Equity vs. Equality What Is the Difference

In the context of social systems such as education, politics, and government, the terms equity and equality have similar but slightly different meanings. Equality refers to scenarios in which all segments of society have the same levels of opportunity and support. Equity extends the concept of equality to include providing varying levels of support based on individual need or ability.   Key Takeaways: Equity vs. Equality Equality is providing the same level of opportunity and assistance to all segments of society, such as races and genders.Equity is providing various levels of support and assistance depending on specific needs or abilities.Equality and equity are most often applied to the rights and opportunities of minority groups.Laws such as the Civil Rights Act of 1964 provide equality, while policies such as affirmative action provide equity. Equality Definition and Examples The dictionary defines equality as the state of being equal in rights, status, and opportunity. In the context of social policy, equality is the right of different groups of people—such as men and women or blacks and whites—to enjoy the benefits of similar social status and receive the same treatment without the fear of discrimination. The legal principle of social equality in the United States was confirmed in 1868 by the Equal Protection Clause of the Fourteenth Amendment to the U.S. Constitution, which provides that â€Å"nor shall any State [...] deny to any person within its jurisdiction the equal protection of the laws.† A modern application of the Equal Protection Clause can be seen in the Supreme Court’s unanimous 1954 decision in the landmark case of Brown vs. Board of Education, which declared that separate schools for African-American and white children were inherently unequal and thus unconstitutional. The ruling led to the racial integration of America’s public schools and paved the way for the enactment of more sweeping social equality laws, such as the Civil Rights Act of 1964. Equity Definition and Examples Equity refers to the provision of varying levels of support—based on specific needs—to achieve greater fairness of treatment and outcomes. The National Academy of Public Administration defines equity as â€Å"The fair, just and equitable management of all institutions serving the public directly or by contract; the fair, just and equitable distribution of public services and implementation of public policy; and the commitment to promote fairness, justice, and equity in the formation of public policy.† In essence, equity can be defined as a means of achieving equality. For example, the Help America Vote Act requires that people with disabilities be provided with access to polling places and voting systems equal to that of able-bodied people. Similarly, the Americans with Disabilities Act (ADA) requires that persons with disabilities have equal access to public facilities. Recently, U.S. government policy has focused on social equity in the area of sexual orientation. For example, President Barack Obama appointed nearly 200 self-declared members of the LGBTQ community to paid positions within the executive branch. In 2013, the U.S. Department of Housing and Urban Development published the first-ever estimate of discrimination against same-sex couples in housing opportunities. Equity in the area of gender-based discrimination in education is provided by Title IX of the federal Education Amendments Act of 1972, which states, â€Å"No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance.† Title IX applies to virtually every aspect of the educational experience from scholarships and athletics, to employment and discipline at approximately 16,500 local school districts, 7,000 postsecondary institutions, as well as charter schools, for-profit schools, libraries, and museums. In athletics, for example, Title IX requires that women and men be provided equitable opportunities to participate in sports. Equity vs. Equality Examples In many areas, achieving equality requires the application of policies ensuring equity.   Education In education, equality means providing every student with the same experience. Equity, however, means overcoming discrimination against specific groups of people, especially defined by race and gender. While civil rights laws ensure equality of access to higher education by barring public colleges and universities from completely denying enrollment to any minority group, these laws do not ensure equity in levels of minority enrollment. To achieve that equity, the policy of affirmative action increases college enrollment opportunities specifically for minority groups including races, genders, and sexual orientations. First introduced by an executive order issued by President John F. Kennedy in 1961, affirmative action has since been extended to apply to the areas of employment and housing. Religion While religious equality is enshrined in the First Amendment to the U.S. Constitution, religious equity in the workplace is provided by Title VII of the Civil Rights Act of 1964. Under this law, employers are required to accommodate their employees’ religious observances or practices unless doing so would cause a â€Å"unique hardship to the conduct of the employers business.† Public Policy A city is forced to cut the budget for its several neighborhood service centers. Cutting the operational hours for all of the centers by the same amount would be a solution representing equality. Equity, on the other hand, would be for the city to first determine which neighborhoods actually use their centers the most and reduce the hours of the less-often used centers. Sources and Further Reference â€Å"Distinguish between Equity and Equality.† Atlantic Centre of Excellence for Women’s Health.Mitchell, Danielle. â€Å"Reading Between The Aisles: Same-Sex Marriage As A Conflicted Symbol Of Social Equity.† The Washington Jefferson College Review. (2007).Frederickson, H. George (2015). â€Å"Social Equity and Public Administration: Origins, Developments, and Applications.† Routledge. ISBN 978-1-31-745977-4.Gooden, Susan T. (2015). â€Å"Race and Social Equity: A Nervous Area of Government.† Routledge. ISBN 978-1-31-746145-6.

