Why Do Many Students Not Advance - 950 Words

Only 65.9% of high school graduates continue on to college. (Floyd N.) Why do so many students not advance? Among the multitude of reasons there are for these individuals, the most popular reason seems to be because of the cost. A study done by the National School Boards Association s (NSBA) Center for Public Education shows that 23% of the students who do not go to college are not going because of financial problems. â€Å"Low-income students face barriers to college success at every stage of the education pipeline, from elementary school through post-secondary education, sometimes in spite of their academic achievements,† a White House report stated. (Erin L.) So why, in a country that prides itself in promoting freedom and education, are†¦show more content†¦It only puts students in huge debt after they leave. If government financially supported people in public colleges and made it free for students, then private colleges would thereby lower their costs in order t o compete with the now-affordable choice. With more people getting the opportunity to go and not having to worry about financial instability or debt, it will help in creating a more educated future society. Since college graduates make more money in their jobs and are not as often unemployed, they do not delve into the public purse as frequently and they pay more taxes. Although there are plenty of people that would greatly benefit from it if they did not have to pay for university tuition, there is the missing factor of the people that would take advantage of it. When people buy things for themselves, they tend to treat them more precious and valuable. When things are simply handed to them, sometimes they tend to take it for granted and do not treat it the same. So we must ask ourselves: What about the people that will go for the free college experience and then end up dropping out and wasting a portion of the government’s money that funded their time there? Compare it to the abundance of people that are taking it seriously by taking the opportunity and running with it, and it is worth it. If a student really does not take it seriously, then they probably will not

