Trends in International Mathematics and Science Study (TIMSS) Essay Example for Free

Trends in International Mathematics and Science Study (TIMSS) Essay The Trends in International Mathematics and Science Study (TIMSS) is an international comparative assessment about mathematics and science education that is organized by the International Association for the Evaluation of Educational Achievement (IEA). The survey has been administered periodically in cycles of 4 years since 1995. Initially TIMSS was an acronym for the Third International Mathematics and Science Study, which identified its position as the third study following the First and Second International Mathematics and Science Studies (FIMS SIMS) in 1964 and 1982 respectively. A similar study to the 1995 TIMSS (using the same technical framework) was carried out in 1999, and was referred to as the Third International Mathematics and Science Study Repeat (TIMSS-R). The 2003 study was the third cycle of studies based on the 1995 assessment framework, and the acronym TIMSS was redefined to mean Trends in International Mathematics and Science Study (http://nces.ed.gov/timss). With funding from the U.S. National Science Foundation, the TIMSS assessment was to be offered more timely in intervals of 4 years. Table 1 gives an overview on the TIMSS assessment, target populations, and the number of countries that participated in each administration. Table 1. TIMSS assessments and participating countries at the 8th grade level Study Name Acronym Year Number of Countries Target population Grades tested Third International Mathematics and Science Study TIMSS 1994/5 42 3rd /4th, 7th/8th , 12th Third International Mathematics and Science Study Repeat. TIMSS-R 1998/9 40 8th Trends in International Mathematics and Science Study TIMSS 2002/3 46 4th 8th Trends in International Mathematics and Science Study TIMSS 2006/7 Over 60 4th, 8th, (12th rescheduled 2008) TIMSS is considered the largest, most comprehensive, rigorous, and extensive international comparative educational study ever conducted (Alejandro, 2000). It touches on almost every facet of the learning of science and mathematics. The 2003 TIMSS project was comprised of over 360 000 students, over 38 000 teachers, and over 12 000 school principals, and as many as 1 500 contextual variables were included in addition to variables on student achievement scores (Nelson, 2002; TIMSS‟ User guide 2003). TIMSS aims at providing policy makers and educational practitioners with information and indicators about their national educational systems from an international perspective. Alejandro argues that TIMSS serves a â€Å"mirror† function to participating countries to reflect comparatively on their education systems. Martin and Kelly (2004) suggest that TIMSS tests go beyond measuring achievement to including a thorough investigation of curriculum and how it is delivered in classrooms around the world. In a nutshell, the assessment is perceived to be valid and reliable as a measure of student achievement. However, the TIMSS assessments are not without critics. Among the critical voices is that of Wolf (2002) who questions the validity issues of the TIMSS studies. His contention is that TIMSS, being an international assessment, may have testing procedures that are not appropriate for some countries‟ usual testing practices. Related to that, Zuzovsky (2000) specifically questions the reliability of these tests. He argues that the heavily elaborated coding systems inherent in the TIMSS scoring procedures yield lower inter-rater consistency and also that translation of achievement tests into different languages brings the reliability of the assessments into question. The downside of cross-sectional assessments such as the TIMSS projects did not escape the attention of de Lange (2007) who questions the assumption behind international studies that a single test can give comparable measures of curriculum effects across countries. In spite of these criticisms, Alejandro, the chairman of IEA, sees the worth in countries participating in the TIMSS surveys. He argues that â€Å"More than just league tables, the TIMSS data place achievement in an international context where it can be considered from multiple perspectives† (Alejandro, 2000, p. 2). A similar statement was expressed more than 35 years ago by Bock (1970). He perceived the world as shrinking through technology. In support of international studies, he argued that through participation in international studies and by sharing educational reports, countries get a glimpse of each other‟s cultural practices. The TIMSS international reports give an overall impression of the impact that different education factors have on students‟ performance in different countries. It is by further engaging in secondary analysis of the TIMSS data and by conducting further studies related to the findings of TIMSS assessments that countries better understand their schooling system. In particular, it is important to identify areas of concern and address those systematically rather than attempt to replicate another country`s curriculum system simply because the schooling system there seems to be effective. Education indicators are numerous and vary in their effect from country to country. It is possible that each of the 1,500 contextual variables administered in the TIMSS surveys were included because of some supporting literature on their influence on students‟ learning. TIMSS as