Five Milestones in Children’s Literature - 927 Words

Five Milestones in Children’s Literature Five Milestones in Children’s Literature Imagine a world with no books. Imagine gathered around a camp fire listening to stories of hero’s, witches, dragon slayers, ghost, and even biblical blood baths. Well, this is how children were first told stories not from pages in a book but from images and memories of ones mind. Stories were told to children and adults alike. The art of storytelling slowly progress over the years from story telling orally to finally making it’s way to the paper, till eventually there were books made especially for children. The history of children’s literature is filled with many milestones. These milestones show how children’s literature grew to what it is today. The†¦show more content†¦This concept is still a major philosophy in today’s society. The fifth most important milestone in children’s literature came along in the late eighteenth and early nineteenth centuries. Finally literature made just for the children. John Newbery was the first to public a children’s book. The book titled A Little Pretty Pocket Book was published in 1744. This was a major milestone for children’s literature, these books were written specifically for the entertainment of children. This opened doors and gave birth to a new world of literature, children’s literature. Later along came the famous folktales. The brothers Grimm have published many folktales’ that are still a major part of literature today. Eventually this lead to romantic and fantasy stories like Lewis Carroll’s Alice’s Adventures in Wonderland this is still very popular today. Children’s literature has traveled a long road sinc e the beginning when children and adults were gathered around the fire listening to tales. Today there are numerous numbers of books for children. Not only are there new stories being published daily but the classics from centuries ago are still among us. Stories are not only to entertain the children but they are to teach lessons as well. Reading is has become an important part of everyone’sShow MoreRelatedParental Educational Level, Socio Economic Status ( Ses ) And Children s Risk Of Violence Essay1563 Words   |  7 PagesThis project is a literature review focusing on the relationship between parental educational level, socio-economic status (SES) and children’s risk of violence. In particular, this paper will focus on the risk of family violence, child abuse, school violence and later relationship violence. This paper will also examine gender difference in the perpetration and victimization of violence. The impact of parental education attainment level is a variable that very few studies place a major focus on.Read MoreChildhood Parents And Special Education961 Words   |  4 PagesIntroduction/ Problem Statement As children grow, they are expected to meet milestones along the way to ensure proper development is taking place. 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The Causes of World War One Free Essays

‘World War One was the result of a series of unintended and disconnected events. ’ Does this opinion adequately explain the causes of World War One? It is understandable that historians ponder on what exactly caused a war that destroyed Europe’s economy, cost the lives of 37 million men and involved a country from every region of the world (from the Americas to Asia). The opinion this essay will discuss implies that the events that led to this major conflict were unintended and disconnected; and in order to emit a judgement that would agree or disagree with this view it is important to first identify the causes of world war one. We will write a custom essay sample on The Causes of World War One or any similar topic only for you Order Now Therefore this essay will first discuss the different types of causes (long, mid and short terms), respectively nationalism, imperialism/militarism and the ‘blank cheque’. Hence this essay will evaluate whether these were ‘disconnected and unintended events’ or if there is a connection between the causes. The main sources used in this essay are Coles’ general notes on world history and historian Martin Gilbert’s book entitled ‘First World War’. The long term causes prepared the ground for the war. Nationalism can be categorized into the long term causes because it had influenced Europe prior to 1914, and as French writer Guy de Maupassant argues, ‘it is the eldest cause of any war’. Quite a popular phenomenon in the late 19th century and beginning of the 20th, nationalism produced pride in one’s country’s achievements. The