Mozart Argumentative Essay Example For Students

Mozart Argumentative Essay The classical period produced more instrumental than vocal music, a wealth ofserious and comic operas as well as vocal religious music also appeared duringthis time(Ferris, 231). One of the best composer of this time was WolfgangAmadeus Mozart. In this paper I will go through his childhood, his friends andfamily, and of course his music. Enjoy!!! Child of the Enlightenment The worldthat Wolfgang Amadeus Mozart entered ceremoniously in 1756 was brimming inchange. Historians refer to this era as the Age of Enlightenment, one ofunparalleled scientific, philosophical, and political ferment. Within Mozartslifetime it set in motion forces that would fundamentally alter life not only inhis native, Salzburg, but also around the globe. The Enlightenment was not, tobe sure, a democratic movement. In France, the absolutism of the Sun King, LouisXIV, continued under Louis XV and XVI. But in Austria, Empress Maria Theresaintroduced a greater measure of tolerance and freedom among her subjects, la yinga foundation for the democratic revolutions that followed. Wolfgangs fatherLeopold came from a family of Augsburg bookbinders. He received a solid Jesuiteducation, more intellectual than evangelical after a year at the BenedictineUniversity in nearby Salzburg; Leopold stopped attending classes to pursue acareer as a musician. Leopold figured as Mozarts most important firstmodel. He taught his son the clavier and composition(Mercardo 763). Wolfgangs mother Anna-Maria brought as much talent to her 32-year marriage asdid Leopold. Though deprived of a formal education, she was highly intelligentand quick-witted qualities that attracted the sober and reserved Leopold. Only two of their seven children survived infancy. Wolfgangs musicallytalented sister Nannerl was five years older. Yet in this painting, the 12-year-old looks like a spinster of seventycomplete with budding double chin. Wolfgang, too, looks far older than his 7 years, and controls the action fromhis place at its center. The Child Prodigy Indeed, Mozart marks the beginning ofthe Western fascination with the child prodigy. Dressed in the festive outfitgiven Wolfgang in 1762 by the Empress Maria Theresa, this boy of not quite sevenyears old looks, for all the world, like a miniature adult who has simplyskipped childhood. Mozart was keenly aware of his exceptional ability, whichhad been fostered and rutted in him by his father from a very earlyage(Schroter). Other nineteenth-century artists representedWolfgangvariously said to be anywhere from 11 to 14 as a curly-locked angel. For them, how else could the divine music that poured out of a child-size bodybe explained? The idealization of Mozarts genius was complete by the end ofthe nineteenth century. Mozart composes with his violin in one hand and musichas appeared miraculously on his stand in the other. The message isunmistakable: Mortals use quills, Mozart simply wills(Solomon) On the RoadThe temptation to take his two prodigies on the road proved irresistible toLeopold, who assumed sole responsibility for Mozarts education. Between 1762and 1766, the Mozarts appeared at almost every major court in Europe. Wolfgangdazzled audiences with his ability to read difficult music at sight and toimprovise. In London, as elsewhere, the Mozarts hobnobbed with the leadingmusicians. Probably the most important of these was Johann Christian Bach, theyoungest son of Johann Sebastian. It is no accident that Mozarts earlysymphonies, composed in London, are often stylistically indistinguishable fromthose of J. C. Bach. Whe n Mozart was 13, his prowess as a keyboard player,violinist, improviser, and composer were already legendary. When Mozart was21 he wrote Paris Symphony, N31 while he was in Paris looking for a musicposition. He was thoroughly disenchanted with the French and theirmusic(Internet). From 1768 to 1775, between stays in Salzburg, he and Leopoldmade three further forays to Italy and Germany. Wolfgang evolved from a prodigyinto a serious composer. Public Successes A self-confident Mozart assured hisfather in 1782 that he would be able to support a wife and family in Vienna, Asa result which he called Clavierland. Of its earlier devastation, thedominant architectural style in Vienna is Baroque, aided in the 1700s by aninflux of Italian sculptors, stucco workers, and painters. The dominantarchitect and architectural historian was Italian-trained Johann Fischer vonErlach(1656-1723), whose densely decorated structures still stand out today. Free Romeo and Juliets - Tragic Hero Romeo J EssayPiano Concerto: One of the public forms of instrumental music cultivated byMozart in Vienna. Mozart can, for all practical purposes, be credited with theinvention of the Classical piano concerto. Antonio Salieri: Italian composer(1750-1825) who spent most of his career in Vienna and became one of its mostinfluential musicians. So fond was the emperor, Joseph II, of Salieri that hebecame known as the musical pope. Salieri was first and foremost an operacomposer, though a considerably less innovative one than Mozart. Both Ludwig vanBeethoven and Franz Schubert studied with Salieri. Joseph Haydn: Austriancomposer (1732-1809) whose eighteenth-century fame eclipsed that of Mozart. Unlike Mozart, Haydn was a relatively late bloomer, composing most of hisimportant music after the age of 35 (at which age Mozart was dead). Haydn playeda seminal role in the development of the symphony and the string quartet. Hisfriendship with Mozart from ca. 1781 on was crucial to the musical developmentof both composers. Summary: The world that Wolfgang Amadeus Mozart enteredunceremoniously in 1756 was awash in change. Historians refer to this era as theAge of Enlightenment. Indeed, Mozart marks the beginning of the Westernfascination with the child prodigy. The idealization of Mozarts genius wascomplete by the end of the nineteenth century. Between 1762 and 1766, theMozarts appeared at almost every major court in Europe. Wolfgang dazzledaudiences with his ability to read difficult music at sight and to improviseFour of his operasThe Abduction from the Seraglio(1782), The Marriage ofFigaro(1786), Don Giovanni(1787), and Cos fan tutte(1790) were premiered orperformed in the presti gious Burgtheater. Then Mozart met Haydn; we do not knowthe occasion on which Mozart first encountered Joseph Haydn. In Haydn, he notonly found a composer whose achievements were on a level with his own, but awarm and sympathetic friend in whom he could confide. In the autumn of 1791,Mozarts health became progressively worse. He died on December 5, 1791, andwas buried in a paupers grave. Biographies