model of Educational Achievement The literature on models of educational indicators and their performance as a system together with research studies that model student learning achievement as a function of the characteristics of their schools and their family background is extensive (Oakes, 2006; Kaplan Elliott, 2007; Kaplan Kreisman, 2000; Koller, Baumert, Clausen, Hosenfeld, 2001). However, in spite of the extensive literature on the subject of modeling of educational data, no single model of educational performance has gained widespread acceptance (Oakes, 2006; Nelson, 2002). This lack of a global model was noted by Nelson in relation to the TIMSS projects, that, although rigorously executed, and with all its popularity (with more participants than any other IEA study), TIMSS has not attempted to come up with a prescriptive model that relates educational factors to student achievement that can be applicable across nations. Nelson is adamant that any attempt to provide a universal model would not be wise because countries differ in their educational policies and instructional practices so that a one-size fits- all model would not be realistic. That said, though models of educational performance seem diverse as suggested by the literature, in Haertel, Walberg, and Weinstein‟s (2003) view, they have more commonalities than differences. Haertel et al. conducted a meta-analysis of studies that modeled school performance data and found that the presented models had a common structure. Though the models differed in their specifications, their structures were comprised of three categories of pre-existing conditions (cognitive/affective attributes and resources), instructional processes (opportunity to learn, quality of instruction), and outcome measures (achievement, affective behaviors). These models presented student performance as a function of student, teacher, and/or school background variables. Studies of interest to my research are those that modeled students‟ performance as a function of their background variables; the model of interest that informed my variable selection is the Input-Process-Output (IPO) model by Oakes (2006), or Rand Model (Shavelson, McDonnell, Oakes, 2006). The IPO model has similar structural components as the models that were reviewed by Haertel et al. (2003) and models student achievement as a function of some resources. I selected this model for my conceptual framework because of its scope of coverage of educational indicators. The model presents a holistic conception of student learning in a classroom setting and it appears frequently in literature that analyzes large scale data (e.g. Kaplan and Kreisman, 2000; Koller, Baumert, Clausen, Hosenfeld, 2001 analyzing TIMSS data). Additionally, it has been used extensively to guide education researchers in the selection, specification, and analysis of educational variables that correlate with student learning outcomes (Kaplan Elliott, 2007; Kaplan Kreisman, 2000; Koller, Baumert, Clausen, Hosenfeld, 2001). It is taken as one of the influential models in shaping public opinion and policy on how to foster school improvement. TIMSS Input-Process-Output Model The input-process-output (IPO) model by TIMSS is one of the improved versions of the traditional input-output (IO) models of school organizational data (Glasman, Biniaminov, 2001). Glasman and Biniaminov reported that the input-output traditional model employed research strategies that measured changes in the systems‟ outputs brought about by changes in the systems‟ inputs. The IO model was criticized for not taking the academic environment into account and for oversimplifying the schooling process by portraying it as linear. According to Glasman and Biniaminov, â€Å"the input-output analyses [did] not deal with characteristics of the dynamic and ongoing interrelationships between students and teachers or those among students themselves† (p. 509). To overcome the problem, Oakes‟ model added a third component (processes) that mediated the input variables into the output variables and that also provided an educational context for the model. The process component focuses on classroom characteristics such as instructional quality issues (explained in the next section under measures for the model). Oakes‟ model is therefore comprised of three components of an educational system: inputs, processes, and outputs (IPO) (Figure1). Figure 1. A comprehensive Model of an Educational System INPUTS PROCESSES OUTPUTS Fiscal and Curriculum Achievement other quality resources School quality Instructional Participation Quality Dropouts Teacher Characteristics Teaching quality Student Attitudes Background Aspirations Note. The arrows indicate the direction of effect Briefly stated, according to Shavelson, McDonnell, and Oakes, (2001) â€Å"the TIMSS model‟s inputs are the human and financial resources available to education† (p. 13): This includes teacher quality (e.g. certification and experience), student background (e.g. parents‟ education and home possessions), and school quality (e.g. school climate). â€Å"Its processes are what is taught and how it is taught† (p. 13): This includes classroom characteristics such as curriculum quality (e.g. pace and coverage of materials), teaching quality (e.g. integration between teacher, pupil, and materials), and instructional quality (e.g. instructional tasks, teaching methods, and classroom climate) and â€Å"its outputs are the consequences of