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Abortion: Are you for or against?   Ã‚  Ã‚  Ã‚  Ã‚  Abortion is a major topic in the United States and all over the world. It is legal in the United States and some people would even say it is safe. There are many factors that go along with having an abortion.   Ã‚  Ã‚  Ã‚  Ã‚  One of the first factors to consider would be to ask is it safe? According to research published in the most recent issue of the Southern Medical Journal women who abort their babies are significantly more likely to die afterward then a woman who delivers. Researchers at the Elliot Institute in Springfield, Illinois, analyzed the death and medical records of 173,000 low-income California women, comparing those who had an abortion to those who had babies. The women who had abortions were nearly twice as likely to die within two years of having an abortion, and their risk stayed elevated for at least the eight years the study was continued. The women who had abortions were seven times more likely to commit suicide and are at a very high risk for depression.   Ã‚  Ã‚  Ã‚  Ã‚  Another factor to be concerned about would be your morals. What you believe in and how you were brought up should also persuade how you think. A girl I know from high school got pregnant when she Jaime Brubaker was only sixteen. She denied being pregnant to everyone. We all knew that she was, but she wouldn’t admit it. She carried the baby to a full term, and instead of telling someone so she could get help she had the baby in her bathroom at her home while her parents were at work. The baby died before anyone could get to the house to help. This doesn’t sound right at all. As Stephen L. Carter said in the essay The Rules about the Rules, â€Å"if we happen to do something wrong, we would just as soon have nobody point it out. If she had admitted she was pregnant she would not have been in that predicament. Now she has to live with this on her conscious for the rest of her life.

Parental Involvement Week 2 Paper

Parental Involvement Parental Involvement Joi I. Booty Grand Canyon University SPE-522 Module 2 May 9, 2012 Introduction This essay will strive to discuss the effects of the No Child Left Behind Act on special education reform, specifically the relationship between parents and teachers. We will discuss parental involvement in the education of their children in schools and ways to increase participation in a school setting.Lastly, we will discuss what schools can do to involve more parents in the educational process, rights and responsibilities as a parent of a special needs child and a parent’s candid opinion of how they would build a reliable alliance with their teacher and school. My interview is with a mother of a freshman at Southwood High School in Shreveport, La. This was a telephone interview and the mother was very forthcoming in answering all the questions. On the first question â€Å"How has NCLB (general education and special education reform) affected the relation ship between parents and teachers?The parent replied: I believe it has made it better for my child. I have three school age children that have gone through the Caddo Parish School System and with my older child I did not get all the updates and information that I have now with my youngest child. (K. Davis, personal communication, May 7, 2012). The second question â€Å"Have you been actively involved in your child’s education throughout your child’s school life? In what ways? The parent replied: Yes I have. I am firm believer in being active in my children school work and after school activities.I am a member of the PTA, a parent monitor, teacher helper; and I also bring extra school supplies at the beginning and during the school year. (K. Davis, personal communication, May 7, 2012). The third question â€Å"What can schools do to involve more parents in the educational process†? The parent replied: Schools should make participation mandatory and not an option . Parents should have so many volunteer hours that they must complete every semester or every month. I volunteer twice a month in my child’s class, one block, and twice a month, that’s only three hours a month.Parents have to volunteer at these private schools or else their child cannot attend, it should be the same in a public school. The second thing I think would be good is to allow parents to teach a class, just for 30 minutes or so. If the parents knew all what teachers have to do in a class, then they would be better able to help the kids at home. (K. Davis, personal communication, May 7, 2012). The fourth question â€Å"Do you know your rights as a parent with a special needs child†? The parent replied: â€Å"Yes, I am very well aware of my children rights when it comes to special education.I stay informed and read a lot on the internet and the hand outs my I. E. P. holder gives me at her meetings. † (K. Davis, personal communication, May 7, 2012). The fifth question was â€Å"How would you as a parent build a reliable alliance with your teacher/school†? You should have a reliable alliance and communicate with your child. You should listen to them when they come to you with things, and not make them feel like they are lying to you all the time. Sure kids bend the truth, but that’s just the point, it’s got to be some truth in what they say to you. Listen to your I. E. P. holder; he is your personal advocate for your child.I call him and leave a message for him all the time, and he calls me back usually the same day, even if it’s after school is out. You as a parent must call teachers, I. E. P. holders, go to meetings, and move your schedule around so you can be there. These meetings are important and it tells your child you mean business. Work with all the staff that works with your child. Communication is the key. (K. Davis, personal communication, May 7, 2012). According to Farenga and Ness (2005) , â€Å"the most important component to successful family involvement in the provision of services to children with special needs is information. Information is what K. Davis; the mother that this author interviewed talked about. She said communication is key between parents and the school, the teacher, special education support staff and especially your own child. She also agreed with Farenga and Ness (2005), when they noted, â€Å"All children must show adequate yearly progress. † In summary, partnering with families is an important part of the reauthorization of Public Law 101-476,otherwise known as (IDEA), Individuals with Disabilities Education Act and a part of the latest revision of the No Child Left Behind Act of 2001.This act mandates more accountability in terms of academic results and more flexibility on how local school board and districts divide their federal dollars. Plus it gives parents from lower income families’ ways to send their children to better schools and have more input on their educational outcomes. These mandates help to level the playing field for all special education students and help them achieve a quality education. ConclusionThis essay discussed the effects of the â€Å"No Child Left Behind Act† on special education reform, specifically the relationship between parents and teachers. We discussed parental involvement in the education of their children in schools and ways to increase participation in a school setting. Lastly, we discussed what schools can do to involve more parents in the educational process, rights and responsibilities as a parent of a special needs child and a parent’s candid opinion of how they would build a reliable alliance with their teacher and school.References Farenga, J. and Ness, D. (2005). Families of Children with Special Needs, Encyclopedia of Education and Human Development. Vol. 3. Armonk, NY; M. E. Sharpe, 2005. 891-893. Gale Virtual Reference Library. Web. 3 May 2012 Farenga, J. and Ness, D. (2005). Families of Children with Special Needs, Encyclopedia of Education and Human Development. Vol. 3. Armonk, NY; M. E. Sharpe, 2005. 891-893. Gale Virtual Reference Library. Web. 3 May 2012