Native American Gender Roles free essay sample

Native American Gender Roles The woman was always kept busy in the camp. Responsible for making the family home, caring for that home, preparing food, making their clothing and so many other responsibilities. The woman is often referred to as a slave to her husband(Crow Dog, 2001). Whereas the man was often portrayed as sitting in the tepee, while the woman catered his every need. But, in truth, a Native Indian Man and Woman shared responsibilities equally. They shared the responsibilities of life, being partners along the same journey. The Native American woman worked as hard as her partner in the journey of life. Native Americans established their relationships from being a descendent from a common ancestor, or through a clan system. The Cheyenne Tribe also traced their ancestry through the womans linage. Moore (1996, Pg. 154) shows this when he says Such marriages, where the groom comes to live in the brides band, are called matrilocal. We will write a custom essay sample on Native American Gender Roles or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Montagnais-Naskapi a hunting society, stated by Leacock(Pg. 21) had been matrilocal until the Europeans stepped in. The household either is of the nuclear type or is extended to include relatives of one or both parents (Dozier, 1971, Pg. 237). Depending on each tribes cultural orientations, the status and roles varied between men and women. Matrilneal and Matrilocal societies, women had a lot more power. Property, land, tools and housing belonged to them. Property was usually passed down from Mother to Daughter and the husband joined the womans band and family. In the Cherokee and Pueblo tribes, if a woman was unhappy with her spouse, she could simply toss his belongings from their home and that was that. Womens roles in the governing of the tribe was usually influential. The Iroquois Indians, the offices were kept within the maternal lineages. A group of matrons or the tribal matriarch nominated each delegate, briefed them and kept them up to date, so to speak, monitored them and also removed them from office, if needed. Still roles in place, the actual business of the tribe was still very much a mans affair. A Nation is not conquered until the hearts of its women are on the ground (Crow Dog, 1991). On the plains, where hunting and battles took the men away from home often, the men would return needing several days of rest and relaxation. Being exhausted from battle and fasting, they needed several days to recover. The women during this time went on with their daily activities prompting the pale faces to misinterpreted what they saw as industrious squaws and lazy braves, which was by far the case. In the South west and Southeast, men and women shared duties equally because the men didnt go out to battle like the men on the Plains did. Common Tasks Women had certain tasks that all of the tribes women were responsible for, no matter their location. The obvious, cleaning and maintaining of their home, tending to the children, gathering of plants and berries, pounding corn, cooking, making and repairing of clothing, packing and of course, unpacking. Most crafts like pottery, weaving, bead work and baskets were a womans responsibility also. On the Plains where hunting was in place, women often were responsible for the building of the homes, processing of the food, tanning of the hides and furs and most farming or food gathering which could be done. In the fishing tribes of the Northwest, the men built the house and helped with the fur and hides. But, in the Southwest the men did most of the farming, processing, house building, weaving and cloth making. In the Iroquois tribes women became a higher authority after the revolutionary war, and mens prestige went down due to losses and defeats on the battlefields, and lack of game to hunt. By the 19th century mothers played a greater role in approving partners for their kids and usually got custody in a split. Unlike earlier times where custody was always unknown if a split happened. In the Southwest tribes women were involved in tribal council meetings and usually got the final vote for whether to go to war or stay in peace. The Cherokee tribes had a woman they called the Beloved Woman in which they believed that the Great Spirit spoke through. Though he words were always heard, they werent always followed. She was still on the Council of Chiefs and had a lot of influence. She also used her status over prisoners and when she died, someone was chosen to replace her. Having just as much influence as the last Beloved Woman. The Cheyenne held women in high authority and best regards. They played a huge role in determining warfare and often fought alongside the men warriors in battle. When the warriors would return home, men and women, the women would often celebrate by dancing and flashing scalps of the fallen enemy. Roles in the Native American culture were very standard. Both men and women had their daily responsibilities and generally if one needed help, the women was the one who took on the added responsibilities. Though, all tribes had gender specific duties, some tribes gave what was generally considered a mans role, to a woman and in some tribes, men were doing what others saw as a womens role. But both men and women had tasks that were held in high authority and looked upon with best of regards. Today, we seem to want to break away from what is considered a gender role, giving equal roles to both men and women. We try to not place roles on a man because we feel it is a mans task and vice versa. We try to give equal responsibility to both sexes and generally all responsibilities are handled in the same fashion. Though, we are trending away from the typical gender roles, we still see roles being done by specific genders. Examples of this is men tend to be the bread winners and women the nurturers. Though there are exceptions to this rule, it still stands that women tend to be the nurturer and men the business. Property possession, power, inheritance and influence was generally based on whether a tribe was matrilineal (woman) or patrilineal (man). There were a ew tasks that all women and all men shared among the tribes, like women, cleaning, nurturing, gathering, cooking, packing, etc. and men, hunting, house building and battle. But, others varied by region and such variances in gender roles only show the diversity that existed among the Native Americans. References: Dozier, E. P. , (1971). The American Southwest. In Leacock, E. B. , Lurie, N. O. (Eds. ), North American India ns in Historical Perspective, Illinois: Waveland Press, Inc. Moore, J. H. (1996). The Cheyenne. Massachusetts: Blackwell Publishers, Inc. Mary Crow Dog. Lakota Woman. May 2001