schooling for students from different backgrounds† (p. 13) such as academic achievement, participation (what percentage graduate versus drop out), and attitudes (e.g. any desires to continue studying math or career goals that are math related). The TIMSS model is complex and provides insight into how the various components of the education system relate to one another. As noted earlier, one of the shortcomings of the traditional input output model was its structure in which nested data was treated as though linear, and the TIMSS model addressed that problem. This was noted by Kaplan and Elliott that â€Å"the TIMSS‟ model, is one instantiation of the organizational structure of schooling that captures its hierarchical nature† (Kaplan, Elliott, 2007; p. 221). The two suggested that the model was multilevel in form and was testable through statistical methodologies that take the multilevel nature of educational data into consideration. Kaplan and Elliot used the model for their framework to propose a model-based approach for validating educational indicators that explicitly took into account the organizational features of schooling. The two contended from their model that it was not necessary for every indicator that has ever been suggested for collection to actually appear in the model. To them, it is the research questions and the goals for the investigations that should determine which indicators to include in a statistical model. Nevertheless, Oakes (2006) advised that a single indicator of each component of the educational system was inadequate. What was needed, in his view, was for each component to have indicators of all its most critical dimensions, and, â€Å"without a series of indicators that assesses all important facets of the schooling processes (the 3 components of the model), we can neither understand the system`s overall health nor determine the conditions under which a particular goal is met† (Oakes, 2006, p. 8). Oakes further observed that each of the three components appeared to be necessary but insufficient by itself to convey full information about school effects. That is, although a system of indicators measures distinct components of the education model, it also provides information about how the individual components work together to produce the overall effect. What can be deduced from Oake`s remarks is that studies that model only one component of the educational system may not be doing an adequate job of conveying the necessary information about the school effects. Conclusions What I considered informative from TIMSS and through the deliberations by Kaplan and Elliott (2007) about TIMSS`s model in general, and its use in particular, was how to utilize its structure to reach the different components of an education system holistically. It was of interest that the TIMSS model has flexible attributes in those variables could be rearranged to reflect the hierarchical nature of classroom data as evidenced in the current study in subsequent chapters. In one study, Kaplan and Kreisman (2000) used the TIMSS` model to validate indicators of mathematics education using its data. Rather than group their variables into the three distinct categories of Input-Process-Output as outlined in the model structure, they contended that since TIMSS` model was inherently multilevel, a subset of the inputs and processes occurred at higher levels of the education system. As a result, they grouped their indicators into three organizational levels: student, teacher, and school. That is to say, although TIMMS` model (Figure 1) groups school resources, teacher quality, and student background as one category of input (or prerequisite) variables, these indicators occur at different hierarchical levels of the school organization. Some of the variables included in the Kaplan and Kreisman model were: †¢Ã¯â‚¬  At student level: mathematics achievement, attitude toward mathematics, utility of mathematics, parents’ education, and mother’s expectations. †¢Ã¯â‚¬  At teacher level: method of instruction, teacher collaboration with colleagues, teacher’s level of education, and teaching experience. †¢Ã¯â‚¬  At school level: opportunities for continuing professional development, good facilities, school climate, level of discipline, and outstanding teacher recognition. Needless to say, Kaplan and Kreisman`s (2000) variables were representative of the three components of the IPO model even though the variables were grouped differently. Some of the variables they used were composite indicators. These were variables such as attitudes and methods of instruction. The two authors ran factor analyses to help group related items into the composite indicators and they had mathematics achievement as their outcome measure. In summary, TIMMS` model is more of a conceptual framework than a prescriptive one. That is, it does not prescribe what variables one should include in a statistical model for testing educational performance, but offers guidance about the components from which to draw the variables. Directions for Future Research TIMSS data have opened extensive avenues for further research work. In conclusion, this paper has evidenced the complexities involved in TIMSS data. It is hoped that this study and other studies that continue to model TIMSS data and pilot TIMSS instruments will help to illuminate the factors that explain student achievement in the us and in many other countries and to direct policy interventions.