world war one themes paper observed that this ‘led to xenophobia and ideas of racial superiority’; but what it fails to mention is that as much as nationalism could provide feelings of superiority it could also provide feelings of equality. For example, minorities that previously were dominated by larger powers were now swept with waves of nationalism. This could be observed in the Balkans in the prelude of the world war; where small states were experimenting Pan-Slavism, ‘a nationalistic movement for political and cultural solidity of all Slavic people’ thus a threat to the Austrian Empire who dominated the South Slavs. One could argue that this form of nationalism led to Franz Ferdinand’s assassination by an extreme Serb nationalist group, or that it was the Austrian’s nationalism (their pride in their achievement of an empire) that pressured them into keeping all minorities within the empire at all costs; this leading to the Austro-Hungarian ‘impossible’ ultimatum to Serbia on the 23rd of July 1914. Nationalist mood in Europe could also be seen in France; more than 30 years after the French were defeated in the Franco-Prussian war a black cloth still veiled the statue of Strasbourg in the Place de la Concorde and it was a symbol, a constant reminder of the loss of the two eastern provinces, Alsace and Lorraine. The French still remembered the defeat and often spoke of ‘La Revanche’ (the revenge). As historian Gilbert argues, ‘War, if it came, would be an irresistible opportunity to fulfil long harboured desires or to avenge long-nurtured hatreds’. Historian Martin Kelly also argues that ‘it was nationalism, that manifested itself in the pan-Slav feeling of the Russian population, that tied Russia and Serbia together whilst Austria declared war, and thereby triggering what would have been a limited local conflict into world war’. When the Russian tsar signed the order commanding full mobilisation of Russian troops because ‘Russia could not remain indifferent to a declaration of war on Serbia’ and as the ultimate proof of the stimulating effects of Nationalism, editor Alex Bein remembered that ‘the Russian popular sentiment applauded the fullest possible solidarity with the beleaguered fellow Slavs of Serbia’. In this particular case it is difficult to determine whether these events occurred under the ‘Nationalism’ potential cause or the ‘Alliances’. Without dropping into philosophical or anthropological arguments, this essay will assume that alliances themselves were generated because of nationalism, as countries really wanted to increase their power by allying themselves with other powers, which in the end is motivated by a nationalist feeling. It is often observed in general history that events sometimes only occur because they are in a specific context. ‘Mid-term’ causes, if it the events that occurred slightly prior to the commencement of the war (between 1970 and 1914) can be labelled so, could be held responsible for creating a context specific to that time. In this case, militarism and imperialism greatly shaped the relations between the powers and consequently the political shape of pre-war Europe. Imperialism was a symbol of power that allowed the European powers to expand their overseas territories and therefore ‘gain new markets, raw materials and fields of investment’. The movement of ‘the Scramble for Africa’ left most of the African continent occupied by Europeans, notably colonies of Britain, France, Portugal, Spain and Belgium; Germany did have some overseas territories, but as historian Gilbert remarks ‘The Kaiser did not make ffective use of its colonies, and owned them by name rather than by practice’. This observation shows that the Kaiser attached a symbolic importance to colonies. The ambitious German king wished that his recently united Germany (the German unification had only occurred in 1971, not even half a century before the war) would possess more overseas territories. Unfortun ately most of the African continent was already ‘occupied’; leaving the Kaiser with a bitter feeling of rivalry with Britain and France. This led to the dangerous Agadir crisis, in which the Kaiser had ordered a fleet to establish a port at Agadir, on the Atlantic coast of Morocco. The British feared this would give the Germans an undesired strong grip in Northern Africa, and thus threatened them to respond in ‘a hostile manner’ if the German gunboat did not depart immediately. ‘The threat was effective, but the rancour which left it was equally strong’, noted Gilbert. At the Reichstag, a few weeks after the event, a social democrat commented