Abortion is the termination of a pregnancy, and induced abortion is when a woman makes the decision to have her pregnancy ended in a surgical or medical way. The social conflicts arising from abortion have been around since the procedure was invented, and have risen since 1973 when it became legal after the Roe versus Wade decision. Communities are constantly battling over the issues of Pro-Choice and Pro-Life and how far into a pregnancy is too long to have the procedure performed.
There are several reasons that a woman may choose to abort a pregnancy. She may not feel she is ready to become a parent, or cannot support a baby at her current level of income or immature age. She may not want to be shunned upon by becoming a single parent or letting anyone know that she is pregnant and sexually active. An older woman might be dealing with the issues of already having enough children or she or the fetus could have a health problem. Another common occurrence of a woman wanting an abortion could be if she falls victim of rape or incest. The necessity of abortion within these circumstances draws great conflict from different points of view, especially those pertaining to religion. Many people have different ideas concerning which conditions are valid reasons to abort a pregnancy, while others feel the procedure is wrong no matter what.
All women, and even men, can be affected by this social conflict. According to Planned Parenthood, Nearly half of all women will have an abortion by the time they are 45 years old. About five million women in the U.S. become pregnant every year. Half of those pregnancies are unintended, and 1.2 million end in abortion. Promiscuous women
Nicholson Page 2 using abortion almost as a form of birth control are the ones that bring about the most conflict of interest. Women living in inner-city areas with a high crime rate are more susceptible to become victims of rape, and therefore seek relief through abortion should a pregnancy occur.
Abortion is a common social problem worldwide. Approximately 210 million women around the world become pregnant each year. Out of all of these pregnancies, 80 million are unplanned, and 46 million will end in abortion. Internationally, the lifetime average is about one abortion per woman (After Three Decades).
“In the United States, following the Roe v.
Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 215-232, doi:10.1080/09695940600708653
Stiggins, R.J., Arter, J., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: doing it right-using it well. Portland, OR: Assessment Training Institute.
Authors Barbara Ehrenreich, and Annette Fuentes reveal the exploitation of women working and struggling to survive in third world countries in their essay entitled “Life on the Global Assembly Line.” Which was written and targeted in Ms. Magazine. Jobs in the factory and street working are the main ways of income for these women; young and old and unfortunately, it is their only choice because of government laws and because of how they are brought up and raised. In some cases, women are gaining the strength to rebel, to riot for change. These cases spread the word on their cry for help in hopes that this change they want, will one day become reality.
...teacher see what their students know, wonder about and techniques they use to make sense of the world and the classroom. This information can then be used by the teacher to differentiate instruction. The teacher can recover material, present alternative activities that students are more receptive in order to foster student responsiveness and engagement. In Page Keeley’s article An Introduction to Formative Assessment Classroom Techniques (FACTs) she articulates the purpose and power of a classroom that frequently uses formative assessments by saying, “it organizes the entire classroom around learning and informs ways teachers can provide more effective learning experiences based on how their own” (10). Formative assessments foster a supportive classroom community where students and even teacher thoughts are encouraged and in turn shape the future of that classroom.