The Coyotes Weren’t Kosher: Women’s Role in Preservation of Dietary Tradition in Pioneering Southwest :: Essays Papers

The Coyotes Weren’t Kosher: Women’s Role in Preservation of Dietary Tradition in Pioneering Southwest Women have always played a major role in the practice of Judaism. They have many responsibilities and obligations to fulfill due to of their faith. Yet, they also must raise their families and often work to provide for their family. Overtime, Jewish women have become an example of women’s ability to live very demanding lives and still sustain her religious devotion. Jewish women have had to overcome numerous obstacles in incorporating the changes inherent with ever-evolving life with their static religious duties. Thus was the case for any Jew who chose to move away from their community and start a new life. Many pioneers found it hard to remain practicing Jews when there were no other Jewish people around them. Some observances became difficult to exercise given the surrounding and Jews would sometimes have to compromise their traditions with physical practicality. This led to great personal struggle for women who had always felt that the family’s religious san ctity was her responsibility. But these fascinatingly resourceful and dedicated women found ways to overcome the hindrances that their new home provided and still plant the seeds that would grow into a rich and strong Jewish community regardless of where they lived. There were many problems that these pioneering Jews experienced when they tried to adhere to Jewish custom in places where keeping kosher was a unpracticed tradition. This was especially true in the founding of the southwest. It became apparent to Jewish mothers that there would be many difficulties ahead of them. In particular, the Jewish religion calls for its member to follow a strict collection of dietary laws. These laws mandated the separation of meat and milk products and the cleansing of all utensils that came into contact with these foods (Siegel 1959). The women were required to follow certain rules in food preparation. It was important that these rules to preparing the food, especially meat, were followed by any devote Jews. These dietary laws are followed not healthiness, but out of holiness. Judaism teaches that man must give reverence for the things that he has, and those that he takes (Stiengroot 1995). This explains the principal of hollowing one’s natu ral actions to make them holy and is directly illustrated by the way in which a Jewish woman runs her kitchen.

Helicopter Emergency Medical Service

Helicopter Emergency Medical Service Air medical transport has only been used for the past 70 years. The first true air ambulance flight was during the Great War. A Serbian officer was transported from the battlefield to the hospital by plane. Air ambulance was being tested by different military organizations during the First World War. Schaefer Air services was the first United States air ambulance service, created in 1947. The Korean War was the big turning point for EMS helicopters. In 1950, the military was given authorization to use helicopters for medical purposes.These helicopters were used to evacuate injured patients from the battlefield during combat. The small helicopters were equipped with basket stretchers that were attached to the landing gear. The patients were transported outside of the aircraft, which did not allow for medical during transport. From January 1951 to January 1953 more than 17,000 patients were removed from the battlefield and transported to the hospita l by helicopter. The use of medical helicopter transport significantly decreased the causality/death rate among the people in combat.World War II death/causality rate was 4. 5 deaths per 100 casualties, whereas, the Korean War death/casualty rate was 2. 5 deaths per 100 casualties. The Vietnam War introduced to idea of patients receiving medical care during air transport. The Bell UH-1 also known as the Huey was the frost helicopter that was large enough to carry the patient and medical staff inside the aircraft. The state of Maryland started the nation’s first combined emergency service helicopter program, in 1969. This program was put into place by the Maryland State Police and the University of Maryland.The program joined together the state police, rescue and HEMS (helicopter emergency medical service). In 1972, St. Anthony Central Hospital in Denver Colorado was the first hospital to have civilian hospital-based helicopter transport. This hospital-based helicopter transpo rt system is still in use today and is now intergrated with Denver EMS. The attributes of helicopter transport are speed, accessibility, specialized personnel and technology. Modern medical helicopters are capable of sustain speeds in excess of 150mph. This allows for patients to be transported to a specialized care center much