in a worried tone that tensions could lead to a war, to which a parliamentarian responded: ‘After every war things are better! The imperialistic tendencies of Europeans unavoidably led to tensions within Europe itself, generating mutual suspicions and fear. This could explain why the European powers felt the need to invest in the military: in the 1870s, all six major European powers had adopted compulsory military training, which resulted in some 4 ? million men under arms by 1914. Each power’s General army staffs had well-drawn battle plans in readiness: the French had ‘Plan 17’, the Germans had ‘Schlieffen plan’ and Russians had ‘Plan A’. By the beginning of the conflict a total amount of $2 billion a year was spent on armament (all powers combined). It can only be logically concluded that if the powers were investing so much time and money in military they were intending to use it. Finally, it was the ‘short term’ causes led to critical events that escalated into the war. A general historical view observes that it all began when Franz Ferdinand was assassinated in Sarajevo, on the 28th of June 2014. The Italian foreign minister at the time observed that ‘The telegram indicated that the assassination of the Archduke was the occasion rather than the cause of Austria’s ultimatum to Serbia, and it reveals the reason for Austria’s action [invading Serbia]’. This view can also be supported by the fact that ‘between 1906 and 1914 the Austrian Chief of Staff General Hotzendorf had asked more than 25 times for a ‘surprise’ war on Serbia’. The Austro-Hungarians wanted to reduce Serbia’s power by attacking her. When they were provided with an excuse to do so (Ferdinand’s assassination) ‘They were not fully confident to attack immediately for fear of Russian retaliation,’ argues Gilbert: ‘but the fact that they had unconditional German support if ever the conflict widened gave them confidence’. It is argued that the Germans had given their full support because the Austro-Hungarians were their most precious allies, and they could not afford losing the cooperation of the other central power when they were encircled by the Triple Entente (Russia, Britain and France). Therefore, to some extent, it can be argued that it is this unconditional support that pushed Austria to declare war on Serbia, without considering the Russian factor. The main issue with identifying causes of the world war is that there are several and none that can be granted full prominence because opinions vary. It is also difficult to establish a cause and effect relationship, because there is no precision and again, it is subjective. This considered, a link can still be noticed in the causes enumerated above: Nationalism made European powers want to achieve more for them, leading to prestigious and expensive colonization. Unfortunately these imperialist tendencies created conflicts between the powers, creating mutual suspicions and alliances. The tensions gave the powers a feeling of insecurity, and led way to intense militarisation which meant that the powers could be ready in a matter of weeks in the event of a war. The Germans were so prepared for a war they could afford giving their unconditional support to Austria, who then attacked Serbia, and triggered the alliance system. It is a way to explain how the causes are linked; but it is not necessarily pertinent in the sense that these events could have been simply events; they only became causes because of the war. For example, if we use counterfactual history and assume that Austria would have never attacked Serbia, perhaps the war would have broken out over Britain and Germany fighting for an access to the Suez Canal, which at that time would have been likely. Perhaps the war would have never happened if the Europeans did not see war as an acceptable method to solve conflicts: as the German parliamentarian had pointed out, ‘after a war all things are better! ’ and the view that most historians believe that actually the war ‘had long been in the making’. As the American historical review states, ‘There was no slide to war, no war caused by ‘unintended’ events, but instead a world war caused by a fearful set of elite statesmen and rulers making deliberate choices’. Word count: 1 712 Bibliography amp; Words cited â€Å"A. J. P. Taylor. † Wikipedia. Wikimedia Foundation, 18 Aug. 2012. Web. 20 Aug. 2012. lt;http://en. wikipedia. org/wiki/A. _J. _P. _Taylorgt;. â€Å"Causes of World War 1. † About. com American History. N. p. , n. d. Web. 20 Aug. 2012. lt;http://americanhistory. about. com/od/worldwari/tp/causes-of-world-war-1. htmgt;. Clare, John