In a 2006 study conducted by the CDC, it was reported that 53-56% of abortions were performed on white women between the ages of 20 and 29. Among the 46 states that provided data consistently during 1996--2006, a total of 835,134 abortions (98.7% of the total) were reported; the abortion rate was 16.1 abortions per 1,000 women aged 15--44 years, and the abortion ratio was 236 abortions per 1,000 live births. During the previous decade (1997--2006), reported abortion numbers, rates, and ratios decreased 5.7%, 8.8%, and 14.8%, respectively; most of these declines occurred before 2001. During the previous year (2005--2006), the total number of abortions increased 3.1%, and the abortion rate increased 3.2%; the abortion ratio was stable. (CDC, 2009)
Some women may actually want to carry their child but could have a medical issue that can lead them to having a miscarriage which can lead to an abortion. It is actually the parent’s decision weather they want to abort their child or not. There is about 15,000 abortions per year worldwide, and approximately one hundred fifteen thousand per day. (Abortion should be Banned) For a mother to think of having an abortion may seem very hard. You might think you are doing the right thing at that moment of time but in the future you might regret making the wrong decisions. Later on down the
He also views love as a possession and without it he is a lost puppy. To him Desdemona is purity and sanctuary. Brabantio says “I have charged thee not to haunt about my doors: In honest plainness thou hast heard me say my daughter is not for thee” (Act I, Scene i) this accusation shows that Roderigo has come to plead for Desdemona’s hand in marriage not once but multiple times. It proves that Rodrigo has become obsessed with Desdemona. He wants Desdemona as his picture perfect wife and act docile or subservient to his will. Not only does he view Desdemona as property but he also grows an acute addiction to the idea of her love. He loves the idea of her love because Roderigo does not truly know Desdemona, instead he falls deeply in love with the image that he projects of her in his mind. Roderigo is so obsessed by the prospect of her love that he says. “It is silliness to live when to live is torment; and then have we a prescription to die when death is our physician.” (Act I, Scene iii). He becomes so entangled in the prospect of love that he goes to extent to threaten to end his life without it. To gain his picture perfect love Roderigo jumps through hoops and even solicits the help of Iago to achieve his goal. The second fatal flaw that Roderigo encounters is honor. Roderigo instead of possessing too much honor like Othello, he in turn lacks it. In contrary to Othello
Confucius once said, "he who does not do well is less guilty than he who pushes too hard." People found that competitive sports are often physically straining and it is detrimental to proper emotional development. This blows away the misconception that competitive sports create a healthy and engaging atmosphere for kids. This and an overly strong obsession with winning create a toxic mix for the child’s wellbeing. People have begun to realize the world of competitive may be doing more harm than good for their children. Parents have also begun to notice that competitive sports often injure their children severely and also make the child feel left out, which in turn is detrimental to the child 's emotional health. Therefore, competitive sports
Although somewhat vague compared to summative assessment, several key features help frame formative assessment. First, formative assessment happens while learning is taking place as opposed to at the end of content delivery. Rather, this is considered “assessment for learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). The format is formal or informal, but the outcome in its use is an in-progress check of what students know and what students do not know. Chappuis, Stiggins, Chappuis, and Arter (2012) define formative assessment as, “Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning,” (pg. 24). Second, this type of assessment is used to make instructional strategy adjustments. If student learning did not happen via one instructional method, the teacher must make the necessary accommodations to reteach the concept or skill. Next, it is not only used by teachers for feedback on instruction, but formative assessment is also used for providing timely, descriptive feedback to students and extends to allow for student self-assessment (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012; Popham, 2008). Formative assessment provides opportunity to provide specific feedback to students on where they are currently in their learning, and where they should be headed.
Teachers use a range of formative assessment tools and teaching approaches to gather evidence for the purposes of: monitoring and measuring student learning; providing students with feedback; and providing feedback to inform teaching and modifying instructional strategies to enhance students’ knowledge and performance in mathematics (ACARA, 2015; DEECD, 2009; McMillan, 2011; Taylor-Cox, & Oberdorf, 2013). Regular use of formative assessment improves student learning as instruction can be adjusted based on students’ progress and teachers are able to modify instructions to cater to students’ individual needs (Black & Wiliam, 2010; Taylor-Cox, & Oberdorf, 2013). Various forms of informal and formal formative assessment methods are conducted as learning takes place, continuously through teacher observations, questioning through individual interactions, group discussions and open-ended tasks (McMillan,
The purpose of formative assessment is to find where students are in their learning. This type of assessment is carried out day-to-day, in every lesson. Its outcomes will help the teacher on making well-founded judgements about pupils' understanding of concepts, deciding what the next learning steps should be and, therefore on planning effectively. In addition, other purpose of formative assessment is to provide students with inmediate feedback about their performance.
Black, Paul. (2003). The Nature and Value of Formative Assessment for Learning. Improving Schools. 6 (3) 7-22
Stiggins, R., Arter, J., Chappuis, J., Chappuis, S., (2007). Classroom assessment for student learning: Doing it right -- using it well. Upper Saddle River, N.J: Pearson.
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
Cauley, K.H. & McMillan, J.H. (2009). Formative assessment techniques to support student motivation and achievement. Clearing House, 83(1), 1-6.