faster than ground transport.Using a helicopter allows for emergency medical personnel to access patients in places ground crews cannot go. A helicopter can take off and land in a vertical motion. Emergency medical helicopters are staffed with highly trained and skilled staff. EMS helicopters are equipped with highly sophisticated medical technology and can reach people across a wide geographical area. When considering the use of the EMS helicopter you should take all these attributes into consideration. If these attributes are not important, then the use of an expensive EMS helicopter should not be used.Air medical transport can pose its own stressors to pat ients, medical staff and medical equipment. These stressors are more predominant in fixed-wing operations rather than helicopter transport. Hypoxemia is the biggest threat to people who fly. However helicopters no dot exceed 1000 feet above sea level. Patients being transported by helicopter are at no significant risk of hypoxemia secondary to decreased ambient pressure. Acceleration of the aircraft is another factor that can stress the patient. Helicopter acceleration force is not that much different than that of ground transport.Acceleration is more significant in fixed-wing aircraft. Noise is a major issue when it comes to helicopter transport. The noise inside the helicopter causes problems for the medical staff. The noise may hinder the medical staff from hearing lung sounds. The staff must use headphones and an intercom system to communicate. Vibration of the aircraft is another problem for the patient and staff. The vibrations can cause fatigue and discomfort to the patient. Vibration can also cause monitoring errors and equipment malfunction. Air medical transport has a few cons but when life is on the line these issues seem minor.Each helicopter has its own transport team. The transport team may consist of a pilot, registered nurse or paramedic, and can include EMT’s and EMT-I’s. Some flight crews include a physician. Physicians on fight crews have posed a lot of controversy as to whether a physician as a crew member improves the outcome of the patient. Each crew member must undergo many education courses as well as hands on training before being employed by HEMS. Safety is the most important aspect to HEMS. Emergency medical helicopters have an alarming history of crashes.The National Transportation Safety Board conducted a study to determine the major causes of helicopter crashes. Important areas of flight risk are the pilots, the mechanics of the aircraft, crew training, maintenance, weather conditions, time of day, and landing sites. The study showed that poor weather conditions posed the greatest risk for helicopter crashes. Since, the study many improvements have been made to improve the crash rate. It has been said that the sole decision is set on the pilot as to whether it is safe enough to take the flight or not.The pilot must consider the weather conditions, aircraft maintainence, and crew readiness. Medical personnel cannot make the decision to take the call. Medical personnel should not tell the pilot the nature of the call, because this may deter the pilot’s judgment. Currently the Federal Aviation Administration is looking to make changes in the safety procedures of HEMS. Air medical transport is generally used in for two reasons, rescue and inter-hospital transfer. Helicopter transport is very expensive and is potentially dangerous.Rescue helicopters are dispatched by emergency personnel at the scene. The helicopter reports to the scene of the accident or illness. When should a EMS helicopter be dispatched? EMS helicopter should only be called out when speed, accessibility, specialized equipment and personnel are all needed to save life or limb. Inter-hospital air medical transport is generally used to transfer critically ill patients to another hospital that suites the needs of the patient. There are two types of landing sites for EMS helicopters. One type is the controlled site. The controlled site located at hospitals.These landing sites are constructed to safely accomindate the aircraft. The second type of landing site is the uncontrolled landing site. The uncontrolled landing site is landing at the scene of an accident. The landing site is selected by the ground EMS. The pilot looks at the site and determines if it is safe to land or not. Ground EMS are trained on how to chose, and mark a landing site. Ground EMS personnel are also trained on how to behave around the aircraft. When a patient is going to be transported by air the ground EMS must prepare the patient f or transport.The EMS ground crew should have the patient stabilized as much as possible before transport. Another way ground EMS can prepare the patient is to intubate a patient that has a high potential for loss of airway. Good communication is the biggest factor in a successful