D. â€Å"Causes of WWI – Four Steps to War. † Causes of WWI – Four Steps to War. N. p. , n. d. Web. 20 Aug. 2012. lt;http://www. johndclare. net/causes_WWI4. htmgt;. Gilbert, Martin. â€Å"Chapter 1: Prelude to War. † The First World War: A Complete History. New York: H. Holt, 1994. N. pag. Print. Gilbert, Martin. â€Å"Chapter 2: Wild with Joy. † The First World War: A Complete History. New York: H. Holt, 1994. N. pag. Print. â€Å"Nationalism. † Nationalism, Patriotism and Loyalty to Causes. N. p. , n. d. Web. 20 Aug. 2012. lt;http://www. tentmaker. org/Quotes/natio nalism_patriotism_quotes. htmlgt;. †Summary of the Causes of WW1† Moodle. isp. N. p. , n. d. Web. 20 Aug. 2012. lt;http://isparis. moodle. overnetdata. com/file. php/13/Summary_of_the_Causes_of_WW1. pdfgt;. World History: Notes. Toronto: Coles Pub. , 1979. Print. How to cite The Causes of World War One, Essays

The Art of Snowboarding free essay sample

As I make my way up the mountain my heart begins to quicken from excitement and the feeling of anticipation runs through my body. An experience down a mountain, that Eve been waiting months for, was moments away from taking place. Trees shook and snow flurried about the ground creating the mountain smog. As the gondola pulled its way to the top, the sun began to peak Its way through and there I saw the view of the beautiful vast mountain range surrounding Killing Mountain In Vermont. The gondola slowed at the top of the mountain and quickly the doors slid open. ABA my snowboard from the gondola rack and briskly walk to a flat side on the mountain and plop down In the sparkling snow and strap both my feet In. Although, my dad and brother already began to race down the mountain, I stop for a moment and find the quietness In my mind that relaxes me. We will write a custom essay sample on The Art of Snowboarding or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For Just a second, hear nothing but my heartbeat, I see nothing but the mountain In my mind and I feel only the wind on my face. As I regain my excitement for the moment I brush the dusting of snow off my snowboard and launch myself down the hill. The edge of my board cuts deeply causing snow powder to spray everywhere. Speeding down the steep mountain felt like floating on air. It was a kind of thrill someone couldnt find anywhere else. My legs continued to carve my board to the left and to the right while maintaining my balance. I feel my heart pounding and my body begin to sweat as I take in the beautiful sights of the pure white snow passing by. Finally at the bottom of the last hill I twist my snowboard toe side and glide while digging into the snow until coming to a complete stop. The wind that was plunging through my ears and ice cold breeze that froze my nostrils had calmed.Nothing could have beaten the smile t painted on my face from ear to ear. I unstrung my back foot from my snowboard and spot my dad and brother waving me over. I skate towards them and we each share our experiences then hop in the gondola to do it all again. Snowboarding down a great mountain, which feels endless, for the first time, is unlike the feeling of any first time. Snowboarding is unlike any other sport, because the conditions are ever changing, and every run, every chance to race down the mountain Is a first time to be better, stronger and learn more about my body.As the gondola chimes Its way to the pop I cant help but turn around once again to take In the beauty of the view. Something that causes a person to appreciate the time and space that theyve found Is truly something to experience. By embellisher gondola pulled its way to the top, the sun began to peak its way through and there I in Vermont. The gondola slowed at the top of the mountain and quickly the doors slid open. I grab my snowboard from the gondola rack and briskly walk to a flat side on the mountain and plop down in the sparkling snow and strap both my feet in. Moment and find the quietness in my mind that relaxes me.For Just a second, I hear thing but my heartbeat, I see nothing but the mountain in my mind and I feel only cuts deeply causing snow powder to spray everywhere. Speeding down the steep mountain felt like floating on air. It was a kind of thrill someone couldnt find changing, and every run, every chance to race down the mountain is a first time to be better, stronger and learn more about my body. As the gondola chimes its way to the top I cant help but turn around once again to take in the beauty of the view. Something that causes a person to appreciate the time and space that theyve found is truly something to experience.