. Orfield, Gary. Kurlaender, Michal. Chilling Admissions: The Affirmative Action Crisis and the Search for Alternatives. Harvard Education Publishing Group, 2001. Orfield, Gary. Kurlaender, Michal. Diversity Challenged: Evidence on the Impact of Affirmative Action. Harvard Education Publishing Group, 2001.

Coeducation: 2nd Millennium and Universal Elementary Education Essay

In early civilizations, people were educated informally: primarily within the household. As time progressed, education became more structured and formal. Women often had very few rights when education started to become a more important aspect of civilization. Efforts of the ancient Greek and Chinese societies focused primarily on the education of males. In ancient Rome, the availability of education was gradually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged classes prevailed through the Reformation period. In the late 19th and early 20th centuries, coeducation grew much more widely accepted. In Great Britain, Germany, and the Soviet Union, the education of girls and boys in the same classes became an approved practice. In the 16th century, at the Council of Trent, the Roman Catholic church reinforced the establishment of free elementary schools for children of all classes. The concept of universal elementary education, regardless of sex, had been created. [2] After the Reformation, coeducation was introduced in western Europe, when certain Protestant groups urged that boys and girls should be taught to read the Bible. The practice became very popular in northern England, Scotland, and colonial New England, where young children, both male and female, attended dame schools. In the late 18th century, girls gradually were admitted to town schools. The Society of Friends in England, as well as in the United States, pioneered coeducation as they did universal education, and in Quaker settlements in the British colonies, boys and girls commonly attended school together. The new free public elementary, or common schools, which after the American Revolution supplanted church institutions, were almost always coeducational, and by 1900 most public high schools were coeducational as well. [3] The early success and achievement of women at Oberlin College persuaded many early women’s rights leaders that coeducation would soon be accepted throughout the country. However, for quite a while, women sometimes suffered uncivil behavior from their male classmates. The prejudice of some male professors proved more unsettling. Many professors had disapproved of the admission of women into their classes, citing studies that stated that women were physically incapable of higher education, and some professors found it difficult to acknowledge women’s presence once they were admitted. Even today, there have been books, studies, and other arguments claiming that women and men learn very differently from each other because of their brain differences. One of these books is called â€Å"Boys and Girls Learn Differently! † by Michael Gurian. [4] By the end of the 19th century, 70% of American colleges were coeducational. In the late 20th century, many institutions of higher learning that had been exclusively for people of one sex became coeducational.

Health Care, Environmental Hazards, And Building Trust...

Step 1: Gather information and identify preliminary issues. In this case, the most important issues are inadequate access to health care, environmental hazards, behavioral risk factors, and building trust with the Narragansett community. The first three issues are important because they directly affect the health of the Native American population. Additionally, building trust with the Narragansett tribe in order to perform research and collaborative planning is the key to designing successful care programs specifically for the Narragansett Indian Tribe. The first key issue is regarding Native Americans’ insufficient access to health care. With the percentage of unemployment within the Native American population in Rhode Island as high as 26 percent (The Office of Minority Health, 2015), â€Å"one-third of Native American adults said there was a time in the past year when they could not afford to see a doctor† (Parrish, 2012). There is not many people from the tribe can afford health access due to the fact that 42.2 percent of th e Native American population is living in poverty (The Office of Minority Health, 2015). Aside from inadequate access to health care, some of the environmental health hazards that Native Americans are often exposed to include â€Å"surface and groundwater pollution, air pollution, hazardous waste, highway run-off, illegal dumping, lead paint, radon, and biological and chemical contamination of drinking water† (Parrish, 2012). According to the Environmental