transport. Ground EMS typically has radio communication with the helicopter. The communication between the two should be maintained until after the helicopter takes off. Maintaining good communication allows the flight crew to inform ground EMS of any major, unexpected patient complications or malfunctions of the aircraft.EMS helicopters must have well trained, diverse flight crews. These crew members must be able to perform their duties on the scene of an accident and while in flight. The crew members are trained to handle many different types of patients such as drowning, burns, spinal cord injuries, heart attacks, pediatric and neonatal patients. The flight nurse is responsible for the patient assessment , and interventions before loading the patient on the aircraft. The flight nurse must know how to use all the equipment and know all the safety guidelines pertaining to the aircraft.There are many different requirements to becoming a flight paramedic. A person who wants to become a flight paramedic must be able to work in chaotic situations. Becoming a flight paramedic involves a lot of hard work and dedication. The person who wants to become a paramedic must have at least one year EMT experience and many different certifications such as: CPR, Basic Life Support (BLS), Basic Pediatric Life Support (BPLS), Basic Trauma Life Support (BTLS), Neo Natal Life Support (NALS), Advanced Cardiac Life Support (ACLS), and Pediatric Advanced Life Support (PALS).In order to become a flight paramedic this person would have to have at least 5 years critical care experience in a high volume progressive EMS system. Becoming a flight paramedic is no easy task.References Formm, Jr. Robert E. â€Å"Air medical transport†. Journal of Family Practice. March 1993. http://www. findarticals. com/p/articles. html . 1 Oct. 2010. Kreisher, Otto. â€Å"The Rise of the Helicopter During the Korean War†. Aviation History Magazine. History. net Jan 2007. http://www. historynet. com/the-rise-of-the -helicopter-during-the-korean-war. htm. 1 Oct. 010 Federal Aviation Administration. â€Å"Helicopter Emergency Medical Service Safety. †8 June 2010. http://www. faa. gov/news/fact_sheets/news_story. cfm? newsID+6763. 1 Oct. 2010. Lenworth M. Jacobs, MD, MPH, FACS, and Bennet, Barbra, RN, MPH. â€Å"The Critical Care Helicopter System in Trauma. † Hartford Conneticut.. http://www. ncbi. nlm. nih. gov/pmc/articles/PMC/articles. 1 Oct. 2010 Gentile. Rosanne. â€Å"How to Become a Flight Paramedic: Required Qualifications and Education. † Associated Content. 18 August 2008. http://associatedcontent. com. 1 Oct. 2010

The Legal Issues Of Gay Marriage - 1626 Words

Gay marriage is marriage involving two persons of the same sex is a man and a man or a woman and a woman. It can be seen as a phrase that is used by the Government, social and religious groups to have the recognition of marriage between two persons of the same sex. There is a social movement, so that people can get their rights and responsibilities in countries like the United States of America. Legal issues involved in this type of marriage have been made to the procedures of the federal Government in the traditional system, the federal Government had no attempt to have the meaning of marriage and, therefore, he had the idea that any marriage that was appreciated by the State, has also been known by the federal Government, even if there was a problem of recognition of such marriages from other States. This means that the State was responsible for the enforcement of rights that people need so that people can have their partner through the Act. The defense of marriage act and then peo ple quickly find how issues that had to be met, and that might work and it did only definition that a marriage could be a Union between a man and a woman. Therefore, there is no company that has the recognition for this same sex as those who had pushed for legalization of sex type. (Justin, 1990) Those who argue that if people have a relationship then it is not the job of the Government to know about their association and, therefore, should have their own rights, they, therefore, need to defineShow MoreRelatedLegalizing Gay Marriage Essays800 Words   |  4 PagesLegalizing Gay Marriage The battle over Gay marriage in the United States reached a fever pitch during the presidential election of 2004. The issue vaulted into prominence when the Democratic mayor of San Francisco flouted state law and performed marriage ceremonies for Gay couples. Conservatives claim that the issue catapulted them into power by motivating fundamentalist Christian voters to turnout in order to defeat anti-gay-marriage amendments in eleven states, includingRead MoreSame Sex Marriage Should Be Legal1144 Words   |  5 PagesGay Marriage There are many issues the revolve around same-sex marriage. Many issues like: Whether same-sex should be legalized and should there be an amendment