Who Was the Only President to Serve on Supreme Court

The only United States president to serve on the Supreme Court was the 27th president William Howard Taft (1857-1930). He served as president for a single term between 1909-1913; and served as Chief Justice on the Supreme Court between 1921 and 1930. Pre-Court Association with the Law Taft was a lawyer by profession, graduating second in his class at Yale University, and getting his law degree from the University of Cincinnati Law School. He was admitted to the bar in 1880 and was a prosecutor in Ohio. In 1887 he was appointed to fill an unexpired term as Judge of the Superior Court of Cincinnati and then was elected to a full five-year term. In 1889, he was recommended to fill the vacancy in the Supreme Court left by the death of Stanley Matthews, but Harrison selected David J. Brewer instead, naming Taft as Solicitor General of the U.S. in 1890. He was commissioned as a judge to the United States Sixth Circuit Court in 1892 and became Senior Judge there in 1893. Appointment to the Supreme Court In 1902, Theodore Roosevelt invited Taft to be an Associate Justice of the Supreme Court, but he was the in the Philippines as the president of the United States Philippine Commission, and he was uninterested in leaving what he considered important work to be shelved on the bench. Taft aspired to be president one day, and a Supreme Court position is a lifetime commitment. Taft was elected president of the United States in 1908 and during that time he appointed five members of the Supreme Court and advanced another to Chief Justice. After his term of office ended, Taft taught law and constitutional history at Yale University, as well as a raft of political positions. In 1921, Taft was appointed Chief Justice of the Supreme Court by the 29th president, Warren G. Harding (1865-1923, term of office 1921-his death in 1923). The Senate confirmed Taft, with only four dissenting votes. Serving on the Supreme Court Taft was the 10th Chief Justice, serving in that position until one month before he died in 1930. As Chief Justice, he gave 253 opinions. Chief Justice Earl Warren commented in 1958 that Tafts outstanding contribution to the Supreme Court was the advocacy of judicial reform and court reorganization. At the time Taft was appointed, the Supreme Court was duty-bound to hear and decide a majority of the cases that were sent up by the lower courts. The Judiciary Act of 1925, written by three justices at the request of Taft, meant that the court was finally free to decide which cases it wanted to hear, giving the court the broad discretionary power that it enjoys today. Taft also lobbied hard for the construction of a separate building for the Supreme Court—during his tenure most of the justices did not have offices at the Capital but had to work from their apartments in Washington DC. Taft did not live to see this significant upgrade of the courtroom facilities, completed in 1935. Sources: Gould L. 2014. Chief Executive to Chief Justice: Taft Betwixt the White House and Supreme Court. Lawrence: University Press of Kansas.Starr KW. 2005-2006. The Supreme Court and its shrinking docket: The ghost of William Howard Taft. Minnesota Law Review(1363).Warren E. 1958. Chief Justice William Howard Taft. The Yale Law Journal 67(3):353-362.