on same-sex marriage? There are multiple side to view this, but gay marriage but in my opinion gay marriage is socially accepted. it should be legal and it does affect American teens in a broad spectrum of ways. There have been a lot of issues on whether or not same-sex marriage should be legal or not. According to Burns, â€Å" The unionRead MoreWhy The Constitution Should Be Legal956 Words   |  4 PagesThe debate on whether the constitution should be changed to allow gays/lesbians legal status, whereby the partners are protected while in the institution of marriage is a heated debated which has been ongoing in many years. There are those states whereby the rights of gays/lesbians to have legal marriages have been recognized, but in most of the states their right to legal marriage have not been recognized. This essay looks at the reasons why the American constitution should be amended to ensureRead MoreGay Marriage: Why Should We Legalize It? Essay1284 Words   |  6 PagesGay Marriage: Why Should We Legalize It? Gay marriage tends to spark many different opinions in the hearts and minds of the citizens of this great nation. This political issue is usually one that would spark a heated debate between even the closest of friends. The subject description typically spurs intense hatred and anger, even. You would more than likely witness numerous signs picketing this issue whether it may be a revised Bible quote deeming it a sin or a sign decked out in the many colorsRead MoreThe Issue Of Same Sex Marriage1376 Words   |  6 PagesLiberties/Civil Rights Issues November 19, 2014 I†¦My chosen topic is Gay Rights- more specifically marriage equality. Public opinion in the U.S. shows the majority support for the legal recognition of same-sex marriages. This issue is more likely to be supported by women and people under 50. My thesis is that marriage equality a civil right, rights we are born with as a citizen of the U.S. which the government cannot interfere with or suppress. (Lecture Notes 8/27). Over the past decade, marriage equality hasRead MoreEssay about Lets Legalize Gay Marriage872 Words   |  4 PagesLegalize Gay Marriage Gay marriage is a right. Heterosexual couples are allowed to enjoy all the marriage benefits, so why shouldn’t same-sex couples be able to? Why should other people be able to choose who marries who? If a man and a woman get married, no one seems to care. Gay marriage should be legal because it’s an issue of equal rights, it would save society money, and it will increase the chances for foster children to be adopted into loving families. Same-sex marriage is an issue of equalRead More Social and Legal Obstacles of Gay and Lesbian Parenting Essay1677 Words   |  7 PagesSocial and Legal Obstacles of Gay and Lesbian Parenting In the last decade there has been a rise in the number of lesbians and gay men forming their own families. Many do this through adoption, foster care, artificial insemination, and other means. Today, researchers have estimated that the number of children living with one gay or lesbian parent is six to fourteen million. Some have described this current period as a lesbian and gay â€Å"baby boom†. However, lesbian and gay parents face many socialRead More Same-sex Marriage Should be Legal Essay1000 Words   |  4 PagesSame-sex Marriage Should be Legal    I do. These two simple words have the power change lives in an instant. For most people, the phrase conjures up images of a man and a woman being joined in marriage. But for gays and lesbians, having the chance to legally say I do is a far-off dream, not a reality. In many European countries, marriages between same-sex couples are federally recognized, but unions of American homosexuals still go unrecognized by the United States government. Same-sexRead MoreLegalizing Gay Marriage Essay examples1290 Words   |  6 Pagesthe question about homosexual marriage. Should gay marriage become legal in all fifty United States, or should it stay illegal in some states and remain legal in others? Most of society’s issues and controversies come forth when subjects like religion, the home life, and values are discussed. The real question is who is society to judge someone, who doesn’t care about society’s opinion and only wants happiness for themselves? Homosexual marriage has been a big issue for about a decade. People haveRead MoreShould Gay Marriage Be Legal? Essay911 Words   |  4 PagesShould gay marriage be legal? Gay marriage should be legal because as woman and man, all individuals have the same right in society; because same-sex couples can constitute a good based family; because it is just a way to make official a common union nowadays, even with the religious issue; because it is not related to polygamy; and because love matters and it does not differ in nature according to the sex of its object or the person who experiences it. The first reason why same sex marriage